初等科學敎育의 改善을 爲한 硏究(Ⅰ) : (AAAS program 을 中心으로 中間報告) = A Study on improvement of elementary School Science education in Korea

다국어 초록 (Multilingual Abstract)

This research is achievement as well as the degree of desire concerned to intellectual improvement of s This research is accomplished for the measurement of practical evaluation of tudents providing following two questionnaire through practical teaching of Part three of AAAS program to randomly sampled one of the 2nd year grade class consisted by 60 formal students member at attached elementary school to Inchon Teacher's College from the term of June 1968 to December 20, 1068 which is a legal school term in Korea.
(1) How much scientific attitude and ability would be able to explored by importing AAAS program to the elementary school science education
(2) How much would be the acceptability of AAAS program to the Korean students who are lack of previous study experience on such a new system of learning?
This research is aimed to explore the pathway of reconstruction in elementary science curriculum of Korea by analysing and evaluating whole the materials acquired from practical research activity on the problem.
We practiced eleven units selected among twenty six units of part 3 in AAAS program because of the limited school term. Required method in AAAS system includes 14 activities such as Classifying, Communicating, Observing, Measuring, using numbers, Using space-time relationship, Inferring, Predicting etc. And these 8 kinds of activities are all included in part three which are essential to lower grades. We concluded the data of achievement on these activities to following table.
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ㅣ Unit of study ㅣNo. of ㅣ Score distribution ㅣ
ㅣ__________________________________________ㅣstudentsㅣ<40ㅣ40-49ㅣ50-59ㅣ60-69ㅣ70-79ㅣ80-89ㅣ>90ㅣaverageㅣ
ㅣgraphing data ㅣ 60ㅣ 2ㅣ -ㅣ 2ㅣ 10ㅣ 7ㅣ 15ㅣ 24ㅣ 70ㅣ
ㅣintroduction to inferring ㅣ 60ㅣ 6ㅣ -ㅣ 11ㅣ 14ㅣ 11ㅣ 13ㅣ 5ㅣ 58ㅣ
ㅣpredicting using graph ㅣ 60ㅣ 50ㅣ -ㅣ -ㅣ 9ㅣ -ㅣ -ㅣ 1ㅣ 31ㅣ
ㅣurveying opinion ㅣ 60ㅣ -ㅣ -ㅣ -ㅣ 4ㅣ 22ㅣ 8ㅣ 26ㅣ 85ㅣ
ㅣdifferentiating between similar things ㅣ 59ㅣ 5ㅣ 3ㅣ 7ㅣ 10ㅣ 8ㅣ 13ㅣ 13ㅣ 72ㅣ
ㅣthe solid liquid gaseous states of matter ㅣ 58ㅣ 5ㅣ 11ㅣ 10ㅣ 12ㅣ 5ㅣ 5ㅣ 10ㅣ 68ㅣ
ㅣmeasuring volume ㅣ 58ㅣ 4ㅣ 6ㅣ 7ㅣ 16ㅣ 12ㅣ 5ㅣ 8ㅣ 64ㅣ
ㅣmeasuring drop by drop ㅣ 57ㅣ -ㅣ 1ㅣ 3ㅣ 9ㅣ 11ㅣ 28ㅣ 5ㅣ 76ㅣ
ㅣdescribing shadow changes using sundial ㅣ 55ㅣ 4ㅣ 7ㅣ 12ㅣ 13ㅣ 9ㅣ 5ㅣ 5ㅣ 63ㅣ
ㅣrate of change of position ㅣ 58ㅣ 6ㅣ 5ㅣ 9ㅣ 15ㅣ 19ㅣ 2ㅣ 2ㅣ 62ㅣ
ㅣdescribing and representing force ㅣ 50ㅣ 3ㅣ 3ㅣ 9ㅣ 6ㅣ 12ㅣ 9ㅣ 8ㅣ 66ㅣ
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We acknowlege that above table could not be interpreted as a whole results of experimental pilot course test teaching because it involves some possible error from real evaluation data innevitably derived from convenient paper tests without accomplishing individual evaluation observing their attitude of investigation seperately. But we assure that following conclusions may justified by appropriate consideration of appeared data.
(1) Graphing data activity was achieved easily without any trouble in the process of study. Nevertheless, this kind of materials are eliminated in present text book and we claim that much considerations must be paid to this sort of activity.
(2) At the unit of rate change of position and describing and representing force these units are developed from the conception of velocity and force and expected as some hard trial at lower but it was not so difficult activity so that we recognize this is accomplishable as a normal curriculum at lower grades.
