화학 개념 학습에서 역할놀이 비유 활동의 효과 = The Influences of Role-Playing Analogy in Chemistry Concept Learning

다국어 초록 (Multilingual Abstract)

This study investigated the influences of role-playing analogy upon students` scientific conceptual understandings, application abilities, retentions of conception and application, and learning motivations. Four classes of 7th grade at a middle school in Seoul were assigned to control and treatment groups, and taught about `motion of molecules` for 4 class hours. For the treatment group, role-playing analogy instruction was used. The traditional instruction was used for the control group. Data analysis indicated that the scores of the treatment group were significantly higher that those of the control group in the tests on the conception, the retention of application, and the confidence. In the tests of the application, attention, and relevance, there were significant interactions between instruction and students` gender. Both female and male students in the treatments group scored significantly higher than those in the control group in the application test. In the case of attention and relevance test, male students in the treatments group scored significantly hither than those in the control group. Educational implications are discussed.