Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

The Effect of Science Class Emphasizing Digital Literacy on the Science Attitude and Perception of Growth of Key Competencies in 7th Grade Students

디지털 리터러시를 강조한 과학 수업이 중학교 1학년 학생들의 과학 태도 및 핵심역량 성장 인식에 미치는 영향

  • Received : 2020.03.04
  • Accepted : 2020.04.14
  • Published : 2020.04.30
Download PDF
⟨ Previous Next ⟩

Abstract

This study examines the change in students' science attitude and the growth of their core competencies through science classes emphasizing digital literacy. To this end, we conducted a study on 116 first graders in C middle school in the C region, and entered a science class that emphasized digital literacy of 35 classes. First, as a result of examining the effect on science attitude, a statistically significant change (p<.05) was observed. The effect size for each subregion ranged from 0.67 to 1.52. Second, there were no differences in the overall frequency of growth perception according to the type of class that emphasized digital literacy. However, in the analysis of core competencies, Web-based classes did not show a large difference in frequency by core competencies, whereas high-tech classes were slightly different by core competencies. This is an implication for science education, and it is necessary to increase the utilization of science classes that emphasize digital literacy.

이 연구는 디지털 리터러시를 강조한 과학 수업을 통해 학생의 과학에 대한 태도 변화와 핵심역량의 성장을 알아보았다. 이를 위해 C 지역의 C 중학교 1학년 116명을 대상으로 연구를 진행하였으며, 총 35차시의 디지털 리터러시를 강조한 과학 수업을 투입하였다. 첫째로, 과학 태도에 미치는 영향을 알아본 결과 통계적으로 유의미한 변화가 있었다(p<.05). 하위영역별 효과 크기는 0.67~1.52로 중간이상의 효과 크기를 보였다. 둘째로, 디지털 리터러시를 강조한 수업의 유형에 따라서 성장 인식의 전체 빈도 차이는 크게 없었다. 하지만 핵심역량에 따른 분석에서는 Web 기반 수업은 핵심역량별로 빈도의 차이가 크지 않는 반면, 첨단기술 수업은 핵심역량별로 다소 차이가 큼을 확인할 수 있었다. 이는 과학교육에 주는 시사점으로 디지털 리터러시를 강조한 과학 수업의 활용을 높일 필요가 있다.

