Browse > Article
http://dx.doi.org/10.14697/jkase.2010.30.1.170

The Effects of Small-group Discussion Lesson Using Concept Sketches in Astronomy of Earth Science  

Kim, Youn-Gui (Korea National University of Education)
Jeong, Gu-Song (Jeon Ju University)
Publication Information
Journal of The Korean Association For Science Education / v.30, no.1, 2010 , pp. 170-180 More about this Journal
Abstract
Among the various fields of Earth Science, especially in Astronomy, we often deal with the change of space-time in an abstract way. Thus, making use of 'Concept Sketches'-simplified sketches that represent the main features, principles, processes and interrelationships of the learning content by using some concise explanations, signs and terms could help the students efficiently learn the phenomena of Astronomy. This study's aim was to check its effects and analyze the results of the lessons that included concept sketches and a discussion about the field of Earth Science in high school. The control group took traditional lessons, while the experimental group did a small-group discussion that used the concept sketches. After the lesson, some students were chosen to answer a questionnaire and go through an in-depth interview. The result of the data shows that the small-group discussion lesson that used the concept sketches helped both the high-ranking and low-ranking students to build concepts and was able to attract students' attention. Moreover, the students produced long-term memories of the content learned through the class discussion, which allowed them to exchange their own thoughts and opinions with other students. Most of all, drawing pictures, a familiar activity, appealed to the students, so they took part in the class eagerly.
Keywords
concept sketches; small-group discussion lesson;
Citations & Related Records
Times Cited By KSCI : 3  (Citation Analysis)
연도 인용수 순위
1 Smith, E. E., (1995). Concepts and categorization. In Smith, E. E. & Osherson, D. N. (eds.), Thinking: An Invitation to Cognitive Science. vol. 3. MIT Press, Cambridge MA, USA, 3-33.
2 Vosniadou, S., & Brewer, W. F. (1992). Mental model of the earth: A study of conceptual in childhood. Cognitive Psychology, 24(4), 535-585.   DOI
3 Richmond, G., & Striley, J. (1996). Making meaning in classrooms: social processes in small-group discourse and scientific knowledge building. Journal of Research in Science Teaching, 33(8), 839-858.   DOI   ScienceOn
4 Schwartz, D. L. (1993). The construction and analogical transfer of symbolic visualizations. Journal of Research in Science Teaching, 30(10), 1309-1325.   DOI   ScienceOn
5 Johnson, J. K., & Reynolds, S. J. (2005). Concept Sketches Annotated sketches for learning, teaching, and assessment inf geology courses. Journal of Geoscience Education, 53(1), 85-95.   DOI
6 Mayer, R. E., Bove, W., Bryman, A., Mars, R., ＆ Tapangco, L. (1996). When less is more: meaningful learning from visual and verbal summaries of science textbook lessons. Journal of Educational Psychology, 88(1), 64-73.   DOI
7 Newton, P., Driver, P., & Osborne, J. (1999). The place of argumentation in the pedagogy of school science. International Journal of Science Education, 21(5), 553-576.   DOI   ScienceOn
8 Kose, S. (2008). Diagnosing students misconception: using drawings as research method. World Applied Sciences Journal, 3(2), 283-293.
9 Libarkin, J. C., & Kurdziel, J. P. (2001). Research methodologies in science education: Assessing students'alternative conceptions. Journal of Geoscience Education. 49(4), 378-383.
10 Gobert, J., & Clement, J. (1999). Effect of student-generated diagrams versus studentgenerated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics. Journal of Reserarch in Science Teaching. 36(1), 39-53.   DOI   ScienceOn
11 Ainsworth, S., & Loizou, A. T. (2003). The effects of self-explaining when learning with text or diagrams. Cognitive Science, 27(4), 669-681.   DOI   ScienceOn
12 Dove, J. (2000). Exploring a hydrological concept through children's drawings. International Journal of science Education. 21(5), 485-497.
13 강석진, 한수진, 노태희(2002). 과학 개념학습에서 협동학습 소집단 토론의 효과. 한국과학교육학회지, 22(1), 93-101.   과학기술학회마을
14 정영란, 손대희(2000). 협동학습전략이 중학교 생물학습에서 학생들의 학업성취도와 과학에 대한 태도에 미치는 영향. 한국과학교육학회지, 20(4), 611-623.
15 정지숙(2005). 과학실험수업에서 소집단 토론의 시기가 과학 탐구 수행 능력과 언어적 상호작용에 미치는 효과. 한국교원대학교 교육대학원 박사학위 논문.
16 이미경, 정은영(2004). 학교 과학 교육에서 과학에 대한 태도에 영향을 미치는 요인 조사. 한국과학교육학회지, 24(5), 946-958.   과학기술학회마을
17 정구송(2007). 지구 내부에 대한 고등학교 학생들의 정신모형 탐색. 한국지구과학회지, 28(6) 643-655   과학기술학회마을