• 한국초등과학교육학회지:초등과학교육
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• 제20권1호
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• pp.45-57
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• 2001

The purpose of this study is to guide and apply gettable and accessible materials around everyday life into classroom instruction, and to find out their effects on student academic achievement. In order to achieve it, this study was tried to develop and guide available materials around life in teaming activities, to provide a preliminary assignment that could apply the available materials, and to compare its academic achievement to one from field trip loaming. For the hypothesis testing, first, the experimental and comparing classes were selected based on the results of basic learning diagnostic evaluation, which conducted by the researcher being served as a full-time science teacher of the third and sixth grade of K elementary school in Kwangju for 2 years. Secondly, the instructional use of the available materials around life was applied to the experimental class. Also, the instructional use of the existing materials was applied to the comparing class. Finally, for the testing of the effects on academic achievement, the posterio test was implemented after conducting the experimental instruction in knowledge·understanding, inquiry process, and attitude domains classified by the unit characteristics. Using SPSS/WIN program the t-test was performed in order to compare the differences between the two groups. Major findings were as follows: 1) In the achievement test of knowledge·understanding domain, there were no significant differences at the 5％ level between the experimental and comparing classes. It could be difficult to say, therefore, that the instructional use of the available materials around life was more effective than the instructional use of the existing materials. However, it had some effects on differences between the third grade final achievement test and sixth grade experimental class. 2) In the achievement test of inquiry process domain, there were some significant differences in that the sixth grade experimental class was higher than the third grade out-of classroom experience unit. It was indicated that the instructional use of the available materials around life had some effects on improving the students' inquiry ability 3) In achievement test of attitude domain, there were some significant differences. It was shown that the self-evaluation test of the sixth grade experimental class unit was higher than that of the third grade out-of classroom experience unit; Especially, the learning activities in the experimental class were more active, and the experimental practice ability was improved. It was presented that the instructional use of the available materials around life had some effects on the students' academic achievement in attitude domain. It was concluded from this study that the instructional use of the available materials around life was less effective on Knowledge understanding domain, but was effective on improving their scientific inquiry ability and interest on science education.

• 과학교육연구지
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• 제40권2호
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• pp.103-115
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• 2016

본 연구에서는 게임을 활용한 과학수업이 초등학생의 과학 학습 동기 및 학업성취도에 어떠한 영향을 미치는지 알아보기 위하여 실시하였다. 이를 위하여 3학년 2개 반을 실험집단과 비교집단으로 선정하여 연구집단에서는 게임을 활용한 수업으로 과학수업을 처치하였고, 비교집단에서는 교사용 지도서에 따르는 일반적인 수업을 진행하였다. 실험 처치 기간은 8주로 11차시에 걸쳐 게임을 활용한 과학수업을 실시하였으며 그 결과는 다음과 같았다. 첫째, 게임을 활용한 과학수업은 과학 학습 동기 향상에 효과가 있었다. 둘째, 게임을 활용한 초등과학수업은 과학 학업성취도 향상에 유의미한 효과가 있었다. 또한 인터뷰를 통해 수업에서 소외되던 학생들이 수업에 적극적으로 참여하게 되고 학습동기를 가지게 됨을 확인할 수 있었다.

• 인간식물환경학회지
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• 제24권6호
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• pp.595-608
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• 2021

Background and objective: For effective horticultural education, it is required to develop kits for practice. In this study, we developed a horticultural kit for germination that introduces storytelling, characterization, and assembly, and investigated the educational effects of using it to study its educational differentiation and usefulness. Methods: First, we developed a seed germination kit for learning. It consists of three components: the kit main frame for hydroponics, the activity sheet for storytelling, and the instruction manual. It is made into an acrylic assembly in consideration of the ease of delivery for contactless learning. Second, we developed two programs, each using a germination kit for horticultural education (experimental group) and a general germination kit program (control group). At this time, the class consists of pre-questionnaire, the 1st and 2nd classes, observation log writing (total six times for two weeks), the 3rd class, and post-questionnaire. The experimental group and control group were separately executed. Third, the application results were compared and analyzed before and after class. As a quantification questionnaire, the effects before and after class were compared through t-test with a questionnaire on program satisfaction and attitude change toward plants. The quantitative results were analyzed through observation activity sheets and effects before and after the class were analyzed through t-test with quantification and language coding. Results: The effect of horticulture education using the developed kit was estimated by a quantification questionnaire. Both the program satisfaction and the change in attitude toward plants showed high in the experimental group, and this difference was statistically significant (p < .05). As a result of analyzing the observation paper with a qualitative questionnaire, various cognitive and affective expressions appeared in the experimental group as well as the contents of the observation paper. The number of syllables and various qualitative expressions appeared, and these differences were also statistically significant (p < .05). Conclusion: Compared to general germination activities, it was found that the germination activities using storytelling-based horticultural kits would be effective for contactless classes in the post-COVID-19 era and in increasing the educational effect of horticultural activities.

