울산 지역의 생태적 특성을 반영한 STS모듈의 개발 및 적용 효과
The Development and Application Effects of STS Modules Focused on Ecological Trait of Ulsan
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This study is intended to develop three types of STS modules featured the locality of Ulsan, to apply these to the first graders of high school and to determine whether there is an effective change among affective domains toward science and interest in ecological environmental problems of the locality. For this study, three STS modules had been developed. One group of 163 students was selected who were attending ‘D’ high school located in Ulsan. Results are as follows. Firstly, the STS modules were designed as the titles of “The City of Whales, Dream of Ulsan”, “Please, Take Care of Tiger Salamanders” and “Tae Hwa River: to River of Life from Waves of Death” Secondly, students instructed according to the modules showed the significant effectiveness in execution for the affective domains related to science (p<.05). Thirdly, students instructed according to the modules showed that the interests in ecological environmental problems started from their local concerns were significantly different(p<.01) before and after the instruction. Finally, students who were learned with the modules showed that they had positive response to the instructional strategy and contents.
Abstract
This study is intended to develop three types of STS modules featured the locality of Ulsan, to apply these to the first graders of high school and to determine whether there is an effective change among affective domains toward science and interest in ecological environmental problems of the locality. For this study, three STS modules had been developed. One group of 163 students was selected who were attending ‘D’ high school located in Ulsan. Results are as follows. Firstly, the STS modules were designed as the titles of “The City of Whales, Dream of Ulsan”, “Please, Take Care of Tiger Salamanders” and “Tae Hwa River: to River of Life from Waves of Death” Secondly, students instructed according to the modules showed the significant effectiveness in execution for the affective domains related to science (p<.05). Thirdly, students instructed according to the modules showed that the interests in ecological environmental problems started from their local concerns were significantly different(p<.01) before and after the instruction. Finally, students who were learned with the modules showed that they had positive response to the instructional strategy and contents.
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