한국과학교육학회지 (Journal of The Korean Association For Science Education)
- 제10권1호
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- Pages.9-16
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- 1990
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- 1226-5187(pISSN)
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- 2288-8489(eISSN)
고등학교 생물 수업에서의 역동적 구조가 학생의 학업성취도에 미치는 영향
The effects of lesson kinetic structure on the high school biology achievement
- Kim, Young-Soo (Department of Biology Education, Seoul National University) ;
- Kim, Do-Hee (Department of Biology Education, Seoul National University) ;
- Kim, Kyoung-Ho (Department of Biology Education, Seoul National University)
- 발행 : 1990.06.30
초록
This study investigated the effects of variations in the kinetic structure on science knowledge acquisition. According to the rationale of the kinetic structure theory, a communication having high structrue would facilitate greater knowledge acquisition than a presentation with low structure. To testify that hypothesis, a modified non-equivalent pretest posttest control group design was used. Four 10th grade classes (2 classes for each sex) were selected. On the topic of human digestive system, two tape recorded lessons differing in kinetic structure were developed. On n of two was high structure (
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