사전질문해결 수업전략이 초등과학학습에 미치는 영향

Effects of Pre-Inquiry Solving Instruction Strategy on the Learning of Elementary Science

학생의 질문 중에는 이들의 선지식 및 경험 등을 바탕으로 수업 전 학습 내용에 대해 제시하는 사 전질문(수업 전 질문)이 존재한다.학생의 사전질문에는 교육과정과 밀접한 관련이 있는 유의미한 질문이 다수 존재함에도 불구하고 교사는 이에 대해 정확히 파악하지 못하거나 적절히 해결하지 못한 채 수업을 진행하는 경우가 많았다.이에,본 연구는 학생의 사전질문을 조사하고 이를 해결 하는 수업전략이 학생의 과학 학업성취도,과학탐구능력,과학적 태도에 미치는 영향에 대한 비교 연구를 진행하였다.연구 결과 실험집단이 비교집단에 비해 높은 학업성취도를 보였으며(p<.05),과 학탐구능력에서는 추리,예상,가설설정,일반화 능력에서 실험집단이 비교집단보다 높게 나타났으며 유의미한 차이를 보였다(p<.05).과학적 태도에서도 과학에 관힌 인식,과학에 대한 흥미 영역 및 과학적 태도에서 실험집단이 비교집단보다 유의하게 높게 나타났다(p<.01).이러한 결과를 토대로 학생이 제시하는 사전질문과 이를 활용한 교수-학습 과정에 대한 교육적 함의를 논하고자 한다.

There are pre-inquiries (pre-class questions) in which students present pre-class learning contents based on their preconceptions and experiences. Although there are many meaningful pre-inquiries that are closely related to the curriculum, teachers often neither understand nor solve the questions properly. Therefore, this study investigated the pre-inquiries of students and conducted a comparative experiment to analyze the effects of the pre-inquiry solving instruction strategy on academic achievement, scientific inquiry ability and scientific attitude. For the study, two classes of elementary 6th graders, which were found to be homogeneous by a pre-test, were examined as an experimental group and a control group, and then pre-inquiries of the students in the experimental group were collected through questionnaires. Among the collected pre-inquiries, only those related to the learning contents were addressed at the beginning of each class, through group activities. A variety of answers were presented by the students and generalized into the final learning goal. According to the results of t-tests, the experimental group showed significantly higher science academic achievement than the control group (p<.05). In science inquiry ability, the experimental group was better at inferencing, predicting, hypothesis setting, and generalizing than the control group (p<.05). Scientific attitude was also significantly higher in the experimental group than in the control group (p<.01). These results, confirm that students scientific ability improveds when their pre-inquiries are answered during the class.