과학 교수 , 학습 과정에서 실험활동 중심 수업의 효율성에 대한 신경학적 설명 = Why Do Most Science Educators Encourage to Teach School Science through Lab - Based Instruction ? : A Neurological Explanation

다국어 초록 (Multilingual Abstract)

The purpose of the present study was to test hypothesis that, because it uses tri-dimensional sensory pathway which have been showed a higher rate of neural activities than uni- or bidimensional`s, lab-activity-based instruction is more effective teaching strategy in learning science than verbal-based instruction. In the present study, manipulative teaching strategy that uses visual, somatosensory and auditory information pathway was regarded as a mode of tri-dimensional sensory inputs. In addition, verbal teaching strategy that uses mainly auditory and a little visual information pathway was used as a mode of bi-dimensional sensory inputs. Fifty-six students who failed to successfully solve two proportional reasoning tasks (i.e., pouring water tasks) were sampled for this research from a junior high school. The subjects were randomly divided into a manipulative or a verbal teaching group, and given manipulative or verbal tutoring on the use of proportional reasoning strategies and a test of proportional reasoning during instruction. The results showed that manipulative group`s performance on the test of proportional reasoning during instruction showed significantly higher performance than verbal group`s (t=2.45, p<0.02). The present study also discussed some educational implications of the results.