지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2012.1
- 수록면
- 95 - 104 (10page)
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초록· 키워드
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The purpose of this study is to examine what effects the experiment class to stress discussion of small groups in scientific experiment class of the elementary school has on scientific achievement and attitude on the science of the students comparing to the usual scientific experiment class. For that purpose, this study has divided 49 students at the 6th grade of the M elementary school in P City into test groups of 24 students and control groups of 25 students. Classes have been progressed by giving sufficient time to the test groups for discussion by each small groups after experiment while by allowing the control groups to finish the experiment with arrangement of the experiment results.
Conclusions of this study include:First, the more familiar the experiment materials are and the easier the experiment procedures are to be operated by the students, the more actively the small group discussion activities have been deployed. It shows that the students need a certain level of background knowledge before experiment for vital discussing activities.
Second, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity have significantly high scores comparing to the control groups given the existing scientific experiment class. It shows that the small group discussing activities have effects on promoting understanding of the students on the scientific achievement for the scientific experiment class.
Third, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity significantly high scores on attitude about the science comparing to the control groups given the existing scientific experiment class. It is considered that the students could have opportunities to compare their own thoughts with others and to have reflective thought to change their thoughts through the small group discussing activity.
As shown above, it shows that the experiment class to stress discussing activities is more effective to increase scientific achievement and attitude about the science than the scientific experiment class to get and arrange the experiment results from the existing experiment classes.
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등록된 정보가 없습니다.
참고문헌 (32)
참고문헌 신청
Driver, R. / 2000 / the norms of scientific argumentation in classroom / Science Education 84 (3) : 287 ~ 312
Duschl, R. / 2000 / Making the nature of science explicit, In Improving science education: The contribution of research / Open University Press : 187 ~ 206
Erduran, S. / 2005 / The role of argumentation in developing scientific literacy, In Research and the Quality of Science Education / Springer : 381 ~ 394
Hofstein, A. / 2004 / The laboratory in science education: Foundations for the twenty-first century / Science Education 88 (1) : 28 ~ 54
Lemke, J. L. / 1990 / Talking science: Language, learning, and values / Abex Publishing Corporation
Duschl, R. / 2000 / Making the nature of science explicit, In Improving science education: The contribution of research / Open University Press : 187 ~ 206
Erduran, S. / 2005 / The role of argumentation in developing scientific literacy, In Research and the Quality of Science Education / Springer : 381 ~ 394
Hofstein, A. / 2004 / The laboratory in science education: Foundations for the twenty-first century / Science Education 88 (1) : 28 ~ 54
Lemke, J. L. / 1990 / Talking science: Language, learning, and values / Abex Publishing Corporation
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