문제중심 학습이 초등학교 과학 교과의 개념 획득 및 태도 형성에 미치는 효과 = Effect of problem-based learming on acquisition of scientific concept and formation of science-related attitude in the elementary school

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the effect of PBL(Problem-Based Learning) on acquisition of scientific concept and formation of science-related attitude in the elementary school.
The following specific questions were investigated.
1. The group applied PBL gets higher gains on acquisition of scientific concept than the group taken general lessons of teacher-centered.
2. The group applied PBL gets higher gains on science-related attitude than the group taken general lessons of teacher-centered.
Forty eight fourth-graders were randomly assigned to experimental group and control group and each group was taught science class for 4 weeks. The experimental group was received PBL and the control group was received teacher-centered lessons.
To measure the effect of PBL, the scientific concept acquisition test and the science-related attitude test were administered. T-test was used to compare the mean scores of scientific concept and science-related attitude between two groups.
The result showed that experimental group received significantly higher scores in scientific concept acquisition test than control group, but no significant group difference was found in gains of science-related attitude.
The conclusions of this study were as follows.
1. PBL is validated by application to science class of fourth year course. This finding reinforce the assumption that PBL is effective teaching strategy in concept learning.
2. PBL is not validated as an effective teaching method to increase science-related attitude. This implies that science-related attitude is not change easily.
* A thesis submitted to the Committee of the Graduate School of Andong National University of Education in partial fulfillment of the requirement for the degree of Master of Education in June, 2004.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 3
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 문제중심학습의 원리와 특징 = 6
• 2. 문제중심학습과 과학 개념의 관계 = 9
• 3. 문제중심학습과 과학 태도의 관계 = 11
• Ⅲ. 연구 가설 = 14
• Ⅳ. 연구 방법 = 15
• 1. 연구 대상 = 15
• 2. 실험 설계 = 15
• 3. 실험 처치 = 16
• 4. 측정 도구 = 20
• 5. 연구 절차 = 21
• 6. 통계 처리 = 22
• Ⅴ. 결과 및 해석 = 23
• Ⅵ. 논의 = 26
• Ⅶ. 결론 및 제언 = 29
• 참고 문헌 = 30
• 부록 = 34
• 영문 초록 = 44