• Title/Summary/Keyword: MBL실험수업

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The Effects of Microcomputer-Based Laboratory on Science Classes in Middle School (중학교 과학수업에서 MBL실험 수업의 효과)

  • Park, Kum-Hong;Ku, Yang-Sam;Choi, Byung-Soon;Shin, Ae-Kyung;Lee, Kuk-Haeng;Ko, Suk-Beum
    • Journal of The Korean Association For Science Education
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    • v.28 no.4
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    • pp.331-339
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    • 2008
  • The aim of this study was to compare the effectiveness of microcomputer-based laboratory (MBL) with the traditional laboratory experiment on science classes in middle school. MBL tools were developed and applied for five experiment subjects chosen from middle school science textbook for MBL experiment classes, while usual experiment methods suggested in the textbook were used in traditional experiment classes. In order to evaluate the effects of MBL experiment class, achievement, graphic ability, science process skills, affective aspect related to science were tested before and after applying the MBL experiment. The result revealed that MBL experiment class was more effective than traditional experiment class in improving student's science achievement, science process skills, and graphic ability. The result also indicated that there was a significant difference between experiment and control group with regards to the effect on affective aspect related to science. From the above result, we can find the positive implication of applicability of MBL experiment as a new experiment tool at the early stage of introduction in a real context.

Characteristics of Verbal Interactions According to the Leader Style in MBL Experiment Class in Which Discussion was Emphasized (토론을 강조한 MBL실험수업에서 리더 유형에 따른 언어적 상호작용 특성)

  • Gu, Yang-Sam;Park, Geum-Hong;Sin, Ae-Gyeong;Choe, Byeong-Sun;Lee, Guk-Haeng
    • Journal of the Korean Chemical Society
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    • v.50 no.6
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    • pp.494-505
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    • 2006
  • This study was performed for 7th grade students to analyze by leader style, the verbal interactions between students in a small group in an MBL(Microcomputer-Based Laboratory) experiment class. The study was performed after arranging the students into four kinds of groups, including groups with leaders of inclusive, persuasive, and alienating styles and a group with no clear leader. The analysis of total frequencies of verbal interaction revealed that the group with an inclusive leader showed the highest frequency of verbal interaction, followed by the group with a persuasive leader, an alienating leader and lastly, the group with no clear leader. The group with an inclusive leader showed the highest frequency of interaction from a cognitive aspect related to question(Q), response(R), making suggestion(MS), and receiving opinions(RO), while interactions from an affective aspect related to behavioral participation(BP) and students' attitudes(SA) were observed more often in a group including an alienating leader than in any other group. An analysis of characteristics of verbal interaction according to leader style showed that a group with an inclusive leader had a permissive atmosphere. It also showed that all members of the group actively participated in discussion and they had a sense of belonging and self-pride with their group. In a group with a persuasive leader, the leader took the lead of most experimental and discussion activities and he was rarely challenged by other students in the group. Rather, other group members showed a tendency to depend on their leader. In a group with an alienating leader, the relationship between leader and members of the group was not harmonious and unfiltered expressions of dissatisfaction and ignorance often took place. The leader's lack of concern about members' low achievement became an obstacle in active discussion. In a group with no clear leader, most interactions during discussion were short and simple. Many answers to the question given by their members were not clear and the interactions were sometimes interrupted for a short while.

The Effects of MBL-Used Instruction on Scientific Inquiry Skill and Graph Construction and Interpreting Abilities of Middle School Students (MBL 활용 수업이 중학교 학생들의 과학탐구능력과 그래프 작성 및 해석능력에 미치는 효과)

  • Choi, Sung-Bong
    • Journal of the Korean earth science society
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    • v.29 no.6
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    • pp.487-494
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    • 2008
  • The purpose of this study was to investigate the effects of MBL experiment instruction on the 7th graders' scientific inquiry skills and graph construction and interpretation ability in the unit "Elements and movement of sea water". Results are as follows: First, this study analyzed the influence on students' scientific inquiry skill after having six MBL instructional classes. The result showed a significant difference in the scientific inquiry skills between the experimental group and the control group, which implies that the instruction using MBL was an effective way to improve students' scientific inquiry skills. Second, this study also analyzed the influence on students' abilities to construct and interpret graphs. The result did not show any significant differences between the experimental group and the control group in the ability to construct graphs. But it showed significant differences in the ability to interpretgraphs, which means that instruction using MBL was an effective way to improve students' ability to interpret graphs.