초등학교 6학년 과학과에서 프레어모형을 활용한 수업이 학습동기와 학업 성취도에 미치는 영향
The Effect of Teaching Program with Frayer model on Learning Motive and Learning Achievement of 6th Grade Elementary Science Learning
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
In this study, to raise the interest and curiosity of students and at the same time to learn science concepts meaningfully for students, the teaching and learning program was developed by applying the Frayer model. The purpose of this study was to find out the Effect of Elementary Science Teaching Program with Frayer model on Learning Motive and Learning Achievement. To this end, the 6th grade classroom of A-elementary school located in Seogwipo-city was selected the experimental group (26 patients). And the other 6th grade classroom in the same school was selected to the comparative group (27 patients). The experimental group was conducted applying the Frayer model. Comparison group has been conducted lesson program in accordance with the general science class teacher guide. Was through a pre-test of science learning motivation and academic achievement level can be assumed in the same group. After completing the experimental treatment by conducting a post-mortem examination was statistically validated. In this study, the following conclusions were obtained. First, elementary science class which applied Frayer model had the effect of to improve the scientific motivation. In particular, attention (p <.01), association (p <.01), confidence (p <.01) in the experimental group were higher than the scores of the comparative group, the difference was significant. Second, the Frayer model applied to elementary science class had a significant effect on improving science achievement. The experimental group which applied Frayer model was higher than the comparative group in science achievement post-test comparison. Between the groups showed a significant difference between the two groups (p <.01). The above findings, Elementary science class which applied Frayer model can be concluded to be effective in science and science achievement motivation. Therefore, applying the Frayer model of elementary science class could be useful in science teaching and learning methods. In addition, when it is determined through the previous study, applying the Frayer model classes will be able to derive a meaningful learning also subjected to a number of fields and areas.
Abstract
In this study, to raise the interest and curiosity of students and at the same time to learn science concepts meaningfully for students, the teaching and learning program was developed by applying the Frayer model. The purpose of this study was to find out the Effect of Elementary Science Teaching Program with Frayer model on Learning Motive and Learning Achievement. To this end, the 6th grade classroom of A-elementary school located in Seogwipo-city was selected the experimental group (26 patients). And the other 6th grade classroom in the same school was selected to the comparative group (27 patients). The experimental group was conducted applying the Frayer model. Comparison group has been conducted lesson program in accordance with the general science class teacher guide. Was through a pre-test of science learning motivation and academic achievement level can be assumed in the same group. After completing the experimental treatment by conducting a post-mortem examination was statistically validated. In this study, the following conclusions were obtained. First, elementary science class which applied Frayer model had the effect of to improve the scientific motivation. In particular, attention (p <.01), association (p <.01), confidence (p <.01) in the experimental group were higher than the scores of the comparative group, the difference was significant. Second, the Frayer model applied to elementary science class had a significant effect on improving science achievement. The experimental group which applied Frayer model was higher than the comparative group in science achievement post-test comparison. Between the groups showed a significant difference between the two groups (p <.01). The above findings, Elementary science class which applied Frayer model can be concluded to be effective in science and science achievement motivation. Therefore, applying the Frayer model of elementary science class could be useful in science teaching and learning methods. In addition, when it is determined through the previous study, applying the Frayer model classes will be able to derive a meaningful learning also subjected to a number of fields and areas.
참고문헌 (32)
- Ausubel, D. P, "The psychology of meaingful verbal learning" (1968), Grune & Stratton
- Buehl, D, "Classroom Strategies for interactive learning" (1995), Wisconsin State Reading Association
- Chae Dong-Hyun, "Science Education through Constructivism", Elementary Science Education, 16(1), pp.92~102 (1997)
- Choi Gye-Ja, "The Effect of Instructional Analogy on Middle School Students' Science Concept Learning and Motivation to Learn", 석사, pp.1998
- Driver. R, "The pupil as scientist?" (1983), The Open university Press
- Driver. R, "Student‘s thinking and learning of science; a constructivist view", School Science Review, 67(1), pp.443~456 (1986)
- A schema for testing the level of cognitive master, "Frayer, D", Wisconsin Research and Development Center, ~, pp.Working Paper No. 16 (1969)
- Gang Cheol-Ung, "Understanding of the concepts of science based on the 6th graders'levels of logical thinking in elementary schools", 석사, pp.2012
- Gang Ho-Nam, "Effects of teaching strategies through hemispheric specialization on the creativity and elementary school science achievement", 박사, pp.1991
- 권재술, "인지갈등과 개념변화의 필요조건과 충분조건", 한국과학교육학회지, 23(5), pp.574~591 (2003), 한국과학교육학회
- Gwon Jae-Sul, "A Comparative Discussion on the Instructional Procedure and Strategies in Learning Scientific Concepts", Journal of Science Education, 2(1), pp.127~137 (1992)
- Joan M. Kenney, "Literacy Strategies for Improving Mathematics Instruction" (2005)
- Joo Ho-Soo, "Effects of Constructivistic Learning Strategy Applied to Concept Mapping on Biological Concept Leaning and Scientific Attitude", 박사, pp.1999
- Joo Won-Hyeng, "Impact on attitudes toward learning attitude and achievement utilizing Frayer Model in Grade 3rd of science class", 석사, pp.2004
- Keller, J. M, "Instructional Design theories and models: An overview of their current status" (1983), Lawrence Erlbaum Associates
- Keller, J. M, "Development and use of the ARCS model of motivational design", Journal of Instructional Development, 10(3), pp.2~10 (1987)
- OECD International Achievement Evaluation: PISA 2012 Results Report, "KICE", ~, pp.RRE 2013-6-1 (2013)
- Mathematics and science achievement trends change An International Comparative Study: TMSS 2011 Report, "KICE", ~, pp.RRE 2012-4-3 (2013)
- Kim Hee-Jung, "(The) Effects of TWA(Teaching-With-Analogies) Model for the Concept Learning in Elementary Science Education", 석사, pp.2001
- Kim Kyung-Hee, "the effects that utilizing graphic organizers in an elementary science class for 5th grade students has on helping the students understanding scientific concepts", 석사, pp.2013
- Klausmeier, H, "Conceptual Learning and Development" (1974), Academic Press
- Lee Ho-Yeon, "A study on Scientific Experience and Motivation to Learn Science of Elementary Students", 석사, pp.2012
- Ministry of Education, Science and Technology, "2009 Curriculum Revision : Science Curriculum Implementation", ~ (2009)
- Ministry of Education, Science and Technology, "Elementary Science Teacher instructions 6-2", ~ (2011)
- kumsung No Myeong-Wan, "Classroom Strategies for Interactive Learning" (2004), Park Yi jeong
- The use of concept mapping and Gowin's mapping instructional strategies in junior high school science, "Novak, J. D", Cornel University, ~, pp.ERIC Document Reproduction Service No. ED200 437 (1981)
- Novak, J. D, "Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners", Science Education, 86, pp.548~571 (2002)
- Oh Jeong-Im, "The Effects of Science Instruction Using ARCS Model on Learning Motive and Academic Achievemen", 석사, pp.2004
- Park Jin-Suk, "The Effects of the Utilization of Visual Materials on Mathematics Learning", 석사, pp.2008
- Park Seung-Jae, "Science Education" (1985), Education History of Science
- Piaget, J. D, "Cognitive Development in Children : Development and learning", Journal of research in science teaching (1964)
- Posner, G. J, "Accomodation of a scientific conception : Toward a theory of conception change", Science Education, 66, pp.211~227 (1982)