Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

A Development of IAAI Teaching Strategy and It's Application to Elementary Science Lesson

IAAI 수업전략의 개발과 초등 과학수업에의 적용

  • Received : 2014.04.28
  • Accepted : 2014.05.16
  • Published : 2014.05.31
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study was to develop a proper teaching strategy to raise students' interests and creative problem-solving ability in science. And the result of applying this developed teaching strategy to elementary science lesson were compared with that of traditional science lesson. For comparison, two classes of $5^{th}$ grade in S elementary school in B city were selected. After pre-test, one class, experimental group, took a science lesson applying developed teaching strategy and other class, comparative group, took a traditional science lesson. After respective lesson, two classes did post test. The results of this study can be summarized as follows. First, IAAI(Interest-Activities-Attainment-Initiation) teaching strategy was developed. IAAI teaching strategy was composed of 4 stages which were (1)interest in science, (2)science experiment activities, (3)attainment to science knowledge, (4)initiation of creative thinking and 4 stages were progressed in serial order in science lesson. Second, after lessons, the experimental group achieved higher mark in the test of science academic achievement than the comparative group and it was statistically meaningful difference. Third, after lessons, the experimental group was more improved in science-related attitudes than the comparative group and it was statistically meaningful difference. Fourth, after the lesson, the experimental group was more improved than the comparative group in the creativity test and the difference was statistically meaningful.

Keywords

References

  1. Choi, H. (2004). Development and application of elementary performance assessment tools using the process of solving problems in science. Master's Thesis, Busan National University of Education.
  2. Choi, H., Lim, C. & Kim, E. (2003). Development and application of elementary performance assessment tools using the process of solving problem in science. The Journal of the Science Education Center in BNUE, 28, 139-151.
  3. Chung, W., Kwon, J., Choi, B., Jeong, J., Kim, H. & Hur, M. (1996). The identification and comparison of science teaching models and development of appropriate science teaching models by types of contents and activities. Journal of the Korean Association for Science Education, 16(1), 13-34.
  4. Collete, A. T. & Chiappetta, E. L. (1989). Science instruction in the middle and secondary schools. 2th ed. Columbus, OH: Merrill Publishing Co.
  5. Cosgrove, M. & Osborne, R. (1986). lesson frameworks for changing children's ideas. In Osborne, R & Freyberg, P. (Eds), Learning in science (pp.102-102). London: Heinemann.
  6. Fraser, B. J. (1981). Test of science related attitudes: Handbook. Australian Council for Educational Research. McQuire University.
  7. Han, K. & Noh, S. (2003). An analysis on the utilization of teacher's guides for science in elementary school. Journal of Korean Elementary Science Education, 22(1), 51-64.
  8. Jensen, E. (2000). Brain-based learning 2nd ed. Turning Point Publishing.
  9. Joyce, B., Weil, M. & Calhoun, E. (2004). Models of teaching. New York: Pearson Education, Inc.
  10. Karplus, R. (1964). The science curriculum improvement study. Journal of Research in Science Technology, 2, 293-303. https://doi.org/10.1002/tea.3660020406
  11. Kim, H. (1995). Theoretical analyses of science teaching models. Journal of the Korean Association for Science Education, 15(2), 201-212.
  12. Kim, K., Kim, A. & Cho, S. (1998). Curriculum development model for enhancing creative problem solving ability in students: Deliberation process and products. The Journal of Curriculum Studies, 16(2), 129-163.
  13. Kim, S. (2006). Brain-based learning science: What can the brain science tell us about education?. Cognitive Science, 17(4), 375-398.
  14. Kwon, J. (1989). A cognitive model for formation of scientific concepts. Physics Education, 7(1), 1-9.
  15. Lawson, A. E., Abraham, M. R. & Renner, J. W. (1989). A theory of instruction: Using the learning cycle to teach science concepts and thinking skills. NARST.
  16. Lee, B. & Kim, Y. (1983). Research for improvement of model of science instructions process and assessment method. Research report 83-7. Korean Educational Development Institute.
  17. Lee, J. (2007). The development of the self-leading principle research learning method and application in an elementary science lesson. Master's Thesis, Busan National University of Education.
  18. Lim, C. (2005). A brain-based approach to science teaching and learning: a successive integration model of the structure and function of human brain and affective, psychomotor, and cognitive domain of school science. Journal of Korean Elementary Science Education, 24(1), 86-101.
  19. Lim, C. (2009). Development of model of brain-based evolutionary scientific teaching for learning. Journal of the Korean Association for Science Education, 29(8), 990-1010.
  20. Ministry of Education (2001). Teacher's guide of elementary science textbook 4 grade. Seoul: Daehan Textbook Publishing Co. Ltd.
  21. Ministry of Education and Science Technology (2010). Teacher's guide of elementary science textbook 4 grade. Seoul: Kumsung Publishing Co. Ltd.
  22. Osborne, A. F. (1963). Applied imagination: Principles and procedures of creative thinking. New York: Charles Scribner's Sons.
  23. Parnes, S. J. (1967). Creative behavior guidebooks. New York: Charles Scribner's Sons.
  24. Rimm, V. S. & Davis, G. A. (1976). GIFT an instrument for the identification of creativity. Journal of Creative Behavior, 10, 178-192. https://doi.org/10.1002/j.2162-6057.1976.tb01021.x
  25. Sousa, D. A. (2001). How the brain learns. Thousand Oaks, CA: Corwin Press.
  26. Yager, R. E. (1991). The constructive learning model: Towards real reform in science education. The Science Teacher, 58, 52-57.