지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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The purpose of this study was to investigate the effects of elementary science learning emphasizing social interaction on the expression of emergent properties, learning motive, and academic achievement in elementary science learning. For this purpose, a total 54 elementary students of two classes of sixth graders, one as control and another as experimental groups, were selected. In the control group, traditional textbook-based instruction was implemented and in the experimental group,the elementary science learning emphasizing social interactions within and among the small groups on the same topics was implemented for six weeks. A pre and post-test were completed to compare and analyze the effect. The results of this study were as follows: First, the results of social interaction emphasizing learning using species diversity index of ecology ware analysed. The results of experimental group showed more various and rich on the expression of emergent properties using Shannon-Wiener Index(H'). It proved social interaction emphasizing learning has positive effects on the expression of emergent properties. Second, a significant difference was found between the control and experimental group of post-test regarding learning motive, especially lower categories of attention, relation, and satisfaction. Third, after applying the learning model emphasizing social interaction to the science classes of the experimental group, students' academic achievement improved significantly in the post-test, compared to the control group.
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참고문헌 (19)
참고문헌 신청
Crebs, C. / 2009 / Ecology / Benjamin Cummings
Keller, J, M. / 1987 / Development and use of the ARCS model of instructional design / Journal of Instructional Development 10 (3) : 2 ~ 10
Vygotsky, L. S. / 1978 / Mind in Society: The Development of Higher Psychological Processes / Harvard University Press
Young, A. / 1994 / Generalized imitation and response-class formation in children with autism / Journal of Applied Behavior Analysis 27 (4) : 685 ~ 697
교육과학기술부 / 2009 / 실험관찰 6-1 / 대한교과서주식회사
Keller, J, M. / 1987 / Development and use of the ARCS model of instructional design / Journal of Instructional Development 10 (3) : 2 ~ 10
Vygotsky, L. S. / 1978 / Mind in Society: The Development of Higher Psychological Processes / Harvard University Press
Young, A. / 1994 / Generalized imitation and response-class formation in children with autism / Journal of Applied Behavior Analysis 27 (4) : 685 ~ 697
교육과학기술부 / 2009 / 실험관찰 6-1 / 대한교과서주식회사
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