중학교 과학 ‘물질의 구성’ 단원에서 과학사 소재를 활용한 명시적ㆍ반성적 과학의 본성 수업의 효과
The Effects of Explicit and Reflective Instruction about Nature of Science Using Episodes from the History of Science in ‘Composition of Material’ Unit of Middle School Science
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In this study, we investigated the effects of explicit and reflective instruction about nature of science (NOS) using episodes from the history of science upon students' understanding about NOS, achievement, and enjoyment of science lessons. Four classes of ninth graders (N=129) at a coed middle school were divided into the control and the treatment groups. The students were taught about the composition of material for 11 classes. Before the instruction, most of the students in both the control and the treatment groups held naive views about NOS. After the instructions, the views about NOS of the control group students did not change, whereas the students in the treatment group held more adequate views about NOS. The high-level students in the treatment group showed more adequate views about NOS than the low-level students. However, there were no significant differences between the test scores of the two groups in the achievement and the enjoyment of science lessons.
Abstract
In this study, we investigated the effects of explicit and reflective instruction about nature of science (NOS) using episodes from the history of science upon students' understanding about NOS, achievement, and enjoyment of science lessons. Four classes of ninth graders (N=129) at a coed middle school were divided into the control and the treatment groups. The students were taught about the composition of material for 11 classes. Before the instruction, most of the students in both the control and the treatment groups held naive views about NOS. After the instructions, the views about NOS of the control group students did not change, whereas the students in the treatment group held more adequate views about NOS. The high-level students in the treatment group showed more adequate views about NOS than the low-level students. However, there were no significant differences between the test scores of the two groups in the achievement and the enjoyment of science lessons.
참고문헌 (38)
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