한국초등과학교육학회지:초등과학교육 (Journal of Korean Elementary Science Education)

  • 제38권1호
  • /
  • Pages.16-30
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  • 2019
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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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과학적 의사소통 능력 향상을 위한 과정중심평가 개발 및 적용

The Development and Application of Process-focused Assessment for Improving Scientific Communication Skills

  • 투고 : 2018.10.01
  • 심사 : 2019.02.01
  • 발행 : 2019.02.28
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초록

This study aimed to develop and apply the process-focused assessment, and verify the assessment's effectiveness for improving scientific communication skills in elementary science learning. To achieve the aims of this study, the unit "Action of Electricity" in elementary science text book for 5-6th students was selected, and then 13 process-focused assessments were developed to improve scientific communication skills. 119 elementary school students in 6th grade participated in this research. it was performed to compare between 60 students on the general assessment and 59 students on the process-focused assessment in the results of achievement levels on scientific concept and scientific communication skills. The results were as follows: First, this study showed that process-focused assessment had higher educational effectiveness in specific area of scientific communication skills than the general assessment. Second, the process-focused assessment can help to form students' scientific concepts as the general assessment. Furthermore, the process-focused assessment group was more effective at reducing the non-scientific concept than the general assessment.

키워드

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Fig. 1. Development process of process-focused assessment of unit ‘(10) Action of Electricity’ in 2009 revised curriculum.

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Fig. 2. Progression of pre-test and post-test on the scientific communication skill and concept acquisition of the process-focused assessment.

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Fig. 3. A schematic diagram of science lessons and process-focused assessments on ‘What happens to compass needles around current-carrying wires?’.

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Fig. 4. An example of process-focused assessment to develop ‘Explanation’ skills in scientific communication skills.

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Fig. 5. An example of process-focused assessment to develop ‘Ground’ skills in scientific communication skills.

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Fig. 7. An example of process-focused assessment to develop ‘Figure’ skills in scientific communication skills.

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Fig. 6. An example of process-focused assessment to develop ‘Letter’ skills in scientific communication skills.

Table 1. Science concepts of unit ‘(10) Action of Electricity’ in 2009 revised curriculum

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Table 2. Test of scientific communication skills (Jeon, 2013)

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Table 3. Types and forms of scientific communication skills

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Table 4. Subjects of science textbook in unit ‘(10) Action of Electricity’ based on 2009 revised curriculum achievement standards

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Table 5. Teaching-learning models and process-focused assessment lists based on main learning concepts and activities of unit ‘(10) Action of Electricity’

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Table 6. Types and forms of scientific communication skills related to contents of process-focused assessment

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Table 6. Continued

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Table 7. The result of comparison between test types and types of scientific communication skills in t-test

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Table 8. The result of comparison between test types and forms of scientific communication skills in t-test

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Table 9. The result of comparison between pre-test and pro-test in science concept acquisition based on test types in t-test

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피인용 문헌

  1. 2015개정 과학과 선택과목 수업 및 평가에 대한 교사들의 인식 탐색 vol.41, pp.3, 2019, https://doi.org/10.14697/jkase.2021.41.3.183