DOI QR코드

DOI QR Code

The Effects of 'Solar System and Star' Using Storytelling on Science Concept and Science Learning Motivation

스토리텔링을 활용한 '태양계와 별' 단원 수업이 과학개념 및 과학학습 동기에 미치는 효과

  • Received : 2016.03.31
  • Accepted : 2016.04.29
  • Published : 2016.04.30

Abstract

The purpose of this study was to examine the effects of storytelling skill on science concept and science learning motivation. For this study the 5 grade, 2 class was divided into a research group and a comparative group. The class was pre-tested in order to ensure the same standard. The research group had the science class with storytelling skill, and the comparative group had the class of the teacher centered lectures on 11 classes in 8 weeks. The storytelling skill was focused on set the astronomical target wants to set up a story, through the small group discussion, present subject of the story, set the protagonist of the story for smooth configuration of the story, in order to smooth the flow of the story, make up a story around a hero, to make a clear story, decorated with pictures, shapes, graphs, etc, group story, complete with an astronomical(saints) in storytelling. To prove the effects of this study, science concept was split up according to knowledge, inquiry, attitude. Also, science learning motivation consisted of assignment is worth, learning beliefs about control, self efficacy. The results of this study are as follows. First, using storytelling skill was effective in science concept. Second, using storytelling skill was effective in science learning motivation. Also, after using storytelling skill was good reaction by students. As a result, the elementary science class with storytelling skill had the effects of developing science concept and science learning motivation. It means the science class with storytelling skill has potential possibilities and value to develop science concept and science learning motivation.

Keywords

References

  1. 강유미, 신영준(2011). 과학사를 활용한 다양한 수업 활동이 초등학생의 과학 학습 동기에 미치는 효과. 초등과학교육, 30(3), 330-339.
  2. 교육과학기술부(2008). 초등학교 교사용 지도서 과학(3-2). (주) 금성출판사.
  3. 박민정, 김윤복, 전동렬(2007). 성취도가 높은 학생들의 과학 학습 동기 유발에 영향을 주는 평가요소. 한국과학교육학회, 27(7), 623-630.
  4. 박승훈, 신영준(2010). 지구와 달 관련 과학관 체험학습에서 ICT 활용 협동 학습(TGT) 모듈을 적용한 사전 학습 프로그램이 성별에 따라 과학 관련 태도에 미치는 효과. 초등과학교육, 29(3), 326-340.
  5. 신명렬, 이용섭(2012a). IIM을 적용한 천문학습 프로그램 개발.적용이 초등과학 영재학생의 과학탐구능력과 과학적 태도에 미치는 효과. 영재교육연구, 21(2), 337-356.
  6. 윤마병, 김희수(2010). 지식공간론에 기초한 천문학적 공간개념의 위계 분석. 한국지구과학회, 31(3), 259-266.
  7. 이미화(2005). Keller의 ARCS전략을 적용한 수업이 초등학생의 과학 학습동기 향상에 미치는 효과. 한국과학교육학회, 24(4), 380-390.
  8. 이석희, 이용섭(2012). 스토리텔링 기법을 적용한 '태양계와 별' 수업이 과학동기와 공간지각능력에 미치는 효과. 대한지구과학교육학회, 105-113.
  9. 이선경, 신현정, 명전옥, 김찬종(2010). 과학관 교육 프로그램이 초등학생들의 과학 학습 동기에 미치는 영향. 초등과학교육, 29(1), 47-55.
  10. 이정아, 맹승호, 이선경, 김찬종(2010). 과학의 달 행사에 대한 다섯 목소리. 한국과학교육학회지, 27(7), 609-622.
  11. Barnett, M., Yamagata, L. L., Keating, T., Barab, S. A., & Hay, K. E. (2005). Using Virtual Reality Computer Models to Support Student Understanding of Astronomical Concepts. Journal of Computers in Mathematics and Science Teaching, 24(4), 333-356.
  12. Bingham, G. P. (2005). Allometry and Space Perception: Compression of Optical Ground Texture Yields Decreasing Ability to Resolve Differences in Spatial Scale. Ecological Psychology, 17(3-4), 193-204. https://doi.org/10.1080/10407413.2005.9652817
  13. Eramudugolla, R., Kamke, M. R., Soto-Faraco, S., & Mattingley, J. B. (2011). Perceptual Load Influences Auditory Space Perception in the Ventriloquist Aftereffect. Cognition, 118(1), 62-74. https://doi.org/10.1016/j.cognition.2010.09.009
  14. Gazit, E., Yair, Y., & Chen, D. (2005). Emerging Conceptual Understanding of Complex Astronomical Phenomena by Using a Virtual Solar System. Journal of Science Education and Technology, 14(5), 459-470. https://doi.org/10.1007/s10956-005-0221-3
  15. Jatsch, M. (2005). Debordered space; indeterminacy within the visual perception of space. Reference and Research Book News, 20(3), 127.
  16. Ocklenburg, S., Hirnstein, M., Hausmann, M., & Lewald, J. (2010). Auditory Space Perception in Left- and Right-Handers. Brain and Cognition, 72(2), 210-217. https://doi.org/10.1016/j.bandc.2009.08.013
  17. Pintrich, P., & Schunk, D.(2002). Motivation in education: Theory, research, and applications. Upper Saddle River, NJ: Prentice Hall.
  18. Romine, W. L. & Banerjee, T. (2012). Customization of Curriculum Materials in Science: Motives, Challenges, and Opportunities. Journal of Science Education and Technology, 21(1), 38-45. https://doi.org/10.1007/s10956-010-9278-8
  19. Wexler, M. (2003). Voluntary head movement and allocentric perception of space. Psychological Science, 14(4), 340-346. https://doi.org/10.1111/1467-9280.14491