원문정보
The Effect of Science Class based on Havruta Learning on the Logical Thinking and the Science Related Attitude of Elementary Students
초록
영어
This study was conducted to investigate the effect of science based on question-centered Havruta learning on the logical thinking and the science related attitude of elementary students. The number of participants were 93, 4 classes of 4th graders in G elementary school in C city. The experimental group, 2 classes including 46 participants, took science lessons based on question centered Havruta learning while the comparative group, 2 classes including 47 participants, took teacher-driven lessons using teacher’s guidebook. Pre and post tests were done before and after executing lessons to assess the changing in each group’s logical thinking and the science related attitude. And targeting experimental group, a perception survey toward Havruta learning was carried out and the results were arranged. The results of this study can be summarized as follows: First, the pre and post test results of logical thinking revealed that the experimental group showed higher improvement compared to the comparative group and the difference was meaningful. This implies that question centered Havruta classe has the effect of improving students’ logical thinking. Second, from the pre and post test results of the science related attitude, we saw that the experimental group showed higher improvement compared to the comparative group and the difference was meaningful. This confirms that question centered Havruta class has the effect of improving students’ science related attitude. Third, the survey regarding perspectives of experimental group students toward Havruta learning showed that students had a high satisfaction level.
목차
Ⅰ. 서론
Ⅱ. 연구 방법
1. 연구 대상 및 연구 설계
2. 검사 도구
3. 자료의 분석 및 처리
Ⅲ. 질문중심 하브루타 과학수업의 설계
1. 단원의 선정
2. 교육과정의 재구성
3. 질문 중심 하브루타 수업의 전개
Ⅳ. 연구 결과 및 논의
1. 논리적 사고력의 사전 사후 검사 결과
2. 과학 관련 태도의 사전 사후 검사 결과
3. 질문 중심 하브루타 수업에 대한 학생들의 인식 조사
Ⅴ. 결론 및 제언
국문요약
References
Appendix