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지구와 달 관련 과학관 체험 학습에서 ICT 활용 협동 학습(TGT) 모듈을 적용한 사전 학습 프로그램이 성별에 따라 과학 관련 태도에 미치는 효과
박순흥 ( Sun Heung Park ),신영준 ( Young Joon Shin ) 한국초등과학교육학회 2010 초등과학교육 Vol.29 No.3
TGT (teams-games-tournaments) cooperative learning is suggested as a method which enables both the individualized teaching-learning and the small group learning in students-centered open education. This study investigated the instructional effects of the pre-learning program applied by ICT-based TGT cooperative module for science museum excursion regarding of the earth and the moon on the science related attitude according to gender difference in elementary school science class. Three classes of third graders (N=87) at a elementary school were randomly assigned to the ICT-based TGT cooperative learning group, the ICT learning group, and traditional learning group. The students were taught about the planning of exploring the moon in the chapter of the earth and the moon, for 1 class hour. Prior to the instructions, the TOSRA(test of science related attitude) and achievement test were administered. Two-way ANCOVA results revealed that the scores of the ICT-based TGT cooperative learning group were significantly higher than the other learning groups for most of the TOSRA scales. However, there was a little significant difference among the three groups in the three distinct scales of TOSRA, Normality of Scientists, Leisure Interest in Science, and Career Interest in Science. Advantage/disadvantage and usefulness of ICT-based TGT cooperative learning were also discussed.
연구논문 : 과학 디지털교과서 활용에 대한 초등학생들의 인식
임희준 ( Hee Jun Lim ),오필석 ( Phil Seok Oh ),권경필 ( Gyeong Pil Kwon ),신영준 ( Young Joon Shin ),안성훈 ( Seong Hun Ahn ),김종민 ( Chong Min Kim ),박순흥 ( Sun Heung Park ) 한국초등과학교육학회 2014 초등과학교육 Vol.33 No.4
In this study, we investigated elementary students` perceptions of digital science textbooks after they used the digital science textbooks based on 2009 national science curriculum. For this study, 103 3rd and 4th grade students were participated. They responded to the survey items about use comfortableness and satisfaction of the digital textbook. Descriptive survey and interviews were administered to understand their perceptions of advantages and disadvantages of the digital science textbooks. The analyses of the data show that students` perceptions of the digital science textbooks were positive in general and their satisfaction appeared to be quite high. They perceived the most advantage as having chances to use multimedia like video clips, pictures, and sound. They also mentioned other advantages like viewer functions such as highlights and notes, learning support functions such as supplementary materials and videos for science experiments, and smart pad functions to operate with hands. On the other hand, they pointed out disadvantages that there were many errors and lags in operation. We also discussed the educational implications about improving digital science textbook for effective science learning.