• 수산해양교육연구
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• 제29권3호
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• pp.799-810
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• 2017

In this study, to raise the scientific literacy for students, the teaching and learning program was developed by applying the Circle Map. The purpose of this study was to find out the Effect of Elementary Science Teaching Program with Circle Map on Learning Motive and Learning Achievement. To this end, the 6th grade classroom of A-elementary school located in Jeju-city was selected the experimental group (25 patients). And the other 6th grade classroom in the same school was selected to the comparative group (25 patients). The experimental group was conducted applying the Circle Map. 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 Circle Map had the effect of to improve the scientific motivation(p <.05). In particular, association in the experimental group were higher than the scores of the comparative group, the difference was significant. Second, the Circle Map applied to elementary science class had a significant effect on improving science achievement. The experimental group which applied Circle Map was higher than the comparative group in science achievement post-test comparison. Between the groups showed a significant difference between the two groups(p <.05). The above findings, Elementary science class which applied Circle Map can be concluded to be effective in science and science achievement motivation. Therefore, applying the Circle Map 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 Circle Map classes will be able to derive a meaningful learning also subjected to a number of fields and areas.

• 한국컴퓨터정보학회논문지
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• 제27권8호
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• pp.253-261
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• 2022

본 연구에서는 컴퓨터 비전공자 대상의 인공지능 교양 교육을 위한 프로젝트 학습법을 적용한 후 교육적 효과를 파악하고자 한다. 실험집단과 통제집단 각각의 학습몰입, 인공지능 효능감의 향상 정도를 파악하기 위하여 각 집단 내에서 대응표본 t-검정을 실시하였고, 수업 후 실험집단과 통제집단의 학습몰입과 인공지능 효능감에 대한 사전검사와 사후검사의 통계적 효과를 알아보기 위해 독립표본 t-검정을 실시하였다. 그 결과 실험집단과 통제집단은 각각 수업 전과 후 학습몰입과 인공지능 효능감에서 유의미한 향상을 보였다. 인공지능 수업에서 프로젝트 학습방법을 적용한 실험군과 이론과 실습만 진행한 통제집단 간의 학습몰입은 통계적으로 유의한 차이가 없었지만, 프로젝트 학습방법을 적용한 실험집단은 이론과 실습만 진행한 통제집단에 비해 인공지능의 효능감이 유의미한 수준으로 향상되었음을 확인하였다.

• East Asian mathematical journal
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• 제36권4호
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• pp.475-492
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• 2020

This study is to establish the items on class critiques based on the mathematical competencies according to the mathematics curriculum revised in 2015. Namely, this study deals with the items on how pre-service or in-service teachers understand and comment on mathematics instruction on their own instruction or peers' instruction. To accomplish this, first of all the draft items on instructional reviews was developed by researchers of this study on the basis of the previous study(Hwang, 2018). In order to revise and develop the draft items, the experimental study was executed. The experimental study was done by the subject of 11 groups who are undergraduate students in the educational college of C University. The subject was supposed to watch an in-service middle school mathematics teacher's excellent instruction(study) video and to comment the instruction video on the draft items on class critiques. While analyzing the comments of the subject, the revised items on the class critiques were to be develop. Based on this study, from now on, the final and ideal items on the class critiques would be establish to reflect and comment teachers' instruction.

• 초등상담연구
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• 제8권1호
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• pp.95-107
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• 2009

본 연구는 사회적 기술 훈련이 초등학교 아동의 학급응집력에 미치는 효과를 알아보기 위해 실시되었다. 사회적 기술 훈련 프로그램은 총 12회기로 구성하여 매회 40분간 주 2회씩 5주간에 걸쳐 실시하였다. 프로그램 적용을 위해 경상북도 G시에 위치한 D초등학교 5학년 6개 반 중 2학급을 무선으로 선정하였다. 이들 가운데 한 학급은 실험집단(N=30, 남=18명, 여=12명), 다른 한 학급은 통제집단(N=29, 남=15명, 여=14명)으로 무선 할당하였으며, 총 59명(남 33명, 여 25명)을 대상으로 하였다. 본 연구에서는 강신석(2000)이 초등학교 수준에 맞게 20문항으로 재구성한 학급응집력 검사도구를 사용하였고, 수집된 자료는 SPSS 14.0을 사용하여 분석하였다. 실험집단과 통제집단간의 동질성 여부, 실험집단과 통제집단간의 평균의 차이, 실험집단의 전-후 검사간의 평균의 차이를 알아보기 위해 t-검증을 실시하였다. 본 연구의 설계는 사전-사후 통제집단 설계이다. 본 연구에서 얻어진 결과는 다음과 같다. 사회적 기술 훈련을 받은 실험집단이 통제집단에 비해 학급응집력 총점 및 하위요인 점수에서 유의한 향상을 보였다. 이러한 결과 는 사회적 기술 훈련이 학생들의 학급응집력(학급분위기, 상호신뢰, 사기, 일체감, 의사소통)에 긍정적인 영향을 끼침을 시사해준다. 따라서 사회적 기술 훈련은 학급응집력을 증가시킬 수 있다는 측면에서 초등학교 아동이 학급구성원들과 친밀하게 지내고 도우려는 마음을 지닐 수 있게 하는데 효과적인 전략이 될 수 있다고 생각한다.

