[논문]뇌기반 진화적 접근법에 따른 과학 야외학습이 초등학생들의 흥미와 성취도에 미치는 영향

박형민; 김재영; 임채성

doi:10.15267/keses.2015.34.2.252

[국내논문] 뇌기반 진화적 접근법에 따른 과학 야외학습이 초등학생들의 흥미와 성취도에 미치는 영향
Analyses of Elementary School Students' Interests and Achievements in Science Outdoor Learning by a Brain-Based Evolutionary Approach 원문보기

초등과학교육 = Journal of Korean elementary science education, v.34 no.2, 2015년, pp.252 - 263

박형민 (서울남부초등학교) , 김재영 (서울교육대학교) , 임채성 (서울교육대학교)

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This study analyzed the effects of science outdoor activity applying a Brain-Based Evolutionary (ABC-DEF) approach on elementary school students' interest and academic achievement. Samples of the study were composed of 3 classes of 67 sixth graders in Seoul, Korea. Unit of 'Ecosystem and Environment' was selected as a object of the research. Textbook- and teachers' guidebook-based instruction was implemented in comparison group, brain-based evolutionary approach within classroom in experimental group A, and science outdoor learning by a brain-based evolutionary approach in experimental group B. In order to analyze the quantitative differences of students' interests and achievements, three tests of 'General Science Attitudes', 'Applied Unit-Related Interests', and 'Applied Unit-Related Achievement' were administered to the students. To find out the characteristics which would not be apparently revealed by quantitative tests, qualitative data such as portfolios, daily records of classroom work, and interview were also analyzed. The major results of the study are as follows. First, for post-test of interest, a statistically significant difference between comparison group and experimental group B was found. Especially, the 'interests about biology learning' factor, when analyzed by each item, was significant in two questions. Results of interviews the students showed that whether the presence or absence of outdoor learning experience influenced most on their interests about the topic. Second, for post-test of achievement, the difference among 3 groups according to high, middle, and low levels of post-interest was not statistically significant, but the groups of higher scores in post-interest tends to have higher scores in post-achievement. It can be inferred that outdoor learning by a brain-based evolutionary approach increases students' situational interests about leaning topic. On the basis of the results, the implications for the research in science education and the teaching and learning in school are discussed.

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핵심어	질문	논문에서 추출한 답변
	2013년 6월에 이루어진 학생들이 원하는 생물 수업에 대한 설문조사는 어떤 것들이 주를 이루는가?	이는 학생들에게 생태계를 머리로만 이해하게 하며, 일부 학생들은 Choi and Hong(2014)이 보고한 바와 같이 작은 생물을 ‘위험하거나 징그럽다’라고 생각하기도 하였다. 2013년, 6학년 학생들을 대상으로 ‘학생들이 원하는 생물 수업’에 대해 설문한 결과, “산에 돋보기를 들고 가서 여러 생물을 관찰하고 싶다.”, “동굴, 바다, 아프리카, 우주에 가서 생태계를 조사하고 싶다.”라는 등 실제로 생태계를 체험하고 싶다는 내용들이 주를 이루었다. 이에 본 연구에서는 학생들이 과학 야외학습을 통해 학교 주변의 자연 현장에서 실물을 직접 경험하는 방식의 학습을 통해 교과지식의 이해뿐만 아니라, 자연에 대한 흥미가 향상되는 등 더 유의미한 결과를 생성할 수 있을 것이라 판단하였다.
	뇌기반 진화적 접근법에 대한 연구는 기존의 뇌 연구와 어떻게 다른가?	Choi and Shin(2014)에 따르면, 뇌기반 학습에 대한 연구는 다른 교과에 비해 과학교과에서 가장 활발하며, 이 연구들은 학습 활동과 뇌 기능의 관계를 기반으로 하여 교과 교육의 특성이 반영된 구체적인 접근방법을 제시함으로써 학습활동의 효과를 최대화할 수 있는 방법의 예를 보여주고 있다. 뇌기반 진화적 접근법에 대한 연구는 진화적 요소가 포함된다는 점에서 기존의 뇌기반 학습에 대한 연구와 차별성이 있다. Lim et al.

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[국내논문] 뇌기반 진화적 접근법에 따른 과학 야외학습이 초등학생들의 흥미와 성취도에 미치는 영향
Analyses of Elementary School Students' Interests and Achievements in Science Outdoor Learning by a Brain-Based Evolutionary Approach 원문보기

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[국내논문] 뇌기반 진화적 접근법에 따른 과학 야외학습이 초등학생들의 흥미와 성취도에 미치는 영향 Analyses of Elementary School Students' Interests and Achievements in Science Outdoor Learning by a Brain-Based Evolutionary Approach 원문보기

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[국내논문] 뇌기반 진화적 접근법에 따른 과학 야외학습이 초등학생들의 흥미와 성취도에 미치는 영향
Analyses of Elementary School Students' Interests and Achievements in Science Outdoor Learning by a Brain-Based Evolutionary Approach 원문보기