Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
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The Effects of the Small Group Collaborative Learning Strategy using Smart Devices in Elementary School Science Classes

초등 과학 수업에서 스마트 기기를 활용한 소집단 협력 학습의 효과

  • Received : 2017.05.06
  • Accepted : 2017.06.23
  • Published : 2017.08.31
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Abstract

In this study, the effects of the small group collaborative learning on students' achievement, the retention of the achievement, communication anxiety, and science learning motivation were investigated. The aptitude-treatment interaction between the level of students' self-directed learning ability and the intervention was also examined. Two classes (38 students) from an elementary school were respectively assigned to a control group and a treatment group. A self-directed learning ability test, a communication anxiety test, and a science learning motivation test were administered as pretests. The intervention lasted for 8 class periods. After instruction, an achievement test, the communication anxiety test, and the science learning motivation test were administered. An achievement retention test were also administered after four weeks. The results indicated that there were significant treatmentaptitude interaction effects in the achievement test scores and the achievement retention test scores. In the communication anxiety and the science learning motivation, however, any significant difference was not found between the scores of the treatment group and the control group. Educational implications are discussed.

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References

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