Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)
- Volume 22 Issue 2
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- Pages.181-191
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- 2003
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- 1598-3099(pISSN)
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- 2733-8436(eISSN)
The Effect of Metacognitive Teaching Strategy on the Elementary School Children
초인지 수업 전략을 적용한 과학수업이 초등학교 아동들에게 미치는 효과
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Kim, Yong-Kwon
(Pusan National University of Education) ;
- Kim, Byung-Yeol (Pusan National University of Education) ;
- Lee, Seok-Hee (Institure of Science Education, Pusan National University)
- Published : 2003.08.01
Abstract
In this study, the effects of metacognitive teaching strategy on the students' scientific inquiry ability and scientific attitude were investigated. For the study, two classes of fourth grade from an elementary school in Busan were chosen. Each class was assigned to the experimental group which metacognitive teaching strategy was applied to and the comparative group that traditional teaching method was applied to. The tests of scientific inquiry ability and scientific attitude were administered before and after the instruction period. The results of this study were as follows. There were significant differences between the experimental group and comparative group in scientific inquiry ability and scientific attitude. It was concluded that metacognitive teaching strategy was more effective in the improvement of students' scientific inquiry ability and scientific attitude.
Keywords