고등학생들의 그래프 능력과 과학 탐구 능력 및 과학 학업 성취도의 관계
Relationships of Graphing Ability to Science-Process Skills and Academic Achievement of High School Students
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본 연구는 그래프 능력과 과학 탐구 능력 및 과학 학업 성취도의 상관관계를 알아본 것이다. 그래프 능력과 과학 탐구 능력은 정적인 .41의 상관을 보였으며 이러한 결과는 선행연구의 결과들을 지지하는 것이다. 또한 그래프 능력은 과학 학업 성취도와 거의 통계적으로 상관이 없는 것으로 밝혀졌다. 그래프는 과학 학습에서 중요한 의사소통의 도구이다. 또한 그래프 능력은 과학 탐구 능력과 어느 정도 상관관계도 보이고 있다. 따라서 고등학생들의 그래프 능력의 부족한 부분을 신장시켜 과학 학습에 장애가 되지 않도록 해야 될 것이다.
Abstract
Line graphs are frequently used to communicate data and basic concepts in classroom activities. Science teachers often assume that students are able to interpret the symbolic meaning of the graphs, but such an assumption is not based on sufficient evidence. The purpose of this study was to investigate the relationships of graphing ability to science-process skills and academic achievement of high school students: With regard to science-process skills, graphing ability was found to have a slight correlation with science-process skills (.41). Among the sub-skills of the science-process, graphing ability was seen to have a relatively high correlation with basic science-process skills such as 'measuring', 'inferring', 'predicting', while having relatively low correlation with integrated science-process skills such as 'formulating hypothesis' and 'generalization'. With regard to academic achievement, graphing ability appeared to have no correlation with academic achievement (.06).Hence, a correlation between graphing ability and science-process skills was proved. It can also be concluded that improving graphing ability will greatly support students with their science study and, therefore, organized efforts and efficient educational methods should be developed in order to overcome the insufficient graphing ability among high school students.
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