초등학생의 작물 재배 환경에 관한 개념 인식 연구

A Study on the Concept Acquisition of Plant-Growing Environment for Elementary School Students

By researching for the concept acquisition of plant-growing environment for elementary school students. I try to find out the concept types on plan-growing environment of elementary school students and the proportion of the types according to the grades and the students’ sex. In this way the purpose of this study is to make it easy to select learning experience and develop a class strategy and a procedure and to prepare for the lesson of plant-growing of a practical course in the 7th educational curriculum applied to 5th and 6th grade students in-2002. In order to achieve the learning target, I established 2 subjects of study, such as what concept do the elementary school students have on plant-growing environment?” and “Is there a difference according to the different grades (5th and 6th) and the different sex.?” so as to get the answer to these questions, I made 20 students the object of the inquiries depending on each category and I had an interview with them as well as paper inquires. Analyzing the result, the conclusions which I came to are as follows; First, the students showed the much interest in the understanding of water cultivating, flower growing and vegetable growing, but male students showed much higher response than female ones. 5th grade student showed higher response than 6th grade ones in the experience of cultivating and male students higher than female ones. Second, 5th and 6th grade students partly understand the concept of plant growing environments such as light, temperature, water, soil and living creatures but they hardly understand the general concept. Therefore, a laborous work and instruction for plant growing environment in the study related to the plant growing should be carried out at the same time. Third, the concept recognition about plant growing environment is shown among 6th grade students better than 5th grade students. For 5h grade students, the basic instruction about plant growing environment such as light, temperature, humidly, and soil should be accomplished, For 6th grade students, the further learning activities about light, temperature, humidity and soil including air and living creatures should be accomplished. Fourth, in order to enhance the learning efficiency of plant growing in a practical coruse of the 7th educational curriculum applied to 5th and 6th grade students in 2002, the pre-concept on plant-growing environment should be confirmed and learning plan as well as a laborous work should be established so that plant growing environment can be instructed securely.