중학교 2학년 「전기」단원에서 순환학습 수업 전략의 개발 및 적용 효과 = The Development and Application Effect of Learning Cycle Model on 「Electricity」Section of Middle School Science2

다국어 초록 (Multilingual Abstract)

The purpose of this research was to investigate the effect of learning cycle model on the middle school students' improvement of s science achievement, scientific reasoning, science-related attitudes. The subject participated in this study were 140 in 8th grade at a co-educational junior high school in Seoul, Korea. They randomly assigned to the control group and treatment group. The treatment group received the instruction of learning cycle approaches. The control groups received a traditional text-book oriented form of instruction that included reading, writing. They have been taught about 「Electricity」 section of middle school Science2 for 12 class periods during the second semester. Evaluation instruments used in pre-test and post-test were science achievement test, classroom test of scientific reasoning, science related attitude test. Moreover ANCOVA was done by using SPSS 10.0 statistic program.
firstly, there was no significant difference(p>.05) between two groups about students' science achievements test by ANCOVA analysis. Especially in high level group, the analysis by ANCOVA showed that the scores of students' science achievements test for the treatment group were significantly higher than those of the control group(p<05). But in low level group, there was no significant difference(p>.05) between two groups about students' science achievements test. Secondly, the analysis by ANCOVA showed that the scores of scientific reasoning for the treatment group were significantly higher than those of the control group(p<.01). Especially in high level group, the analysis by ANCOVA showed that the scores of classroom test of scientific reasoning for the treatment group were significantly higher than those of the control group(p<.05). But in low level group, there was no significant difference(p>.05) between two groups about classroom test of scientific reasoning. Also in hypothetical-deductive thinking level and transitional thinking level, the analysis by ANCOVA showed that the scores of classroom test of scientific reasoning for the treatment group were significantly higher than those of the control group(p<.05). But in Empirical-inductive thinking, there was no significant difference(p>.05) between two groups about classroom test of scientific reasoning. Thirdly, there was no significant difference(p>.05) between two groups about science related attitude test by ANCOVA analysis. Especially in high level group, the analysis by ANCOVA showed that the scores of science related attitude test for the treatment group were significantly higher than those of the control group(p<.05). But in low level group, there was no significant difference(p>.05) between two groups about science related attitude test
In conclusion, in high level group, it was found that students of treatment group received the instruction of learning cycle approaches showed much more changes positively in achievement, scientific reasoning, science-related attitudes than those of control group. The other hand, in low level group, it was found that students of control group received a traditional text-book oriented form of instruction that included reading and writing showed much more changes positively in achievement, scientific reasoning, science-related attitudes than those of treatment group.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 연구 대상 및 과정
• 1. 연구 대상
• 2. 연구 과정
• Ⅲ. 연구 결과 및 논의
• 1. 과학 학업 성취도에 대한 효과
• 2. 과학적 사고력에 대한 효과
• 3. 과학과 관련된 태도에 대한 효과
• Ⅳ. 결론 및 제언
• 참고문헌
• abstract