한국초등과학교육학회지:초등과학교육 (Journal of Korean Elementary Science Education)

  • 제33권4호
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  • Pages.724-735
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  • 2014
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  • 1598-3099(pISSN)
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  • 2733-8436(eISSN)
한국초등과학교육학회 (The Korean Elementary Science Education Society)
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초등학생의 VARK 학습양식과 과학적 의사소통 능력의 관계

An Analysis on the Relation of Elementary Students' VARK Styles and Scientific Communication Skills

  • 투고 : 2014.10.10
  • 심사 : 2014.11.21
  • 발행 : 2014.11.30
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초록

The purpose of this study was to confirm correlation between elementary school students' VARK Learning styles test and Scientific Communication Skills through VARK questionnaire (version 7.3) for Youngers and Scientific Communication Skills Test. The subjects were 99 in 6th grade students of an elementary school located in Gyeonggi-do, Korea. The results of this study were as follows: 64% of the students had multiple learning styles, but only 36% of the students preferred a single mode of information presentation. Among students had a single mode preference, the aural ("A") was the highest unimodal preference. Among "V(visual)" mode, "A" mode, "R(read/write)" mode, and "K(kinesthetic)" mode, "A" mode was the commonest learning mode which students had. In Scientific Communication Skills Test, students' overall average was 26.19p [scientific explanation type (11.85p), scientific insistence type (14.34p)]. Girls' scores were higher than boys in scientific explanation type, but not in scientific insistence type. The scores by communication forms were Text (5.67p), Number (6.87p), Table (6.15p), and Picture (7.49p). Girls' scores were higher than boys in Text and Picture forms but not in Number and Table forms. In result of correlation analysis (Spearman's rho) between VARK Learning Styles and the types & forms of Scientific Communication Skills, there were common correlation in "Read/write (R) learning style-Scientific insistence type", "Read/write (R) learning style-Grounds of Scientific insistence", "Read/write (R) learning style-Description of Scientific explanation", and "R learning style-Text form".

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피인용 문헌

  1. An Analysis of Multimedia Materials in E-works (E-book) of Elementary Science Textbook vol.35, pp.1, 2016, https://doi.org/10.15267/keses.2016.35.1.065
  2. An Analysis of Illustrations in the 2009 Revised Elementary School Science Textbooks: Focus on Functions of Illustrations and Roles on 5E Inquiry Learning Process vol.35, pp.3, 2016, https://doi.org/10.15267/keses.2016.35.3.305
  3. ALP 모형을 적용한 과학 수업이 초등학생의 과학적 의사소통능력에 미치는 영향 vol.37, pp.6, 2014, https://doi.org/10.14697/jkase.2017.37.6.1025