Journal of The Korean Association For Science Education (한국과학교육학회지)
- Volume 16 Issue 1
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- Pages.13-34
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- 1996
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- 1226-5187(pISSN)
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- 2288-8489(eISSN)
The Identification and Comparison of Science Teaching Models and Development of Appropriate Science Teaching Models by Types of Contents and Activities
과학수업모형의 비교 분석 및 내용과 활동 유형에 따른 적정 과학수업모형의 고안
- Chung, Wan-Ho (Korea National University of Education) ;
- Kwon, Jae-Sool (Korea National University of Education) ;
- Choi, Byung-Soon (Korea National University of Education) ;
- Jeong, Jin-Woo (Korea National University of Education) ;
- Kim, Hyo-Nam (Korea National University of Education) ;
- Hur, Myung (Ewha Womans University)
- Published : 1996.03.30
Abstract
The purpose of this study is to develop appropriate science teaching models which can be applied effectively to relevant situations. Five science teaching models; cognitive conflict teaching models, generative teaching model, learning cycle teaching model, hypothesis verification teaching model and discovery teaching model, were identified from the existing models. The teaching models were modified and in primary and secondary students using a nonequivalent pretest-posttest control group design. Major findings of this study were as follows: 1. For teaching science concepts, three teaching models were found more effective; cognitive conflict teaching model, generative teaching model and discovery teaching model. 2. For teaching inquiry skills, two teaching models were found more effective; learning cycle teaching model and hypothesis verification teaching model. 3. For teaching scientific attitudes, two teaching models were found more effective; learning cycle teaching models and discovery teaching model. Each teaching model requires specific learning environment. It is strongly suggested that teachers should select a suitable teaching model carefully after evaluating the learning environment including teacher and student variables, learning objectives and curricular materials.
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