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소리에 관한 아동들의 개념 변화에 미치는 구성주의적 수업전략의 학습효과
유병길,류양순 부산교육대학교 과학교육연구소 2001 科學敎育硏究 Vol.26 No.-
The present work examined the effects of the instruction built on radical constructivism on elementary school students' sound conception. Two groups of the 3-th graders were established. Students were tested before and after each instruction of sound unit. The experimental group's average value in post-test was higher than the comparative group's. Therefore, the instruction built on radical constructivism is more effective than traditional teaching. Also, analogy model by ripple tank is effective in construction of sound transfer concept.
자연과 수업시 교사가 아동에게 제공하고 있는 뇌친화적 요소에 관한 연구
임채성,김병철,류양순,이영아 부산교육대학교 과학교육연구소 1999 科學敎育硏究 Vol.24 No.-
Educational practices should be based on the sound information about the structure and function of human brain. Recently, with the result of advancement in technology, inner workings of our brain were sufficiently accumulated to actually apply to the educational practices. The eight brain-compatible elements suggested by Kovalik & Olsen(1994) were based on these knowledge about brain. This study was undertaken with the purpose of providing insights into science teaching-learning based on the brain-compatible elements derived from several brain-based learning principles. To accomplish this purpose, we explored how the elements were provided to children by teachers in science instruction. The results as follows. The levels of appreciation of the elements by teachers were high. Especially, the appreciation element of cooperation in science teaching was relatively higher than those of others. Furthermore, they had attitudes to have children relate the science subject to their real lives. For one particular element, that is, enriched environment, it was found to be relatively less appreciated, probably because of the lack of resources such as books, videos, CD, pictures, regularly scheduled guest speakers, and the others to support science contents. These findings provide a basis for understanding the roles of the brain-compatible elements in learning science. The results also highlight the need for teachers to aware of and implement the elements to create environments which encourage the maximization of the brain potentials of children when teach science subjects.