(3) The process of inferring and predicting is defeated as the former table exhibibits. Students are easily inclined to dare optional expression without any subjective reasons which should be determined by necessary information and we assure that this sort of habits are difficult to be mended in a short period discipline. For instance, students can not work out for ,prediction on a base of graphing data despite they are able to draw a graph.
Besides, the corelation coeficient between preevaluation test and science score of preceding semester was 0.63 and this fact reveals strongly the possibility of application of AAAS program to Korean students. The afterevaluation test on the trial of present curriculum with some tentative rearrangement as to furnish the principle of inquiring science education results following table.
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ㅣ test ㅣ class ㅣ score distribution ㅣ
ㅣ____________________ ㅣ____________________________ㅣ<40ㅣ40-49ㅣ50-59ㅣ60-69ㅣ70-79ㅣ80-89ㅣ>90ㅣaverageㅣ
ㅣpreevaluation test ㅣ compare class 1. ㅣ 3ㅣ 3ㅣ 14ㅣ 22ㅣ 12ㅣ 3ㅣ -ㅣ 62.2ㅣ
ㅣ ㅣ compare class 2. ㅣ 1ㅣ 9ㅣ 19ㅣ 20ㅣ 6ㅣ 2ㅣ -ㅣ 59.6ㅣ
ㅣ ㅣ experimental class ㅣ 1ㅣ 7ㅣ 21ㅣ 21ㅣ 9ㅣ 1ㅣ -ㅣ 61.0ㅣ
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ㅣafter evaluation testㅣ compare class 1. ㅣ 18ㅣ 5ㅣ 14ㅣ 13ㅣ 6ㅣ 2ㅣ -ㅣ 52.2ㅣ
ㅣ ㅣ compare class 2. ㅣ 17ㅣ 18ㅣ 11ㅣ 8ㅣ 4ㅣ 1ㅣ -ㅣ 48.1ㅣ
ㅣ ㅣ experimental class ㅣ -ㅣ -ㅣ 9ㅣ 13ㅣ 16ㅣ 16ㅣ 4ㅣ 72.6ㅣ
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At the above table it is clear that the effect of AAAS program is obvious. Despite it is hardly to say that the entire score of educational effects are appeared on the average point 72.6 which reveals the afterevaluation class on experimentation topgrading in it's evaluation standards, we could recognize the clear improvement in the attitude of inquiring throughout all the students comparing to former status. Precisely, students were only amused with the experimental equipments at the biginning period of school semester but after taking the course they gradually exhibited strong modification approaching near to the area of attitude that capable problem solution in their experiment and observation. So, we can imagine that this program will be accepted possibly by the students of Korea.
Considering all the facts of these results inclusively, to train the students on the basis of their observation and experiment it is possible to apply this program of inquiring nature in great measure to develop student's ability in science study. But we are declaring that following attentions must be taken care.
(1) We found the tendency that for the group of students who did not go through the AAAS program were hard to connect the basic informations through an experiments and observations with the communicating, predicting and inferring.
(2) If we try to stress in explanation at the process of class work students are easily incline to mechanical memory of the scattered facts which mostly enforce to seperated memory between observed facts and explained knowledge.
(3) It is necessary the desiring attitude of learning which accompany trial of approach to the subjects.
(4) We think the text book for students are not necessary at the trial of this sort of science education which aiming exploration of scientific process and only well prepared direction of teaching or teacher's guide is effectively usefull.

목차 (Table of Contents)

• Ⅰ. 緖 論
• 1. 硏究의 趣旨 및 動機
• 2. 硏究 內容
• 3. 硏究 節次 및 方法
• Ⅱ. 理論的 背景
• 1. 歷史的 背景
• 2. 過程 探究의 槪念
• 3. AAAS의 科學的 方法 및 過程
• Ⅲ. 指導 實際와 結果
• 1. 指導 方針
• 2. 指導 內容
• 3. 評 價
• 4. 結 果
• Ⅳ. 結論 및 提言
• 參 考 文 獻
• 附 錄