Thinking Science 프로그램 중 분류활동이 초등학교 5학년 학생의 분류문제해결능력에 미치는 영향
The Effect of the classification problem solving of Thinking Science Program on the Classified Activities on Elementary School 5th grade category
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
In this study, elementary school science program, this category did not affect any troubleshooting analyzed. Thinking Science Program to buy for them in group activities by using one of the elements of a program of treatment and cognitive level effects were two kinds of research questions. 102, 5th grade four classes were involved, these two classes of the experimental group and the remaining two classes were divided into a control group. Pre-test between the two groups is compared to the level and classification problem-solving skills but the skills did not show a statistically significant difference. Thinking Science activity after application of classification and posttest the experimental group than in the control group problem solving abilities of students classified at the level of statistical significance was higher. Thinking Science program is a treatment effect for each level of analysis, tests, regardless of cognitive level was more effective. Through theses findings, Thinking Science activities 5th grade category classification problem-solving skills of students found to be effective in improving and these types of programs actively introduced in the field suggests that we need to see.
Abstract
In this study, elementary school science program, this category did not affect any troubleshooting analyzed. Thinking Science Program to buy for them in group activities by using one of the elements of a program of treatment and cognitive level effects were two kinds of research questions. 102, 5th grade four classes were involved, these two classes of the experimental group and the remaining two classes were divided into a control group. Pre-test between the two groups is compared to the level and classification problem-solving skills but the skills did not show a statistically significant difference. Thinking Science activity after application of classification and posttest the experimental group than in the control group problem solving abilities of students classified at the level of statistical significance was higher. Thinking Science program is a treatment effect for each level of analysis, tests, regardless of cognitive level was more effective. Through theses findings, Thinking Science activities 5th grade category classification problem-solving skills of students found to be effective in improving and these types of programs actively introduced in the field suggests that we need to see.
참고문헌 (16)
- 강순희, "학습자의 인지수준과 학 습 내용의 인지 요구도를 고려한 중등 화학 학습 전략 개발에 대한 연구", 화학교육, 43(5), pp.578~588 (1999)
- 신애경, "Thinking Science 프로그램의 확률 활동이 초등학생의 확률적 사고 신장에 미치는 효과", 한국과학교육학회지, 25(7), pp.787~793 (2005), 한국과학교육학회
- 신애경, "Thinking Science 프로그램이 학생들의 인지발달 가속과 인지과정 기능의 발달에 미치는 효과", 박사, pp.2003
- 안영균, "초등학생들의 분류 능력 평가", 석사, pp.1997
- 최병순, "과학교육 을 통한 인지발달 가속의 메타니즘에 대한 신경심 리학적 해석" (2002), 한국과학재단
- Adey,P, "Science develops logical thinking-doesn't it? PartⅠ: Abstract thinking and school science", School Science Review, 69, pp.622~639 (1987)
- Adey,P, "Science develops logical thinking-doesn't it? PartⅡ: The CASE for science", School Science Review, 69, pp.17~27 (1987)
- Adey,P, "Cognitive acceleration: Review and prospects", International Journal of Science Education, 10, pp.121~134 (1988)
- Adey, P., "Really raising standards" (1994), Routledge
- Adey, P., "Thinking Science(3rd ed.)" (2001), Nelson Thornes Ltd
- Fones, M., "Cognitive acceleration through science education: Alternative perspectives", International Journal of Science Education, 20(7), pp.755~768 (1998)
- Krnal, D., "The development of the concept of "Master": A cross-age study of how children classify materials", Science Education, 87(5), pp.621~639 (2003)
- Shayer,M, "The long-tern effects of cognitive acceleration on pupil's school achievement" (1996), Center for the Advancement of Thinking King's College
- Shayer, M., "Accelerating the development of formal thinking in middle and high school students Ⅱ: Postproject effects on science achievement", Journal of Research in Science Teaching, 29(1), pp.81~92 (1992)
- Shayer, M., "Accelerating the development of formal thinking in middle and high school students Ⅲ: Testing the permanency of effects", Journal of Research in Science Teaching, 29(10), pp.1101~1115 (1992)
- Shayer, M., "Accelerating the development of formal thinking in middle and high school students Ⅳ: Three years after a two-year intervention", Journal of Research in Science Teaching, 30(4), pp.351~366 (1993)