The Effect of The Role-Playing Analogy Activity Class on the Academic Achievements and the Science Process Skills of Elementary School Students

역할놀이 비유 활동 수업이 초등학생의 과학 학업성취도와 과학탐구능력에 미치는 영향

The purpose of this study is to find out the effect of the role-playing analogy activity-based class on the academic achievement in science and the science process skills of elementary school students. One experimental group and one control group of 4th grade students were selected to perform a prior investigation on the academic achievement in science and the science process skill. Then the experimental group attended science lessons that were based on the role-playing analogy activity and the control group attended the traditional science lessons based on the text book and teacher's guide. After conducting lessons, a post investigation was performed for each group and the results were analyzed to produce the following conclusions. First, the role-playing analogy activity class was more effective to improve students' academic achievements than the traditional science class. And the role-playing analogy activity class was more effective to learners in the high-level group, which made a scores above the average in prior investigation on the academic achievement, whereas it was little effective to those in the low-level group. Second, the role-playing analogy activity class was effective to enhance students' science process skills than the traditional science class. And the role-playing analogy activity class was more effective to the learners' in the high-level group than those in the low-level group.