한국초등과학교육학회지:초등과학교육 (Journal of Korean Elementary Science Education)

  • 제33권4호
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  • Pages.773-783
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  • 2014
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  • 1598-3099(pISSN)
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  • 2733-8436(eISSN)
한국초등과학교육학회 (The Korean Elementary Science Education Society)
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뇌 기반 진화적 접근법을 적용한 초등학교 학생의 과학 자유탐구에서 인지적 영역 분석

Analyses on Elementary Students' Cognitive Domain in Free Science Inquiry Activities Applying a Brain-Based Evolutionary Approach

  • 투고 : 2014.11.10
  • 심사 : 2014.11.26
  • 발행 : 2014.11.30
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초록

In National Curriculum of Science revised in 2007, the Free Inquiry was newly introduced to increase students' interest in science and to foster creativity by having students make their own question and find answer by themselves. The purpose of the study was to analyze characteristics, in cognitive domain, appeared in the processes of performing the Free Inquiry activities applying a brain-based evolutionary science teaching and learning principles. For this study, 106 fifth grade students participated, and they performed individually Free Inquiry activities. In order to characterize of the diversifying, estimating-evaluating-executing, and extending-applying activities in cognitive domain (C-DEF), the Free Inquiry diary constructed by the students, observations by a researcher, and interviews with the students were analyzed both quantitatively and qualitatively. The major results of this study were as follows: First, at C-D step, many students (71.5%) had difficulty in searching the meanings of their results and the contents of interpretations were at the level of simple description of their results. A few students (15.2%) derived interpretations based on causal relationships between specific variable and result. Also, the tendency that the numbers of interpretation about meaning of their results were increased as the scores of science attitude and achievement was appeared. Second, at C-E step, the students showed tendency of considering facts exactly explaining inquiry topic and being appliable to daily life rather than objectivity or accuracy of scientific knowledge. Third, at C-F step, there were three types of extension and application: simple repetition (8.2%), extension (64.0%), and upward application (17.6%) types. Based on these findings, implications for supporting appropriate interpretation, evaluation, and application of inquiry results are discussed.

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피인용 문헌

  1. Analyses of Elementary School Students' Interests and Achievements in Science Outdoor Learning by a Brain-Based Evolutionary Approach vol.34, pp.2, 2015, https://doi.org/10.15267/keses.2015.34.2.252
  2. Analyses of Elementary School Students’ Learning on Topic of ‘Living Organisms and Environment’ Applying Affective-Domain-Centered Brain-Based Evolutionary Approach vol.43, pp.4, 2015, https://doi.org/10.15717/bioedu.2015.43.4.464
  3. '식물의 한살이' 단원에서 속성배추를 활용한 뇌기반 진화적 접근법이 초등학생의 흥미에 미치는 영향 vol.35, pp.3, 2014, https://doi.org/10.15267/keses.2016.35.3.336