과학 도서 독후활동 프로그램의 개발 및 효과 실험 연구

서지정보

ㆍ발행기관 : 이화여자대학교 교과교육연구소 ㆍ수록지정보 : 교과교육학연구 / 19권 / 4호
ㆍ저자명 : 한재영, 김경은

목차

I. 서 론
II. 연구 내용 및 방법
III. 연구 결과 및 논의
IV. 결론 및 시사점
참고문헌

한국어 초록

과학도서에대한독서지도는중등과학교육에서과학관련진로교육에적절한교육방안이다.
독서지도에서는도서를읽은후적절한독후활동을하는것이중요하다. 독서교육이나독후활동
에대한연구는국어나사회등의인문계교과목에서초등학생을대상으로주로수행되었고, 독서
와독후활동의효과를명확히구분하기어려운문제가있다. 독서지도에서독후활동의효과를알
아보기위해서는비교반과실험반에모두독서활동을하고독후활동의유무를통제하는체계적인
연구를수행할필요가있다.이연구는과학도서독후활동프로그램을개발하고그효과를실험연
구를하여알아본것이다. 기존에연구된독후활동을정리하고, 중학교1학년과학수업에활용할
수있는독후활동프로그램을개발하였다. 독후활동프로그램은추천도서, 읽기자료, 독후활동으
로구성된다.중학교1학년남녀4개학급을실험집단과비교집단으로구분하고,두집단모두독
서활동을한후실험집단에는독후활동을적용하고비교집단에는관련문제풀이를하였다.연구
결과성취도검사에서는두집단에서차이가나타나지않았다.과학관련태도검사에서는하위영
역에서 수업처치와 성별에 따른 상호작용 효과가 나타났다. 여학생의 경우 독후활동을 한 집단이
과학관련태도(과학의사회적의미,과학적태도의수용,과학에대한직업으로서의관심)가높아
졌다.이는중학교여학생의과학진로교육에독후활동이유용하게활용될수있음을의미한다.실
험집단에대해독후활동에대한인식조사를하였는데, 독후활동이어려워도독서내용을이해하
는데도움이되는경우가있었다. 과학교육에서독서와독후활동에관심을가지고계속활용하는
것이필요하다.

영어 초록

Instructing students to read science books is appropriate for the science career education in
secondary education and an after-reading activity is also crucial in the reading education.
Studies on reading education or after-reading activities were performed mainly in the areas of
language or sociology for elementary students. In addition, many previous studies could not
distinguish the effect of reading and after-reading activities. In order to investigate the effect of
an after-reading activity, this research conducted a systematic study in which both the
experimental group and control group performed the reading activity, while only the
experimental group performed the after-reading activity. In this study an after-reading activity
program of science books was developed and the effect of the program was investigated. The
after-reading activities reported in previous studies were analyzed, and the after-reading
activity program for the 7th grade science class was developed. The after-reading activity
program consists of the recommended books, the reading materials and the after-reading
activities. Four male/female classes were alloted as experimental groups and control groups
and both groups performed the activity of reading science books. The after-reading activity was
applied in the experimental group, and the control group performed a problem solving activity.
Results showed that there was no difference in the achievement test scores of the two groups.
In the science-related attitude test, the interaction effect was significant by treatment and
gender. The female students showed higher science-related attitude (the social meaning of
science, the acceptance of scientific attitude, and the interest in jobs in science) in the
experimental group than those in the control group. This result shows the after-reading activity
can be used in science career education for middle school female students. The perceptions on
the after-reading activity program were surveyed in the experimental group. There was an
after-reading activity which was helpful to understand the content of the science book, even
though the activity was difficult to students. The science educator should pay more attention
and use the after-reading activity.

참고 자료

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