경험 귀추적 순환 학습이 중학교 과학수업에 미치는 영향

Abstract

The purpose of this study was to develop a model of Empirical Abductive Learning Cycle in 'material' section and to investigate effectiveness on middle school students' attitudes related to science, logical thinking power and science achievement. The 127 students in 7th grade at a middle school in Busan were the subjects in this study. They were randomly assigned to the control group and treatment group. The treatment group received the instruction of Empirical Abductive Learning Cycle. The control group received a text book oriented form of instruction. They have been taught for 12 class periods during the second semester. Evaluation instruments used in pre-test and post-test were attitudes related to science test, logical thinking power test, and science achievement test. And ANCOVA was carried out using SPSS 15.0 statistic program. The results of study were as follows. Firstly, the adjusted mean of the treatment group was higher than that of the control group by 8.24 and there was significant improvement(ρ< .05) for the treatment group about students' attitudes related to science test by ANCOVA analysis. Secondly, in both of high and low level groups, the analysis by ANCOVA showed that the adjusted mean of students' attitudes related to science test for the treatment group were significantly higher than those of the control group(ρ< .05). Thirdly, the adjusted mean of treatment group was higher than that of the control group by 3.315 and there was significant improvement(ρ< .05) for the treatment group about students' logical thinking power test by ANCOVA analysis. Fourthly, especially in high level group, the analysis by ANCOVA showed that the adjusted mean of students' logical thinking power test for the treatment group was significantly higher than that of control group(ρ< .05). But in low level group, there was no significant improvement(ρ> .05) for the treatment group about students' logical thinking power test by ANCOVA analysis. Fifthly, especially in operational period thinking level group, the adjusted mean of students' logical thinking power test for the treatment group was not significantly higher than that of control group(ρ> .05). There was significant improvement(ρ< .05) for transitional period-formal operations stage thinking level group. Sixthly, the adjusted mean of the treatment group was lower than that of control group by 4.825 and there was no significant improvement (ρ> .05) for the treatment group about the students' science achievement test by ANCOVA analysis. Seventhly, especially in high level group, the analysis by ANCOVA showed that the adjusted mean of students' science achievement test for treatment group was not significantly higher than that of control group(ρ> .05). But in low level group, there was significant improvement (ρ< .05) for the treatment group about students' science achievement test by ANCOVA analysis. According to the analysis, in high level group, it was found that students of treatment group received the instruction of model of Empirical Abductive Learning Cycle changed positively in attitudes related to science and logical thinking power. However in low level group, it was found that students of control group received a text book oriented form of instruction changed positively in science achievement. Therefore the proper use of the Empirical Abductive Learning Cycle and text book oriented form of instruction can give them better learning effect in a class which students of the two levels coexist.