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http://dx.doi.org/10.15267/keses.2022.41.4.642

Effect of Collaborative Problem-Solving for Competency Instruction Strategy Using Science Reading Text on Elementary Sch ool Students' Science Reading Ability  

Park, Jihun (Pusan National University)
Jun, Jaekyoung (Pusan National University)
Lee, Sujin (Pusan National University)
Nam, Jeonghee (Pusan National University)
Publication Information
Journal of Korean Elementary Science Education / v.41, no.4, 2022 , pp. 642-657 More about this Journal
Abstract
This study aimed to investigate how elementary school students' science reading ability is influenced by collaborative problem-solving for competency instruction strategy using science reading text. This study recruited two groups of elementary students in fifth grade. The experimental group underwent an instruction strategy using science reading text, while the comparative group experienced a science class using a textbook. Afterward, data from the science reading ability tests, voice recordings of the discussion process involving each group, and class videos were collected and analyzed. The results showed that science classes that used collaborative problem-solving for their competency instruction strategy via science reading text were effective in enhancing elementary school students' science reading ability. Meanwhile, the science reading ability test results indicated that the experimental group had statistically higher total scores than the comparative group in the three subelements, especially "introspection and evaluation" and "integration and interpretation" owing to their significant improvement in high-level cognitive processes. In these classes, the students read the materials that the teacher provided, participated in the discussion based on what they have read, and had the chance to reflect on their reading processes. Overall, students' science reading ability was enhanced through this process.
Keywords
Collaborative Problem Solving for Competency Instruction Model; Elementary School Science Class; Reading Ability;
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