지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
이 논문의 연구 히스토리 (2)
- 이 논문의 후속연구가 궁금하신가요?
- 연관 학술논문 또는 학술발표를 통해 보다 발전된 연구결과를 확인하실 수 있습니다.
- 이 논문의 연구 히스토리 확인하기
초록· 키워드
오류제보하기
The purpose of this study is to develop and apply the instruction program for the ‘defense action' chapter in life scienceⅠutilizing student generated role-playing analogy, to examine how the program influence students’ motivation, and to see students’ perception. Research classes were conducted: A teacher explained target concept, students conducted roleplay based on the immunity processes. The students found differences and commonalities between analogies and target conceptes while students discussed generated role-playing analogy and teacher gave the feedback to them. The effectiveness of the instruction program was examined through predicative immunity concept test, science learning motivation test, survey, and interview. Two classes of 10th grade at a high school in Chung-buk were assigned to the control and the treatment group and taught about 'defense action' chapter for 6 class hours. Student generated role-playing analogy instruction was provided to the treatment group (38 students). The traditional instruction was provided to the control group (38 students).
The conclusion drawn from this research was as follows: First, the students visualized and understood the abstract immunity concepts and the complex immunity processes through the instruction program. Second, the students were motivated by making analogies and their expectation and goal for their learning were increased through student-generated role-playing analogies. Third, as a result of the survey and interview, it was found that the interest of the students in immunity was increased through student-generated role-playing analogies and the immunity processes were able to be applied into social life. Before the class, they thought the 'defense action' chapter was a difficult lesson to learn, but they changed the perception later. In other words, the instruction program for the ‘defense action' chapter in life scienceⅠ utilizing student generated role-playing analogy can be provided to enhance understanding of abstract concept and was proposed to develop immunity concept class for the first time in Korea.
목차
등록된 정보가 없습니다.
참고문헌 (39)
참고문헌 신청
Anderman, E. M. / 1994 / Motivation and strategy use in science : Individual differences and classroom effects / Journal of Research in Science Teaching 31 (8) : 811 ~ 831
Aubusson, P. / 1997 / What happens when students do simulation-role-play in science? / Research in Science Education 27 (4) : 565 ~ 579
Aubusson, P. J. / 2006 / Roleplay as analogical modelling in science, In Metaphor and Analogy in Science Education / springer : 91 ~ 102
Calik, M. / 2005 / An analogy activity for incorporating student’s conceptions of types of solutions / Asia-Pacific Forum on Science Learning and Teaching 6 (2) : 1 ~ 3
Cherif, A. H. / 1995 / Maximizing learning : using roleplaying
Aubusson, P. / 1997 / What happens when students do simulation-role-play in science? / Research in Science Education 27 (4) : 565 ~ 579
Aubusson, P. J. / 2006 / Roleplay as analogical modelling in science, In Metaphor and Analogy in Science Education / springer : 91 ~ 102
Calik, M. / 2005 / An analogy activity for incorporating student’s conceptions of types of solutions / Asia-Pacific Forum on Science Learning and Teaching 6 (2) : 1 ~ 3
Cherif, A. H. / 1995 / Maximizing learning : using roleplaying
이 논문의 저자 정보
최근 본 자료
댓글(0)
0