한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제40권2호
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  • Pages.227-236
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  • 2020
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  • 1226-5187(pISSN)
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  • 2288-8489(eISSN)
한국과학교육학회 (The Korean Association for Science Education)
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디지털 리터러시를 강조한 과학 수업이 중학교 1학년 학생들의 과학 태도 및 핵심역량 성장 인식에 미치는 영향

The Effect of Science Class Emphasizing Digital Literacy on the Science Attitude and Perception of Growth of Key Competencies in 7th Grade Students

  • 투고 : 2020.03.04
  • 심사 : 2020.04.14
  • 발행 : 2020.04.30
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초록

이 연구는 디지털 리터러시를 강조한 과학 수업을 통해 학생의 과학에 대한 태도 변화와 핵심역량의 성장을 알아보았다. 이를 위해 C 지역의 C 중학교 1학년 116명을 대상으로 연구를 진행하였으며, 총 35차시의 디지털 리터러시를 강조한 과학 수업을 투입하였다. 첫째로, 과학 태도에 미치는 영향을 알아본 결과 통계적으로 유의미한 변화가 있었다(p<.05). 하위영역별 효과 크기는 0.67~1.52로 중간이상의 효과 크기를 보였다. 둘째로, 디지털 리터러시를 강조한 수업의 유형에 따라서 성장 인식의 전체 빈도 차이는 크게 없었다. 하지만 핵심역량에 따른 분석에서는 Web 기반 수업은 핵심역량별로 빈도의 차이가 크지 않는 반면, 첨단기술 수업은 핵심역량별로 다소 차이가 큼을 확인할 수 있었다. 이는 과학교육에 주는 시사점으로 디지털 리터러시를 강조한 과학 수업의 활용을 높일 필요가 있다.

This study examines the change in students' science attitude and the growth of their core competencies through science classes emphasizing digital literacy. To this end, we conducted a study on 116 first graders in C middle school in the C region, and entered a science class that emphasized digital literacy of 35 classes. First, as a result of examining the effect on science attitude, a statistically significant change (p<.05) was observed. The effect size for each subregion ranged from 0.67 to 1.52. Second, there were no differences in the overall frequency of growth perception according to the type of class that emphasized digital literacy. However, in the analysis of core competencies, Web-based classes did not show a large difference in frequency by core competencies, whereas high-tech classes were slightly different by core competencies. This is an implication for science education, and it is necessary to increase the utilization of science classes that emphasize digital literacy.

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