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http://dx.doi.org/10.15523/JKSESE.2016.9.2.123

The Effects of QAR Strategy on 5th Graders' Scientific Attitude in Elementary Schools  

Oh, Seung-Min (Korea National University of Education)
Jeong, Jin-Woo (Korea National University of Education)
Kim, Hyoungbum (Chungbuk National University)
Jeong, Sophia (Sun-Kyung) (University of Georgia)
Publication Information
Journal of the Korean Society of Earth Science Education / v.9, no.2, 2016 , pp. 123-138 More about this Journal
Abstract
The purpose of this study is to examine the effects of applying the Question-Answer Relationship (QAR)strategy on the attitude toward science of the elementary fifth grade students whose learning styles have beenidentified. The population of the study constitutes the total of 97 elementary fifth grade students who wereassigned into a comparison (n=48) or experimental group (n=49). To understandhow the QAR strategy potentially influencedscientific attitude, both groups were surveyedin the areas of scientific attitude before and after the experiment. TheKolb's Test was used to identifythe students' learning stylein the experimental group. According tothe learners' learning style, the results have been compared and analyzed. The results of this study are as follows:First, the findings revealed a significant difference in the experimental group students' attitude toward sciencecompared to the comparison group. Second, four learning styles were identified among the studentsin theexperimental group: a) Accommodators (46.9%), b) Convergers (24.5%), c) Divergers (20.4%), and d) Assimilator (8.2%). Following the data analysis, there was no meaningful statistical difference between four groups oflearning styles with respect to their scientific attitude.Applyingthe QAR strategy in a science class seemed toimprove the accommodators, convergers, and divergers' scientific attitude positively.
Keywords
learning style; scientific attitude; QAR strategy; science class;
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Times Cited By KSCI : 2  (Citation Analysis)
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