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디지털교과서 적용 수업이 초등학생의 과학 학업성취도 및 과학적 태도에 미치는 영향
김성숙 ( Sung Sook Kim ),김효남 ( Hyo Nam Kim ) 한국교원대학교 과학교육연구소 2015 청람과학교육연구논총 Vol.21 No.1
The purpose of this study is to investigate the effect of using digital science textbook on the academic achievement and scientific attitude in elementary science learning. For this study, sixty-one elementary elementary school students in 4th grade were observed for about two months. The authors divided them into two groups; experimental and comparative. the experimental group used digital science textbook and the comparative group used paper science textbook. To verify the effect of using digital science textbook on the academic achievement and scientific attitude, the independent t-test was carried out. And four students were interviewed to find out the awareness of digital textbooks, according to academic achievement. The results of this study were as follows. First, the experimental group showed a significant improvement in the academic achievement about scientific knowledge compared with the comparative group. Second, the experimental group was improved openness and cooperativeness among the detailed elements of the scientific attitude compared with the comparative group. Finally, the students who were the low level of academic ability thought positively of digital textbooks.
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다른 교과와 비교하여 과학 교과 학업성취도가 다른 학습자의 과학에 대한 선호도와 자아개념에 관한 사례 연구
임성만 ( Sung Man Lim ),이지현 ( Ji Hyun Lee ),양일호 ( Li Ho Yang ) 한국교원대학교 과학교육연구소 2011 청람과학교육연구논총 Vol.17 No.1
The purpose of this study was to understand learner`s characteristics by scientific academic achievement. The major research Question was as follow; What is the learner``s characteristics between high achievers and low achievers in scientific academic achievement. 8 informants in 6th grade were chosen. 4 students were superiors in science study, and 4 students were not superior in science study but were excellent in other main subjects. The superiors had continuous and self-directed experiences of science learning. Especially they taken a long time in contacting with science activities independently and deeply. Their interest, self-concept, preference and values about science were affirmative. But the low achievers had negative attitudes about science preference, values, and so on. Thus, these results showed that the superiors have higher learning motivation and learning readiness than the low achievers. These results indicate that the school science education needs to consider motivation, value, experience about science learning as well as scientific knowledge, literacy.
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김범기 ( Beom Ki Kim ) 한국교원대학교 과학교육연구소 2011 청람과학교육연구논총 Vol.17 No.1
The purpose of this study was to analyse the new science curriculum in Korea and Japan. It is very similar of the school system in both countries. It is about the same the number of science class hours for elementary and middle school. One class period for elementary school and middle school in Korea is 40 minutes and 45 minutes, but one class minutes is 45 minutes and f:i) minutes in Japan. In fact, the elementary and middle school students of Japan have science class more time 11.4% and 14.4% than Korean students in school. The number of units of elementary science curriculum is almost the same. But elementary schools of Japan teach weight, wind, force of rubber, light and magnets and electricity in 3 grade, such units are familiar to children. The number of chemistry contents is smaller than the other science subject in Japan. In middle school, there are 5 units of physics, chemistry, life science and the earth science in Korea and 3 units of each subject in Japan. There are two fields of science curriculum such as matter/energy and life/the earth in common.
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