하브루타를 활용한 기후변화 교수학습이고등학생의 과학에 대한 태도에 미치는 영향
The Effect of Climate Change Teaching and Learning Using Havruta on the High School Student’s Attitude toward Science
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초록
The purpose of the study is to find out how the classes of the Earth Science I 'climate change' applied to the Havruta class affect high school students' attitudes toward science. By analyzing the 2015 revised curriculum, the 2015 revised curriculum teaching and learning materials, and textbooks, set learning goals for each class and selected the Havruta class model to be applied. Based on this, the 6 lessons of teaching and learning curriculum and teaching materials were devised, and the content validity of the expert group was verified and curriculum and materials were revised and supplemented. This class was held for about three weeks in September 2019, and the students' attitudes toward science were analyzed using the Havruta earth science class by conducting a t-test with a pretest and a posttest. As a result, Havruta teaching and learning had a statistically significant effect on high school students' attitude toward science. In particular, there were significant rises in the attitude toward science and science learning (emotional factors) and the participation in scientific activities (behavioral factors) among the subdomains of attitudes toward science. And, based on various data, the learner-oriented Havruta teaching and learning was conducted on the factors of climate change and the effects and countermeasures of climate change. In the Havruta class, learners actively participated in the class by making questions themselves, asking and discussing them freely with their colleagues, and this gave them positive perceptions and feelings about science and scientific learning, and also led them to participate in scientific activities. Thus, in the earth science climate change lesson, the Havruta class can be presented as an alternative to traditional teacher lectures.
Abstract
The purpose of the study is to find out how the classes of the Earth Science I 'climate change' applied to the Havruta class affect high school students' attitudes toward science. By analyzing the 2015 revised curriculum, the 2015 revised curriculum teaching and learning materials, and textbooks, set learning goals for each class and selected the Havruta class model to be applied. Based on this, the 6 lessons of teaching and learning curriculum and teaching materials were devised, and the content validity of the expert group was verified and curriculum and materials were revised and supplemented. This class was held for about three weeks in September 2019, and the students' attitudes toward science were analyzed using the Havruta earth science class by conducting a t-test with a pretest and a posttest. As a result, Havruta teaching and learning had a statistically significant effect on high school students' attitude toward science. In particular, there were significant rises in the attitude toward science and science learning (emotional factors) and the participation in scientific activities (behavioral factors) among the subdomains of attitudes toward science. And, based on various data, the learner-oriented Havruta teaching and learning was conducted on the factors of climate change and the effects and countermeasures of climate change. In the Havruta class, learners actively participated in the class by making questions themselves, asking and discussing them freely with their colleagues, and this gave them positive perceptions and feelings about science and scientific learning, and also led them to participate in scientific activities. Thus, in the earth science climate change lesson, the Havruta class can be presented as an alternative to traditional teacher lectures.
참고문헌 (14)
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