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학제간연구 과학기술학 뇌인지과학 기술정책 기타 복합학

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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
한국생물교육학회 생물교육 생물교육 제38권 제3호
발행연도
2010.1
수록면
407 - 422 (16page)

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This study was designed to investigate the effects of science writing activity in the "Nutrient and Digestion" chapter on students' science achievement and science-related attitude. Also, this study examined if cognitive differences can be considered as the factors affecting the effects of this activity. 203 middle school freshmen were selected to participate in this study, and pre-test and post-test control group design was applied. The control group had a conventional lecture-based class, while the experimental group had science writing activity-based class. Our study showed that the science writing activity had a significant effect on the improvement of the science achievement, compared to conventional teaching methods (p<.01). As for cognitive levels related to the class activity, the science writing activity was effective to students in the transition period (p<.01) and formal operational period (p<.05), while it was not effective to the students in the concrete operational period (p>.05). Our study also indicated that some significant differences were found in the science-related attitudes using the science writing activity (p<.01). As a result of the analysis by sub categories of science-related attitudes, the science writing activity was effective in students' general attitude toward science (p<.01), but no significant differences were found in scientific attitude (p>.05). It was shown that the science writing related to students' own experience or their daily lives had a positive effect on their attitudes towards science. As for cognitive levels related to the students' attitude toward science, the science writing activity was effective to the students in the transition period (p<.01), but it was not effective to the students in the concrete operational period and formal operational period (p>.05).
#science writing activity #science achievement #cognitive levels #science-related attitude

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참고문헌 (24)

참고문헌 신청
Gallagher, J. J. / 2007 / Teaching Science for Understanding: A Practial Guide for Middle and High School Teachers / Pearson Merrill Prentice Hall : 61 ~ 65 google schola Hand,B. / 2004 / Using a science writing heuristic to enhance learning outcomes from laboratory activities in seventh-grade science: Quantitative and qualitative aspects / I google schola Keys,C.W. / 1999 / Language as an indicator of meaning generation: an analysis of middle school students' written discourse about scientific investigations / Journal of Rese google schola Prain,V. / 2006 / Learningfrom writing in secondary science: some theoretical and practical implications / International Journal of Science Education 28 : 179 ~ 201 google schola Rivard, P. / 2000 / The effect of talk and writing on learning science: an exploratory study / Science Education 84 : 566 ~ 593 google schola

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