Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
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The Effects of Science Teaching and Learning Using Student-led Instructional Strategies on Elementary School Students' Science Core Competencies

학생주도형 수업전략을 활용한 과학 교수 학습이 초등학생의 과학과 핵심역량에 미치는 효과

  • Received : 2020.04.09
  • Accepted : 2020.05.26
  • Published : 2020.05.31
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Abstract

The purpose of this study is to develop a student-led instructional strategy that is central to the teaching-learning process and to investigate its effects. For this study, we analyzed the learner-centered learning types (discovery learning, problem-based learning, inquiry learning) and extracted elements applicable to newly developed teaching-learning. Based on this, a student-led class strategy was established using pre-learning, teacher collaboration, small group composition, and limited open data and product presentation, and then science classes were conducted. As a result of the post-tests of the five science core competencies of the experimental group using the student-led instructional strategy and the comparative group conducting lecture-based classes, the experimental group showed higher scores than the comparative group in the scientific thinking, scientific communication, and scientific attitudes (p<.05). Based on these results, it was confirmed that the student-led class, in which the student self-adjusts the entire process of designing, exploring, and presenting learning, can help the student's scientific ability. In addition, I would like to discuss the implications of teachers' teaching-learning composition.

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