e학습터 플랫폼을 활용한 원격 생물 학습이 초등학생들의 과학 관련 태도에 미치는 영향
The Effects of ‘Online Biology Learning Using E-Learning System’ on Elementary School Students’ Science-Related Attitudes
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This study analyzed the effects of ‘online biology learning using E-learning system’ on elementary school students’ science-related attitudes. Samples of the study were composed of 95 sixth-grade students of N elementary school in Seoul, Korea. The learning was conducted for 11 times over a month. The main results of this study are as follows. First, for the paired t-test, a statistically significant difference between the pre and post scores of science-related attitudes was found. After conducting the online biology learning science related attitudes scores of students generally declined. “The boredom caused by simply watching online biology contents” is the decisive cause of the decline in science-related attitude scores analyzed through interviews. Second, in ANCOVA, according to ‘levels of meta-cognition’. there was no statistically significant difference in scores of science-related attitudes. but, there was statistically significant difference in science-related attitudes according to ‘adoption of scientific attitudes’. Students of high meta-cognition type showed a greater decline in scores than students of low meta-cognition type. Based on the results of this study, implications for research of online biology education and elementary science education are discussed.
Abstract
This study analyzed the effects of ‘online biology learning using E-learning system’ on elementary school students’ science-related attitudes. Samples of the study were composed of 95 sixth-grade students of N elementary school in Seoul, Korea. The learning was conducted for 11 times over a month. The main results of this study are as follows. First, for the paired t-test, a statistically significant difference between the pre and post scores of science-related attitudes was found. After conducting the online biology learning science related attitudes scores of students generally declined. “The boredom caused by simply watching online biology contents” is the decisive cause of the decline in science-related attitude scores analyzed through interviews. Second, in ANCOVA, according to ‘levels of meta-cognition’. there was no statistically significant difference in scores of science-related attitudes. but, there was statistically significant difference in science-related attitudes according to ‘adoption of scientific attitudes’. Students of high meta-cognition type showed a greater decline in scores than students of low meta-cognition type. Based on the results of this study, implications for research of online biology education and elementary science education are discussed.
참고문헌 (23)
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