• 대한지구과학교육학회지
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• 제11권3호
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• pp.172-181
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• 2018

본 연구의 목적은 Thinking Maps를 활용한 과학수업이 자기주도적 학습능력 및 과학탐구능력에 미치는 효과를 알아보는 것이다. 본 연구는 B초등학교에서 5학년 학생을 대상으로 연구반, 비교반 선정을 위해 담임교사에게 동의를 구하였으며, 학생들에게는 본 연구의 목적과 취지를 설명하고 연구에 대한 동의를 받았다. 연구자가 직접 내방하여 연구반 학생 24명과 비교반 학생 24명을 선정하였다. 연구반에 대해서는 담임교사를 실험처치자로 선정하여 Thinking Maps을 활용한 과학수업을 진행하였다. 연구기간을 설정하여 40분 단위수업을 12주 동안 실시하였다. 실험처치 수업 후에는 사후 자기주도적 학습능력 검사, 과학탐구능력 검사를 실시하고 자료를 수집 분석하여 정리하는 단계로 진행하였다. 이에 대한 연구결과는 다음과 같다. 첫째, Thinking Maps를 활용한 과학수업이 자기주도적 학습능력 향상에 긍정적인 효과가 있었다. 둘째, Thinking Maps를 활용한 과학수업이 과학탐구능력 향상에 긍정적인 효과가 있었다. 셋째, Thinking Maps 수업 후 연구집단의 학습자들 인식 반응에서도 긍정적인 효과가 있었다. 본 연구 결과의 논의와 시사점을 바탕으로 후속 연구에 몇 가지 제언을 하면 다음과 같다. 첫째, Thinking Maps 기법을 다양한 과학 수업에 적용시켜 효과를 알아보는 것도 새로운 수업방법의 하나로 제시될 수 있을 것이라 본다. 둘째, Thinking Maps 기법으로 초등학생들의 학년을 달리하여 적용함으로써 효과를 검정해 보는 것도 과학수업에 대한 또 다른 수업방법의 하나로 부각될 수 있을 것이다.

• 한국가정과교육학회지
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• 제10권1호
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• pp.153-169
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• 1998

The purposes or this study were to develop the scientific experimental model, experimental guidelines for teachers, experiment planning & report form for students, and evaluation scales for the Home Economics Textiles class in high school. First, through review of literature concerned, scientific experimental model was defined, and the usefulness of this model on the teaching situation testified on other subjects such as Physics and Bilolgy, was reviewed. Secondly, scientific experimental model, experimental guidelines for teachers, experiment planning & report form for students, and evaluation scale were developer on the bases on APU evaluation model, experimental guidelines for teachers, experiment planning & report form for students, evaluation scale applicable to the teaching situation ere established by analysing the significant differences scientifically.

• 한국수학교육학회지시리즈A:수학교육
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• 제44권3호
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• pp.435-456
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• 2005

This research aims to analyse implementation effects of the Real mathematics Education(RME) in the high school probability and statistics For this aim, two research questions are estabilished as fellows. (1) Is there any improvement of mathematical achievement in the class by RME's lecture than in the class by the mathematics text's lecture ? (2) Is there any improvement of mathematisation level in the class by RME's lecture than in the class by the mathematics text's lecture ? Before answering the above research questions, RME.`s lecture notes and ordinary lecture notes are developed based on the learning principles of the RME and mathematics textbook respectively. Two classes are randomly chosen from a high school located at midium size city and assigned as the experimental group and the control group respectively. The 20 hours of the RME's lecture notes is administerd to the experimental group and the 20 hours of the odinary lecture notes is administerd to the control group. It is shown that the class by RME's lecture is more effective in both of the mathematical achievement and the mathematisation activity than the class by the ordinary lecture. Hence, it is urged from the result of this research that RME's context will be developed and the RME's lecture will be implemented in the other field of high school mathematics.