'식물의 한살이' 단원에서 속성배추를 활용한 뇌기반 진화적 접근법이 초등학생의 흥미에 미치는 영향 Effects of a Brain-Based Evolutionary Approach Using Rapid-cycling Brassica rapa on Elementary School Students' Interests in Life Cycle of Plants원문보기
The purpose of this study is to analyze the effects of elementary science instruction applying a Brain-Based Evolutionary (ABC-DEF) approach using Rapid-cycling Brassica rapa (RcBr) on the interests of elementary school students. For this study, two elementary school classes in Seoul and one element...
The purpose of this study is to analyze the effects of elementary science instruction applying a Brain-Based Evolutionary (ABC-DEF) approach using Rapid-cycling Brassica rapa (RcBr) on the interests of elementary school students. For this study, two elementary school classes in Seoul and one elementary school class in Gyeonggi-do were selected. Comparison group received instruction using textbook and teacher's guidebook. A class taught using only brain-based evolutionary approach is experimental group A, and a class taught through brain-based evolutionary approach using RcBr is experimental group B. In order to analyze the quantitative differences about the interests of students, three kinds of test were administered to the students: 'Applied Unit-Related Interests', 'Follow-up Interests' and 'Interests in the observation material'. To get more information, qualitative data such as portfolios and interviews were analyzed. The major findings are as follows. First, for the test of applied unit-related interests, a statistically significant difference was found between comparison group and experimental group A, and between comparison group and experimental group B. As the results of interviews, the students have shown that the intensified exploration activities on plant in Brain-Based Evolutionary approach applied to experimental groups A and B had a positive effect. Second, for test of follow-up interests, we classified the students' follow-up interests into three types: extended-developed-deepened (EDD) type, simply expanded-maintained (SEM) type, and stopped or decreased (SD) type. Both experimental group A and experimental group B showed the highest percentage of EDD. Also, observation journal applying the evolutionary process (DEF) showed a positive effect on the students' interest. Comparison group showed the highest percentage of SEM. Third, for test of applied interests in the observation material, a statistically significant difference was found between comparison group and experimental group A, and comparison group and experimental group B. Experimental group B using RcBr showed the highest average score, while experimental group A showed a higher score than comparison group. Based on these findings, educational implications of Brain-Based Evolutionary approach and using RcBr are discussed.
The purpose of this study is to analyze the effects of elementary science instruction applying a Brain-Based Evolutionary (ABC-DEF) approach using Rapid-cycling Brassica rapa (RcBr) on the interests of elementary school students. For this study, two elementary school classes in Seoul and one elementary school class in Gyeonggi-do were selected. Comparison group received instruction using textbook and teacher's guidebook. A class taught using only brain-based evolutionary approach is experimental group A, and a class taught through brain-based evolutionary approach using RcBr is experimental group B. In order to analyze the quantitative differences about the interests of students, three kinds of test were administered to the students: 'Applied Unit-Related Interests', 'Follow-up Interests' and 'Interests in the observation material'. To get more information, qualitative data such as portfolios and interviews were analyzed. The major findings are as follows. First, for the test of applied unit-related interests, a statistically significant difference was found between comparison group and experimental group A, and between comparison group and experimental group B. As the results of interviews, the students have shown that the intensified exploration activities on plant in Brain-Based Evolutionary approach applied to experimental groups A and B had a positive effect. Second, for test of follow-up interests, we classified the students' follow-up interests into three types: extended-developed-deepened (EDD) type, simply expanded-maintained (SEM) type, and stopped or decreased (SD) type. Both experimental group A and experimental group B showed the highest percentage of EDD. Also, observation journal applying the evolutionary process (DEF) showed a positive effect on the students' interest. Comparison group showed the highest percentage of SEM. Third, for test of applied interests in the observation material, a statistically significant difference was found between comparison group and experimental group A, and comparison group and experimental group B. Experimental group B using RcBr showed the highest average score, while experimental group A showed a higher score than comparison group. Based on these findings, educational implications of Brain-Based Evolutionary approach and using RcBr are discussed.
곽영순 등(2006)은 초 · 중 · 고 학생들의 과학 흥미 설문 조사 결과, 학교 급이 높아질수록 과학에 대한 관심과 흥미가 낮아지고 있다고 보고하였다. 그 원인 중 하나로 교사가 설명 위주로 지루한 수업을 하기 때문이라고 지적하였다. 학교에서 제시하는 대부분의 탐구 과제는 실제적인 탐구를 이끌어내고 있지 않다(Chinn & Malhotra, 2002).
과학교과에 대한 학생들의 흥미를 끌어내기 위해 필요한 것은 무엇인가?
학생들의 흥미를 이끌어내기 위해서는 실제 과학자들이 자연을 탐구하는 방식을 경험하게 하는 것이 필요하다(임채성, 2005; Roth, 2008). 과학자의 과학적 활동에는 자연 현상과 사물에 대해 예민한 호기심을 갖고 해결할 가치가 있는 문제를 찾아내 고, 그 문제를 해결하기 위한 구체적인 계획을 세워 실행하며, 실행 결과의 의미를 탐색하는 것과 같은 일련의 정의적 · 행동적 · 인지적 영역이 수반된다(임채성, 2005; Schwab & Brandwein, 1962).
학생의 과학적 소양을기르기 위해 무엇이 중요한가?
학생의 과학적 소양을 기르기 위해서는 과학과 관련된 정의적 특성이 중요하다(김효남 등, 1998). 그러나 대부분의 과학 학습은 인지적 영역에 치중해 있으며, 상대적으로 정의적 영역은 소홀히 여겨져 왔다(송영욱과 김범기, 2010).
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