한국초등과학교육학회지:초등과학교육 (Journal of Korean Elementary Science Education)
- 제28권3호
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- Pages.321-330
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- 2009
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- 1598-3099(pISSN)
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- 2733-8436(eISSN)
초등학교 빛과 그림자 단원에 적용한 인지 가속 수업 전략의 효과
The Effects of Cognitive Acceleration Instructional Strategies Applied to Unit of 'The Light and Shadow' in Elementary School
- Jeong, Soon-Hwa (Cheongju National University of Education) ;
- Kim, Sun-Ja (Cheongju National University of Education) ;
- Park, Jong-Wook (Cheongju National University of Education)
- 발행 : 2009.08.31
초록
This study investigated the effects of teaching-learning lesson plan using cognitive acceleration instructional strategies applied to the unit, 'The Light and Shadow' in elementary school. Two classes of the second grade elementary students (N=63) in Chungcheongbukdo districts were assigned to control and treatment groups each, and were taught about 'The Light and Shadow' for 8 class hours. For the treatment group, teaching-learning lesson plan using cognitive acceleration instructional strategies developed by this research was applied. The traditional instruction by textbook and teacher's guides was used for the control group. All students were tested with the test for concept of the shadow and the test for academic achievement about the unit. As the result of the post-test, the scores of the treatment group were higher than those of the control group. However, it was not statistically meaningful difference. The scores of the treatment group were significantly higher than those of the control group in the delayed-post-test for concept of the shadow. No significant interaction was observed with respect to the students' gender, instruction and pre-level for the concept of the shadow. Data analysis indicated that the scores of the treatment group were significantly higher than those of the control group in the post-test and delayed- post-test for the concept of the shadow in the area of object permanence. Our research work shows the effectiveness of the teaching-learning lesson using cognitive acceleration instructional strategies for the development for concept of the shadow for elementary school students, and suggests the necessity for this kind of teaching-learning program in the fields.