The Effects of Verbal Analogy Activities as Scaffolding on the Science Achievement and Science Attitude of Elementary Students

비계 설정으로서의 언어적 비유 활동이 초등학생의 과학 학업 성취도와 과학 태도에 미치는 영향

The purpose of this study was to determine the effects of verbal analogy activities on science achievement and science attitude of elementary students. Students consolidated lessons by making short sentences with core words that a teacher gave for scaffolding instruction. Many researches about analogies have been conducted in science education. However, most of them considered analogy as learning tools, whereas this research considers analogy as a cognitive process. To see the effects of verbal analogy activities, two groups were selected from 6th grade elementary school students; one was an experimental group working with the student-generated verbal analogy and the other was a control group with teacher-centered and textbook-centered activities. Science achievement, scientific attitudes, attitudes toward science and retention were tested after the treated lessons.