비주얼씽킹 기반 과학 수업이 초등학교 고학년 학생들의 과학탐구능력과 과학에 대한 정의적 특성에 미치는 영향 = The Effects of a Visual Thinking-Based Science Lesson on Upper Elementary Students’ Scientific Inquiry Skills and Affective Attitudes Toward Science

다국어 초록 (Multilingual Abstract)

This study investigates the effects of applying visual thinking strategies to a sixth-grade science lessons on students’ scientific inquiry skills and affective attitudes toward science. The experimental group engaged in visually-centered learning activities―including drawing notes, mind mapping, and the visual structuring of observations―while the control group received conventional explanation-based instruction. To examine the instructional impact, both groups underwent pre- and post-tests measuring two domains of inquiry skills: basic inquiry skills (observation, classification, measurement, inference, and prediction) and integrated inquiry skills (data transformation, data interpretation, hypothesis generation, variable control, and generalization). Affective outcomes were also assessed, including scientific perception, interest in science, and scientific attitudes. Qualitative data such as student feedback and learning artifacts were additionally analyzed. The findings revealed that the visual thinking-based lessons led to statistically significant improvements across both domains of inquiry skills, indicating enhanced scientific reasoning and structured thinking. Likewise, the experimental group showed meaningful gains in all affective components, including increased motivation, confidence, and a more positive orientation toward science learning. Students reported that visually organizing scientific concepts helped them better understand and remember key ideas, and encouraged them to express and communicate their scientific thinking more actively. These results suggest that visual thinking is a highly effective instructional strategy in elementary science education that fosters both cognitive development and affective engagement. The study highlights the potential of expanding visual thinking approaches across diverse science topics to promote deeper inquiry and sustained interest in science.