The Effects of Game-based Science Teaching on Creativity and Scientific Attitude of Elementary School Students

다국어 초록 (Multilingual Abstract)

The purpose of this paper is to investigate the effects of game-based science teaching on creativity and scientific attitude of elementary school students, and to provide suggestions for improving science education at the elementary school. A questionnaire survey on creativity and scientific attitude was conducted on 1,000 elementary school students from ten elementary schools in a certain region. The difference in creativity and scientific attitude of elementary school students before and after the development of the methods of game-based science teaching, as well as the differences in creativity and scientific attitude of elementary school students who accepted the teaching methods and those who did not after the development of the teaching methods were analysed using the test of variance to find out the effects of game-based science teaching on elementary school students' creativity and scientific attitude, and to make reflections and suggestions. The results show that the game-based science teaching has an impact on the creativity and science attitude of elementary school students, and provide reflections and suggestions. Conclusions are as follows, First, The results of the single-group internal comparisons showed that before and after the implementation of the game-based science teaching method, the creativity (including four dimensions of adventurousness, curiosity, imagination, and challenge) and science attitudes (including four dimensions of science value identity, science self-efficacy, science fun feeling, and willingness to behave in science) and their dimensions of the elementary school students increased significantly, while the control group students' scores of creativity, science attitude, and their dimensions did not have significant differences in the comparison before and after the implementation of the game-based science teaching method. There was no significant difference in the creativity and science attitude scores and their dimensions before and after the teaching. Second, The results of the comparison between the two groups show that there is no significant difference between the creativity and science attitude scores and their dimensions in the experimental and control groups before the implementation of the game-based science teaching method, while the difference between the mean scores and standard deviations of the creativity and science attitude scores and their dimensions in the experimental group and the control group reaches a significant level after the implementation of the game-based science teaching method. In this regard, elementary school science education should focus on the introduction of the "game teaching" concept, pay attention to the cultivation of creativity of elementary school students, and pay attention to the guidance of scientific attitude, so as to improve the scientific literacy of elementary school students, and to promote the quality of science education in elementary school. Keywords: Game-based Teaching, Science Class, Creativity, Scientific Attitude, Elementary School Students

목차 (Table of Contents)

• Ⅰ. Introduction1
• 1. Research Background1
• 2. Research Purpose 6
• 3. Research Questions 6
• 4. Definition of Terms7
• 1) Game-based Teaching 7
• 2) Science Class7
• 3) Creativity 8
• 4) Scientific Attitude 8
• II. Theoretical Background 9
• 1. Game-based Science Teaching9
• 1) Definition9
• 2) Educational Value of Game-based Science Teaching17
• 3) Prior Research on Game-Based Science Teaching20
• 2. Creativity 31
• 1) Definition 31
• 2) Dimension 43
• 3) Stages of Development of Creativity50
• 4) Prior Research on Creativity54
• 3. Scientific Attitude 56
• 1) Definition 56
• 2) Dimension 62
• 3) Stages of Development of Scientific Attitude 69
• 4) Prior Research on Scientific Attitude 73
• 4. Relationship between Variables 75
• 1) Game-based Science Teaching and Elementary School
• Students' Creativity 75
• 2) Game-based Science Teaching and Elementary School
• Students' Science Attitude77
• III. Research Methods80
• 1. Research Hypotheses 80
• 2. Research Objects80
• 3. Research Tools81
• 1) Creativity 81
• 2) Scientific Attitude 83
• 4. Research Procedure 85
• 5. Instructional Content and Curriculum Choices for Game-Based
• Science Teaching87
• 1) Teaching Program 87
• 2) Content Selection90
• 6. Preparatory Research 94
• 7. Pre-survey 95
• 1) Creativity Pre-survey 95
• 2) Scientific Attitude Pre-survey 99
• 8. Experiment102
• 9. Post-test 111
• 10. Data Analysis 113
• IV. Research Results 114
• 1. Creativity Score Comparison114
• 1) Before Implementation 114
• 2) After Implementation115
• 2. Scientific Attitude Score Comparison116
• 1) Before Implementation 116
• 2) After Implementation119
• V. Conclusion121
• 1. Summary 121
• 2. Discussion and Conclusions 122
• 3. Limitations and Recommendations 125
• References127
• Appendix 1 150
• Appendix 2 154
• 국문초록 199