Keywords

References

  1. Byeon, H. (2011). The effects of strategy for making science newspaper on the attitude toward science class and using the learning terminology. The thesis of master of education, Cheongju National University of Education.
  2. Choi, J. S., Kim, Y. M., & Lee, Y. J. (2019). Effects of science high school students' competency through intensive research and education program in KAIST. Journal of Korea Association for Science Education, 39(6), 729-738. https://doi.org/10.14697/JKASE.2019.39.6.729
  3. Choi, D. Y., Kim, J. H., Lee, M. J., & Kim, W. K. (2019). The effects of the program of ‘research methodology using advanced equipment' on the ‘science career orientation' and ‘interest in science subject' for scientifically gifted students. The Journal of the Korean Society for Gifted and Talented, 18(2), 5-23.
  4. Cohen, J. (2013). Statistical power analysis for the behavioral sciences(2nd ed.). New York: Lawrence Erlbaum.
  5. Eshet, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93-106.
  6. Glister, P. (1997). Digital literacy. New York: John Wiley & Sons.
  7. Ha, J. H., Kim, M. H., Cho, Y. G., & Kim, S. H. (2018). A consensual qualitative research on the experience of middle-school students in the free learning semester. Journal of School Social Work, 42, 139-162. https://doi.org/10.20993/jSSW.42.7
  8. Ha, M. S., Lee, K. Y., Choi, E. H., Kim, I. C., Yu, J. H., & Won, B. Y. (2019). Exploring the effect of first year science-focused school program on high school students' science core competency and science learning motivation using group-based trajectory modeling. Journal of Korea Association for Science Education, 39(6), 799-807. https://doi.org/10.14697/JKASE.2019.39.6.799
  9. Hong, J. (2007). The effects of project learning on science related attitude in ‘The diversity of life and environment'. The Korean Journal of Biology Education, 34(5), 566-574.
  10. Jeong, H. S., Kim, A., Park, Y. S., Jeon, G. R., Lee, J. S., & Noh, J. Y. (2016). Media literacy as 21st century key competence: Systematizing media literacy teaching and learning contents. The Journal of Learner-Centered Curriculum and Instruction, 16(11), 211-238. https://doi.org/10.22251/jlcci.2016.16.11.211
  11. Jeong, J. C., Ryu, J. E., & Suh, Y. L. (2019). An international cases of career education curriculum in teacher education institutes and implications. The Journal of Career Education Research, 32(1), 1-18. https://doi.org/10.32341/JCER.2019.03.32.1.1
  12. Jo, A. Y., Park, I. W., & Ko, Y. J. (2019). Smartpadbased learning, digital literacy, flow, mediation effect. Journal of Research in Education, 32(4), 163-189.
  13. Kang, J. M., Song, H. J., & Kim, H. S. (2014). Development and application of the diagnostic instruments for measuring digital literacy in the smart society. Journal of Korean Association for Regional Information Society, 17(3), 143-173.
  14. Kang, M. H., Lee, J. E., Kim, M. J., & Yoon, N. R. (2011). Identifying the predictors of learning outcomes in using mathematics digital textbooks. The Korean Journal of Educational Methodology Studies, 23(1), 127-150. https://doi.org/10.3946/kjme.2011.23.2.127
  15. Kim, H. H. (2017). Fourth industrial tevolution'and figital-literacy education. Korean Journal of Social Issues, 18(2), 187-214.
  16. Kim, H. J. (2016). Exploring college students' perceptions and educational experiences of digital literacy. The Journal of Learner-Centered Curriculum and Instruction, 16(8), 937-958.
  17. Kim, H. J., & Kim, J. G. (2019). Development of science-art convergence STEAM education program for aesthetic sensibility competency: Making illustrated poem using pressed flower. School Science Journal, 13(4), 431-440. https://doi.org/10.15737/SSJ.13.4.201911.431
  18. Kim, H. K., Kwak, Y. S., Kang, H. S., Shin, Y. J., Lee, S. H., & Lee, S. Y. (2017). A study on the structural equation model among components of positive experiences about science. Journal of Korea Association for Science Education, 37(3), 507-521. https://doi.org/10.14697/jkase.2017.37.3.507
  19. Kim, J. Y., Oh, E. H., & Kim, H. D. (2017). A survey on digital literacy activities of Korean elementary students. Korean Language Education Research, 52(2), 176-213.
  20. Kim, M. H., & Ahn, M. L. (2003). Development of digital literacy checklist. Journal of Korean Association for Educational Information and Media, 9(1), 159-192.
  21. Kim, S., Choi, H., & Paik, S. H. (2019). Using a systems thinking approach and a scratch computer program to improve students' understanding of the Brønsted–Lowry acid-base model. Journal of Chemical Education, 96(12), 2926-2936. https://doi.org/10.1021/acs.jchemed.9b00210
  22. Kline, T. J. (2005). Psychological testing: A practical approach to design and evaluation. Thousand Oaks: Sage Publications.
  23. Lee, E. J., & Lee, J. S. (2016). Exploring teachers' perceptions and beliefs about the acceptance of smart education and preschoolers' digital literacy. Informatization Policy, 23(3), 64-83. https://doi.org/10.22693/NIAIP.2016.23.3.064
  24. Lee, H. S., & Kang. S. H. (2000). A study on the transition of the concept of information literacy as lifelong learning ability. Andragogy Today : International Journal of Adult & Continuing Education, 3(2), 177-212.
  25. Lee, J. J., & Kim. S. W. (2019). Analysis of informatics curriculum and teaching cases for digital literacy education. The Journal of Korean Association of Computer Education, 22(5), 11-25.
  26. Lee, S. H., & Kim, S. W. (2019). Tourism high school students' career awareness, career Education, and educational satisfaction. Culture and Convergence, 41(2), 1117-1148.
  27. Lee, S. K., Shin, H. J., Myeong, J. O., & Kim, C. J. (2010). The effect of science museum educational program on primary school students' science learning motivation. Journal of Korean Elementary Science Education, 29(1), 47-55.
  28. Ministry of Education (2016). Comprehensive Science Education Plan for "Science Education for Future Dreams and Happiness".
  29. Nelson, K., Courier, M., & Joseph, G. W. (2019). An investigation of digital literacy needs of students. Journal of Information Systems Education, 22(2), 2.
  30. Noh, E. H., Shin, H. J, & Lee, J. J. (2019). Analysis of recognition of elementary and middle school teachers' digital literacy education. The Journal of Curriculum and Evaluation, 22(3), 31-60. https://doi.org/10.22799/JCE.2019.22.3.002
  31. Ok, H. J., Kim, J. Y., Ryu, S. H., Kim, H. D., & Seo, S. H. (2017). An exploration of the cognitive characteristics of expression domain in digital literacy. Research on Writing, 33, 31-63.
  32. Sawilowsky, S (2009). New effect size rules of thumb. Journal of Modern Applied Statistical Methods, 8(2), 467-474. https://doi.org/10.22237/jmasm/1257035100
  33. Scott, C. L. (2015). The futures of learning 2: What kind of learning for the 21st century? Education Research and Foresight Working Paper Series, 14, UNESCO Education Research and Foresight. Retrieved 1, April, 2019, from https://unesdoc.unesco.org/ark:/48223/pf0000242996
  34. Seo, Y. K., & Kwon, S. H. (2004). A case study of the strategies for praxis-based digital literacy learning. Journal of Educational Technology, 20(2), 101-131. https://doi.org/10.17232/KSET.20.2.101
  35. Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston: Cengage Learning.
  36. Shin, J. H. (2013). Theory and reality of STEAM. Paju: Kyoyookbook.
  37. Shin, Y. J., Kawk, Y. S., Kim, H. K., Lee, S. Y., Lee, S. H., & Kang, H. S. (2017). Study on the development of test for indicators of positive experiences about science. Journal of the Korean Association for Science Education, 37(2), 335-346. https://doi.org/10.14697/jkase.2017.37.2.0335
  38. World Economic Forum. (2019). Fourth Industrial Revolution. Retrieved February 3, 2019, from https://www.weforum.org/agenda/archive/fourth-industrial-revolution
  39. Yoon, S. D. (2019). Effects of cooperative learning on high school students' english reading ability and the key competencies of the 2015 revised national curriculum. The Mirae Journal of English Language and Literature, 24(2), 295-317. https://doi.org/10.46449/MJELL.2019.05.24.2.295