범주화 활동이 에너지 , 환경 쟁점에 대처하는 비판적 사고 개발에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the effect of categorizing activities in lessons on improving critical thinking to meet energy·environment issues in every day situation, supposing that there are not only scientific concepts but also critical thinking ability in scientific literacy to meet social controversies related with science intelligently. Gategorizing Activity Program was developed and applied to the 10th graders(n=51) in Seoul for about one month. The program was consisted of two domains. They studied science concepts of various aspects of science, technology and society related with energy and environment in the first and second domain repectively, in the while, two critical tasks which include articles from newspapers and magazines were assigned to them for the development and evaluation of critical thinking abilities. The scores of critical thinking ability, the cognitive element, and critical thinking inclination, the affective element, were increased meaningfully(p<.05). In conclusion, categorizing activity as a strategy of concept attainment was effective in improving critical thinking for seeing various aspects with various view points needed in controversial issues related with energy and environment.