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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
한국생물교육학회 생물교육 생물교육 제36권 제3호
발행연도
2008.1
수록면
386 - 396 (11page)

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This study analyzed the effects of using concept mapping as a science teaching method and as an idea organizer in writing on students' scientific writing. A pretest-posttest control group design was used. Three classes (groups) of the 8th graders (98 students; 50 boys and 48 girls) were used as subjects. The concept mapping group had science instructions using concept mapping and used concept mapping as an idea organizer in their science writing. The outlining group had teacher lectures and used outlining as an idea organizer in their science writing. The control group had teacher lectures and did not use any idea organizing tool in their science writing. The results of this study were as follows. First, the adjusted mean of the concept mapping group was 18.32 points and it was higher than that of the other groups (15.17), which were taught by lectures without concept mapping (F(1)=6.696, p=0.011). Second, the adjusted mean of the concept mapping group was 22.3 points and it was higher than that of the outlining group (19.8) and the control group (18.6) (F(2)=5.922, p=0.004). According to the LSD post comparison results, there was a meaningful difference between the concept mapping group and the control group (p= 0.001). Third, in the interview with students, students answered that concept mapping was effective in learning science knowledge systematically and was helpful in science writing as a tool for organizing and developing ideas. In conclusion, students had the experience of systematizing scientific knowledge through concept mapping. Furthermore, it was proven that concept mapping provided students with valid scientific knowledges and that, along with outlining, played an important role as an idea organizer in students' science writing.

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