요리를 이용한 과학실험 수업이 중학생의 정의적영역에 미치는 효과
The Effects of Science Experiment Class Using Cooking on the Affective Domain of Middle School Students
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In this study, the science cooking class programs that combines cooking and experimentation were developed and applied as a student-centered science class to 39 students in the free semester of the first year of middle school. After that, a questionnaire was developed and surveyed to explore how students recognize the effects of science cooking class on students' affective domain (interest and attitude) toward science class. In addition, students were interviewed and analyzed in order to explore the concrete content and reasons that students recognized the effect of science cooking class. As a result of the study, 87% of the students who participated in science class recognized that science cooking class brought positive improvement in the interest and attitude toward science class. Some students (5%), who had a high degree of interest only in cooking while having difficulty in science, still had low interest and attitude toward science class even after science cooking class. However, most of the students who liked or hated cooking showed increased interest and attitude toward science class through science cooking class. Therefore, it can be concluded that a science experiment using cooking is very useful in enhancing the effect of the affective domain for students in science class. Since science cooking class is useful for student participatory class and convergence education, it is suggested that the development and application of various science cooking class programs applicable in the school field need to be further spread.
Abstract
In this study, the science cooking class programs that combines cooking and experimentation were developed and applied as a student-centered science class to 39 students in the free semester of the first year of middle school. After that, a questionnaire was developed and surveyed to explore how students recognize the effects of science cooking class on students' affective domain (interest and attitude) toward science class. In addition, students were interviewed and analyzed in order to explore the concrete content and reasons that students recognized the effect of science cooking class. As a result of the study, 87% of the students who participated in science class recognized that science cooking class brought positive improvement in the interest and attitude toward science class. Some students (5%), who had a high degree of interest only in cooking while having difficulty in science, still had low interest and attitude toward science class even after science cooking class. However, most of the students who liked or hated cooking showed increased interest and attitude toward science class through science cooking class. Therefore, it can be concluded that a science experiment using cooking is very useful in enhancing the effect of the affective domain for students in science class. Since science cooking class is useful for student participatory class and convergence education, it is suggested that the development and application of various science cooking class programs applicable in the school field need to be further spread.
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