문제발견 중심의 과학토론수업이 초등학생들의 과학 창의적 문제해결력과 과학탐구능력에 미치는 영향
The Effect of Scientific Discussion Classes Focusing Problem Finding on the Primary School Students’ Scientific Creative Problem Solving Ability and Science Process Skills
0
조회
0
다운로드
15
인용
0
참고문헌
키워드
초록
The purpose of this study was to examine the effect of scientific discussion classes focusing problem finding on the primary school students’ scientific creative problem solving ability, science process skills and attitude toward science class. To verify this research problem, the subject of this study was fifth-grade students selected from four classes of M elementary school located in Busan city. For four months, the experimental group of 51 students was taught using the "scientific discussion classes focusing problem finding". The control group also of 53 students was taught in normal classes which used a text-book. All students were given pre and post test to verify the effects of scientific discussion classes focusing problem finding on the primary school students’ scientific creative problem solving ability, science process skills and attitude toward science class. The results from this study are as the following. First, the scientific discussion classes focusing problem finding were effective in scientific creative problem solving ability among the primary school students. It is possibly because in the process where one student compare his/her own thoughts with the others' ones and discuss them. Second, the scientific discussion classes focusing problem finding were effective in science process skills among the primary school students. Third, the scientific discussion classes focusing problem finding were effective in attitude toward science class. In conclusion, the scientific discussion classes focusing problem finding had positive effects on improvement of primary school students' scientific creative problem solving ability, science process skills and also could lead to a change in students’ cognition about science class to a positive way. Therefore, the scientific discussion class focusing problem finding is hopefully to be provided as an effective instructive strategy of science class in school in the future.
Abstract
The purpose of this study was to examine the effect of scientific discussion classes focusing problem finding on the primary school students’ scientific creative problem solving ability, science process skills and attitude toward science class. To verify this research problem, the subject of this study was fifth-grade students selected from four classes of M elementary school located in Busan city. For four months, the experimental group of 51 students was taught using the "scientific discussion classes focusing problem finding". The control group also of 53 students was taught in normal classes which used a text-book. All students were given pre and post test to verify the effects of scientific discussion classes focusing problem finding on the primary school students’ scientific creative problem solving ability, science process skills and attitude toward science class. The results from this study are as the following. First, the scientific discussion classes focusing problem finding were effective in scientific creative problem solving ability among the primary school students. It is possibly because in the process where one student compare his/her own thoughts with the others' ones and discuss them. Second, the scientific discussion classes focusing problem finding were effective in science process skills among the primary school students. Third, the scientific discussion classes focusing problem finding were effective in attitude toward science class. In conclusion, the scientific discussion classes focusing problem finding had positive effects on improvement of primary school students' scientific creative problem solving ability, science process skills and also could lead to a change in students’ cognition about science class to a positive way. Therefore, the scientific discussion class focusing problem finding is hopefully to be provided as an effective instructive strategy of science class in school in the future.
참고문헌 (26)
- Bae Jung-Il, "Analysis of the Types of Claims and Argumentations in Science Debate Classes of 5th Graders", 석사, pp.2004
- Cha Young, "Cognitive Conflict and Conceptual Change through Dyadic Debate in Learning about Action and Reaction", 석사, pp.2001
- Chang, H. P., "The effect of levels of cooperation within physical science laboratory groups on physical science achievement", Journal of Research in Science Teaching, 31(2), pp.167~181 (1994)
- Cho Youn-Soon, "Development and Application of Elementary Science Curriculum to Enhance Creative Problem Solving Abilities", Journal of the Korean Association for Science Education, 20(2), pp.307~328 (2000)
- Driver, J., "Establishing the norms of science argumentation in classrooms" (2000), John Willy & sons. Inc. Press
- 하주현, "문제발견연구의 탐색", 교육심리연구, 19(4), pp.917~932 (2005), 한국교육심리학회
- Hong You-Mi, "A Case Study on the Development and Application of Problem Finding Program for the Scientifically Gifted domainary School Children", 석사, pp.2013
- Jang Yong-Sik, "The Relationship Between the Science Problem Finding Ability, Personality and Learning Methods of Scientifically Gifted Students", 석사, pp.2007
- Jones, M. G., "Verbal and nonverbal behavior ability-grouped dyads", Journal of Research in Science Teaching, 31(6), pp.603~619 (1994)
- Jung Kil-Jae, "Development and Application of Problem Finding Program for Scientifically Gifted Students", 박사, pp.2014
- Kang Kyung-Hee, "A Study on the Feature of Small Group Discussion and the Interaction Types in Middle School Class", Journal of the smeieccu, 25(1), pp.239~257 (2004)
- Kim Hyun-Jea, "Cooperative Learning Strategies on Science Education for Open Classroom", Journal of Korean domainary Science Education, 15(1), pp.1~28 (1996)
- Kim Jeong-En, "The Development of Teacher Training Program to Enhance Scientific Creative Problem Solving Abilities", 석사, pp.2013
- 고원, "공감과 소통의 토론 교육과 연구 과제", 사고와표현, 4(1), pp.103~122 (2011), 한국사고와표현학회
- Kwon Jae-Sool, "The Development of an Instrument for the Measurement of Science Process Skills of the Korean Elementary and Middle School Students", Journal of the Korean Association for Science Education, 14(3), pp.251~264 (1994)
- Lee Hye-Joo, "An Analysis of Variables Effecting on Scientific Problem Finding Abilities of domainary School Students", 박사, pp.2004
- Lee Sang-Gyun, "The Effect and Development of ASI Module for Free Inquiry Activities in Science", 박사, pp.2010
- Lee Sun-Mi, "Effects of Inquiry Experiment Emphasizing Discussion on Achievement, Science Process Skills and Learning Attitude", 석사, pp.2002
- Mansfield, S. P., "The psychology of creativity and discovery: Scientist and their work" (1981), Nelson-Hall
- Nam Jeong-Hee, "A Study on Classroom Interaction by Student’s Cognitive Level in the Performance of Controlling Variable Tasks", Journal of the Korean Association for Science Education, 22(1), pp.110~121 (2001)
- Richmond, G., "Making meaning in classrooms:Social presses in mall-group discourse and scientific knowledge building", Journal of Research in Science Teaching, 33(8), pp.839~858 (1996)
- Starko, A. J., "investigating creativity in youth: research and methods", pp.75~96 (1999), Hampton Press
- Sternberg, R. J., "Handbook of creativity", pp.251~272 (1999), Cambridge University Press
- Yoo Jin-Kyung, "The Effects of Drawing-based Science Discussion", 석사, pp.2010
- 윤초희, "과학영재의 문제발견력과 과학적 특성 변인간의 관계 및 성차 분석", 교육학연구, 45(3), pp.199~231 (2007), 한국교육학회
- Yun Kyung-Mi, "Differences in Problem Finding between the Scientifically Gifted and the Average Students, and the Analysis of Variables Effecting Problem Finding", 박사, pp.2004