개념도를 활용한 초등학교 과학 수업에서 학습 성향에 따른 아동의 지식 구조 변화 - ‘꽃과 열매’ 단원을 중심으로 -

Abstract

Learners are different in terms of the process and methods of structuring newly accepted concepts even though they take the same class. In this study concept mapping was used to examine the changes in children’s knowledge structure according to their learning orientation during the learning process and the difference in the retention rates. For the study, eight class periods that consisted of the ‘5-1-5. Flowers’ Unit(five class periods) and the ‘5-2-3. Fruits’ Unit(three class periods) were devised. The subjects were 46 fifth grade students. Among them, the concept mapping of 16 meaningful learners and 9 rote learners were analyzed.The findings of this study were as follows : There was difference in the changes of the children’s knowledge structure according to their learning orientation. Accretion was occurred consistently throughout the learning process of the meaningful learners who focused on concepts and the rote learners who focused on examples. Tuning also took place consistently throughout the learning process of the meaningful learners who showed higher rates in the beginning stage of a new unit than the rote learners. Restructuring usually occurred in the early stage of learning. Those students whose academic achievement level were low among the rote learners showed restructuring throughout all the stages. On the basis of these findings, it could be concluded that, to get right concepts, it was very critical for meaningful learners to form right concepts in the early stage of learning and it was efficient for rote learners to draw concept maps continuously in the process of learning.