식물명 제시가 초등학교 저학년 어린이들이 식물 인식에 미치는 효과 = Research Articles : Effects of Providing Plant Names to Elementary School Low Grade Students and Plant Recognition

다국어 초록 (Multilingual Abstract)

The purpose of this thesis is to find out the recognition level of elementary students for plant names through putting the plant names under the plant pictures on `Wise Life` textbook. I used `Wise Life` textbook-with the plant names-and another textbook without the plant names separately on two second grade classes at Dongsu Elementary School, in Inchon, and gave out the survey on the plant names to the classes. Also I asked about printing plant names on the textbook to teachers experienced in teaching `Wise Life`. To sum up the students` reaction- First. 75.85% of the with-name class and 34.77% of the without-name class knew the plant names. Girls in knew more names in the with-name class, on the other hand boys knew more names in the without-name class. Second, students in the with-name class knew names in the order of golden bell, azalea, gingko, and morning glory. Students in the without-name class knew names in the order of morning glory, dandelion. and pumpkin. Third, on the question, list as many plant name as you know, with-name class knew 8.8 names per person, without-name class 6.4 names per person. 84.54% of the plant names listed of with-name class and 22.08% of without-name class were listed in the `Wise Life` textbook. Fourth, 94.44% with-name class students and 48.64% without-name class learned plant names through the `Wise Life` textbook, To sum up the teachers` reaction First, 73.33% of the teachers did not instruct students with the plant names on the `Wise Life` textbook, 20% did. Second, 66.66% made the students write the plant names under the pictures, 16.66% just mentioned it and did not made the students write under the pictures. 54.54% of the teachers who didri t instruct names used the pictures for motivation, 27.27% wasn`t even interested in the pictures. Third, on the question, should textbook put names under the pictures through the 7th Education Program, 80% answered yes and 10% answered no. Above result shows that involuntary contact on plant names motivated the students and there were less misconception. And I`ve come to a conclusion that changing the textbook to print plant names is better for the teaching-learning process.