Journal of Science Education (과학교육연구지)

Science Education Research Institute Kyungpook National University (경북대학교 과학교육연구소)
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Effects of Pictorial Representation on Academic Achievement and Scientific Attitude of Elementary Students

설명적 그림을 활용한 정리가 초등학생의 학업 성취도 및 과학적 태도에 미치는 영향

  • Received : 2016.06.09
  • Accepted : 2016.07.22
  • Published : 2016.08.30
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Abstract

This research was conducted to investigate the effects under which learner-generated pictorial representation introduced in summary stage of lesson serve as an instructional strategy improving academic achievement and scientific attitude. The subjects of this study were 152 students (experimental group: 38 boys and 39 girls, control group: 36 boys and 39 girls). Using the learner-generated pictorial representation were applied to experimental group, whereas summarizing the lesson in writing to control group. The results of this study were as follows: First, there was no significant difference between the two groups in the post achievement results. But, a statistically significant difference on a delayed post-test of academic achievement was found between experimental and control groups. Second, there was no significant difference between boys and girls in the post achievement test. But a significantly positive effects on the academic achievement was found in boys of experimental group. Third, experimental group scored higher than the control group in all sub-domains of the scientific attitude; curiosity, openness, criticism, cooperativity, willingness, perseverance. Findings suggest the descriptive drawing is a viable way for elementary students to understand scientific concepts and to improve scientific attitude.

본 연구는 학업 성취도와 과학적 태도를 향상시키기 위한 수업전략으로 수업을 정리하는 단계에서 설명적 그림의 효과를 조사하는 것을 목적으로 한다. 연구 대상은 초등학교 5학년 6개 학급의 학생 152명(실험 집단 남학생 38명, 여학생 39명, 비교 집단 남학생 36명, 여학생 39명)이었으며, 실험 집단의 학생들은 총 7차시에 걸쳐 학습 내용의 정리를 설명적 그림을 이용하여 하도록 하였고, 비교 집단의 학생들은 학습내용을 전통적인 방법인 글로 정리하였다. 연구 결과는 다음과 같다. 첫째, 설명적 그림으로 학습 내용을 정리한 실험 집단과 전통적 정리 방법을 사용한 비교 집단의 사후 성취도 검사 결과, 두 집단의 차이는 유의하지 않았다. 하지만 지연된 사후 성취도 검사에서는 실험 집단이 비교 집단에 비해 학업 성취도가 통계적으로 유의하게 높게 나타났다. 둘째, 성별에 따라 설명적 그림이 미치는 영향을 살펴보았을 때, 사후 성취도 검사에서는 성별에 따른 차이가 없는 것으로 나타났지만 지연된 사후 성취도 검사에서는 남학생 중 실험 집단의 성취도 검사 점수가 비교 집단의 성취도 검사 점수보다 높게 나타났으며 통계적으로도 유의한 차이가 있었다. 셋째, 과학적 태도의 향상 측면에서 설명적 그림을 통해 정리하는 방법이 미친 영향을 보면 실험 집단의 점수가 전통적 정리 방법을 활용한 비교 집단의 점수에 비해 호기심, 개방성, 비판성, 협동성, 자진성, 끈기성의 과학적 태도 전 영역에서 통계적으로 유의하게 높게 나타났다. 결론적으로 과학 개념의 이해와 과학적 태도의 향상에 설명적 그림의 활용이 효과적이라고 할 수 있다.

Keywords

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  1. 학습자 활동 중심 과학 수업이 초등학생의 과학에 대한 태도, 학업성취도 및 개념 지속성에 미치는 영향 vol.42, pp.2, 2018, https://doi.org/10.21796/jse.2018.42.2.106