earticle

영어

This study is to verify the effects of classes at a finishing stage using cartoons depicting certain science textbook units on scientific attitudes and academic achievements of students, compared to those of classes using experiment and observation oriented textbooks. Participants of this study were 56 fifth graders at B Elementary School in Busan, and cartoon textbooks were developed based on 'Unit 1. Mirror & Lens' and 'Unit 3. Temperature & Wind' from a science textbook for the 1st semester, the year 5 to conduct cartoon led lessons just before ending a class till the 10th lesson, for the period of 4 weeks.
The result of this study can be summarized as follows:
Firstly, scientific attitudes improved better from the cartoon based lesson of a final stage than from the experiment and observation method, and especially more effective in lower groups among all other academic achievement levels as well as in male students.
Secondly, academic achievements scored higher when cartoons were used in lessons than when the experiment and observation type was used, with higher groups of academic achievement levels working better, despite no significant gap existing between two genders.
Thirdly, the memory transfer and sustenance of lessons were more effective in finishing class stage with cartoon studies than with experiment and observation one, and among all levels and both sexes, higher academic groups and male pupils exceeded.
Fourthly, when questioned about their opinions on a cartoon led lesson for a final stage, 65% of those participants responded positively, while higher groups preferred more than lower groups.