Browse > Article
http://dx.doi.org/10.15523/JKSESE.2015.8.2.152

The Effect of Teaching Program with Frayer model on Learning Motive and Learning Achievement of 6th Grade Elementary Science Learning  

Yang, Chi Hun (Busan National University of Education)
Lee, Seok Hee (Busan National University of Education)
Publication Information
Journal of the Korean Society of Earth Science Education / v.8, no.2, 2015 , pp. 152-163 More about this Journal
Abstract
In this study, to raise the interest and curiosity of students and at the same time to learn science concepts meaningfully for students, the teaching and learning program was developed by applying the Frayer model. The purpose of this study was to find out the Effect of Elementary Science Teaching Program with Frayer model on Learning Motive and Learning Achievement. To this end, the 6th grade classroom of A-elementary school located in Seogwipo-city was selected the experimental group (26 patients). And the other 6th grade classroom in the same school was selected to the comparative group (27 patients). The experimental group was conducted applying the Frayer model. Comparison group has been conducted lesson program in accordance with the general science class teacher guide. Was through a pre-test of science learning motivation and academic achievement level can be assumed in the same group. After completing the experimental treatment by conducting a post-mortem examination was statistically validated. In this study, the following conclusions were obtained. First, elementary science class which applied Frayer model had the effect of to improve the scientific motivation. In particular, attention (p <.01), association (p <.01), confidence (p <.01) in the experimental group were higher than the scores of the comparative group, the difference was significant. Second, the Frayer model applied to elementary science class had a significant effect on improving science achievement. The experimental group which applied Frayer model was higher than the comparative group in science achievement post-test comparison. Between the groups showed a significant difference between the two groups (p <.01). The above findings, Elementary science class which applied Frayer model can be concluded to be effective in science and science achievement motivation. Therefore, applying the Frayer model of elementary science class could be useful in science teaching and learning methods. In addition, when it is determined through the previous study, applying the Frayer model classes will be able to derive a meaningful learning also subjected to a number of fields and areas.
Keywords
frayer model; concept; leaning motive; learning achievement;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 Ausubel, D. P. (1968). The psychology of meaingful verbal learning, New York: Grune & Stratton
2 Buehl, D. (1995). Classroom Strategies for interactive learning. Madison, WI : Wisconsin State Reading Association.
3 Chae Dong-Hyun (1997). Science Education through Constructivism. Elementary Science Education. 16(1), 92-102.
4 Choi Gye-Ja (1998). The Effect of Instructional Analogy on Middle School Students' Science Concept Learning and Motivation to Learn. Dong-a University of Education Paper of Masters Degree.
5 Driver. R. (1983). The pupil as scientist?. Milton Keynes. The Open university Press.
6 Driver. R., & Bell, B. F. (1986). Student's thinking and learning of science; a constructivist view, School Science Review, 67(1), 443-456.
7 Frayer, D., Frederick, W. & Klausmeier, H. (1969). A schema for testing the level of cognitive master(Working Paper No. 16). Madison, WI : Wisconsin Research and Development Center.
8 Gang Cheol-Ung (2012). Understanding of the concepts of science based on the 6th graders' levels of logical thinking in elementary schools. Korea National University of Education Paper of Masters Degree.
9 Gang Ho-Nam (1991). Effects of teaching strategies through hemispheric specialization on the creativity and elementary school science achievement. Seoul National University Paper of Doctoral Degree.
10 Gwon Jae-Su, Lee Kyung-Ho, & Kim Yeon-Su (2003). The Necessary Condition and the Sufficient Condition of Cognitive Conflict for Conceptual Change. The Korea Association for Science Education. 23(5), 574-591.
11 Gwon Jae-Sul (1992). A Comparative Discussion on the Instructional Procedure and Strategies in Learning Scientific Concepts. Journal of Science Education, 2(1), 127-137.
12 Joan M. Kenney, Euthecia Hancewicz, Loretta Heuer, Diana Metsisto, & Cynthia L. Tuttle (2005): Literacy Strategies for Improving Mathematics Instruction
13 Joo Ho-Soo (1999). Effects of Constructivistic Learning Strategy Applied to Concept Mapping on Biological Concept Leaning and Scientific Attitude. Chon-buk National University Paper of Doctoral Degree.
14 Joo Won-Hyeng (2004). Impact on attitudes toward learning attitude and achievement utilizing Frayer Model in Grade 3rd of science class. Korea University of Education Paper of Masters Degree.
15 Keller, J. M (1983). Motivational design of instruction. In C. M. Reigeluth (ED). Instructional Design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum Associates.
16 Keller, J. M (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2-10.   DOI
17 KICE (2013). OECD International Achievement Evaluation: PISA 2012 Results Report (RRE 2013-6-1)
18 KICE (2013). Mathematics and science achievement trends change An International Comparative Study: TMSS 2011 Report(RRE 2012-4-3)
19 Kim Kyung-Hee (2013). the effects that utilizing graphic organizers in an elementary science class for 5th grade students has on helping the students understanding scientific concepts. Gyeongin National University of Education Paper of Masters Degree.
20 Kim Hee-Jung (2001). (The) Effects of TWA(Teaching-With-Analogies) Model for the Concept Learning in Elementary Science Education. Ewha womans University Paper of Masters Degree.
21 Klausmeier, H., Ghatala, E. S. & Frayer, D. (1974). Conceptual Learning and Development. Academic Press, New York.
22 Lee Ho-Yeon (2012). A study on Scientific Experience and Motivation to Learn Science of Elementary Students. Seoul National University of Education Paper of Masters Degree.
23 Ministry of Education, Science and Technology (2009). 2009 Curriculum Revision : Science Curriculum Implementation. Ministry of Education, Science and Technology.
24 Ministry of Education, Science and Technology (2011). Elementary Science Teacher instructions 6-2. kumsung
25 No Myeong-Wan, Buehi, Doug, & Jeong Hye-Seung (2004). Classroom Strategies for Interactive Learning. Seoul : Park Yi jeong.
26 Novak, J. D & Staff, A. D. (1981). The use of concept mapping and Gowin's mapping instructional strategies in junior high school science, Itache, New York : Cornel University(ERIC Document Reproduction Service No. ED200 437).
27 Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86, 548-571.   DOI
28 Park Seung-Jae (1985) Science Education. Seoul : Education History of Science.
29 Oh Jeong-Im (2004). The Effects of Science Instruction Using ARCS Model on Learning Motive and Academic Achievemen. Pusan National University of Education Paper of Masters Degree.
30 Park Jin-Suk (2008). The Effects of the Utilization of Visual Materials on Mathematics Learning. Pusan National University of Education Paper of Masters Degree.
31 Piaget, J. D. (1964). Cognitive Development in Children : Development and learning. Journal of research in science teaching.
32 Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accomodation of a scientific conception: Toward a theory of conception change, Science Education, 66, 211-227.   DOI