스토리텔링을 활용한『생물의 구성과 다양성』단원의 수업지도방안 연구

Abstract

Abstract According to 2010 PISA(the Program for Internation Student Assesment) result, Korean student have achieve high quality of science accomplishments, but they basically have no interest in science and motivation of willing to study it. To suggest an alternative this situation, school education have developed a variety of teaching method and lesson plans and implemented but school spot was still instructed cramming and memorization system of education. Therefore the purpose of this study was to examine efficient teaching methods and lesson plans through storytelling skill for science learning. The scope of this study was confined to middle school 7th grade on biology unit of the revised 2007 curriculum. As for the themes of the study, instruction model was made from making use of history of science about structure and function of cells and plant cells and animal cells' comparison unit of chapter Organization And Diversity. The first step for this research is to define what does it means of the storytelling. And then, find out education effect of storytelling teaching method. Then, it will take next step to develop the various ways of the concept learning model of instruction using storytelling. Finally, through the analysis of above various suggestions, there will be resulted as the possible practical instruction model.

The expected benefits from using this teaching and learning method are as follows : First, Storytelling helps students develop their interest, increase their imagination and furthermore, experience similar emotions. which meas, this education method of using storytelling to teach and learn science class is an activity that produces narrative about the science class in relation of individual experiences, so learners' interest and empathy are expected. Second, learners' imagination and creativity as well as their understandings of the science learning are expected to improve even more than before. This study tries to look for the effective methods for learners based on storytelling. However, the fact that the result from the study has not been applied to a practical classroom setting comes as a shortcoming. In science education, the application of storytelling is expected to be one of effective teaching-learning methods and one of diverse instructional models. Therefore, in the next study, researchers should direct their energy into this approach to accelerate the development of science education both in quantity and quality.