직접 참여 과학학습이 정신지체학생의 수질환경에 대한 지식습등과 태도형성에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate of the effects of the knowledge, preservative attitude and generalization on water environment according to teacher-centered teaching method and student-centered teaching using direct science instruction for offering an effectual teaching-learning methods on the water environment education of student with mental retardation.
24 students with mental retardation in a special school, ages 14 to 18 and IQ 50 to 70 were selected for this study. The subjects were composed of experimental and comparable group.
The procedure was that On the basis of 7th standard educational curriculum of special education. The curriculum on the unit of nature-preservation as science and natural environment area was analyzed and modified, carrying out t-verification about pre and post examination for verifying the result and generalization procedure were consisted of 4 situations and presented a grape with the sessional total point on each group. The results of this study were as followed : First, student-centered teaching method was showed that water pollution and prevention of water pollution among the below area of the knowledge of water environment was found significant difference but there was no significance about the importance and nature of water. Second, student-centered teaching method were significance difference in the area of the interest and the attitude of water saving, the practice on prevention of water pollution among the below area of the attitude of water environment prevention. Third, In the generalization of water environment for students with mental retardation, the experimental group was much improvement than the baseline after education intervention, but although the comparable group was a little improvement contrasting to the baseline, the comparable group was not showed the significant difference as much as that of experimental group.
The results suggests that student-centered instruction using direct science instruction at practical education situation, school and home places in which students with mental retardation were easily adjoining was the influential effects to give the chance of feeling success and motivation to student with mental retardation as comprising water environment education into current education curriculum.