Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)
- Volume 25 Issue 1
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- Pages.59-69
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- 2006
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- 1598-3099(pISSN)
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- 2733-8436(eISSN)
Effects of Discussion Using Newspapers on 5th Grade Elementary School Students' Scientific Academic Achievement and Affective Characteristics
신문을 활용한 토의 학습 활동이 초등학교 5학년 학생들의 과학 학업 성취도와 정의적 특성에 미치는 효과
- Park Mi Ae (Seoul Ojung Elementary School) ;
- Oh Chang Ho (Korea National University of Education) ;
- Kim Hyo Nam (Korea National University of Education) ;
- Park Kuk Tae (Korea National University of Education)
- Published : 2006.02.01
Abstract
The purpose of this study was to investigate effects of discussion using newspapers on fifth grade elementary school students' academic achievement and affective characteristics related to science. Additionally, this study intended to examine students' ideas about newspaper utilization, discussion based learning and science with questionnaire. The subjects were 59 fifth grade students from two classes. NIE was used in the experimental group and traditional teaching methods in the control group. In pretest and posttest sessions, both groups were evaluated by the academic achievement test, and an affective characteristics related science test. The results of this study showed that the academic achievement of the experimental group which applied discussion using newspapers was significantly higher than that of the control group which applied traditional instruction, especially in terms of knowledge and understanding. Additionally, the results showed that discussion using newspapers had a positive effect on affective domains such as perception, interest and attendance for science classes. In particular, the post-results of the experimental group were higher than pre-results, on the other hand, those of the control group were lower than preresults in all affective domains. It appeared that students had positive thoughts about newspaper utilization, discussion based learning, and science. The half of students who had low academic achievement showed negative reactions for discussion based learning.