논리적 사고력 수준에 따른 초등학교 6학년 학생의 과학적 개념의 이해 분석

다국어 초록 (Multilingual Abstract)

This study was to analyse the understanding of the concepts of science based on the 6th graders' levels of logical thinking in elementary schools. To achieve the goal of this study, logical thinking test was given to 108 6th graders of elementary school and 32 students were interviewed. The result of this study was as follows. First, 61.1% of students were in concrete operational period in their logical thinking, 27.8% were in their transitional period, and 11.1% were in their formal operational period. By using Flow-Map, 32 students were analyzed and their levels of logical thinking was significantly associated with their understanding of concept. Students’ flexibility of cognitive structure was significantly associated with logical thinking and the levels of understanding concepts as well. However, misconception didn’t show significant association with levels of logical thinking. Second, the characters of understanding of scientific concept by their levels of logical thinking was that as you get higher levels of logical thinking, their cognitive structure to understand concept was more systemized, in order and more logical. The result of this study suggested the followings in science experiment class. First, 6th graders of elementary schools had various levels of logical thinking and that affected to their understanding of scientific concepts. Therefore, lesson planning and class should be done by reflecting their different levels of logical thinking. Second, since they had different levels of logical thinking, various teaching methods should be utilized to make students understand scientific concepts more systematically.

목차 (Table of Contents)

• ABSTRACT
• Ⅰ. 서론
• Ⅱ. 연구 방법 및 절차
• 1. 연구 대상
• 2. 자료 수집 및 검사 도구
• 3. 자료 분석
• Ⅲ. 연구 결과 및 논의
• 1. 초등학교 6학년 학생의 논리적 사고력 수준과과학적 개념 이해 변인의 상관관계
• 2. 초등학교 6학년 학생의 논리적 사고력 수준에따른 과학적 개념 이해의 특징
• Ⅴ. 결론 및 제언
• 감사의 글
• 참고문헌

참고문헌 (Reference)

1 정재구, "초등학교 과학 수업에서 화산 개념의 이해 증진을 위한 개념도 활용" 한국지구과학회 24 (24): 614-624, 2003

2 오은숙, "중학교 지구과학교과를 중심으로 국가수준 학업성취도 과학 평가 문항 분석" 교육연구원 28 (28): 207-221, 2012

3 Seong Tae-Je, "Validity and reliability" Hakjisa 148-163, 2005

4 Fleiss, J. L., "Statistical methods for rates and proportion" Wiley 1981

5 Kwon Jae-Sool, "Science education" Kyoyookbook 2005

6 Tsai, C. C., "Probing students' cognitive structures in science: The use of a flow map method coupled with a meta-listening technique" 27 : 257-268, 2001

7 Kim Chan-Jong, "Introduction of science pedagogy" Bookshill 2002

8 Kwon Do-Hyun, "Elementary School Students' Conceptions of Buoyance related with Cognitive Levels" 19 (19): 131-143, 2000

9 Piaget, J., "Cognitive development in children development and learning" 2 (2): 1964

10 Anderson, O. R., "A flow-map method of representing cognitive structure based on respondents’' narrative using science content" 30 (30): 953-, 1993

11 Kim Kyung-Mee, "A Descriptive Study on Full and Short Version GALT" Korea National University of Education 1999