Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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The Influences of Pair Activity on Characteristics of Science Imaginary Pictures Drawn by Elementary School Students and Their Perceptions of Science Imaginary Drawing

짝 활동이 초등학생의 과학상상화 특성 및 과학상상화에 대한 인식에 미치는 영향

  • Lee, Jimin (Chuncheon National University of Education) ;
  • Kang, Hunsik (Chuncheon National University of Education)
  • Received : 2014.03.05
  • Accepted : 2014.04.18
  • Published : 2014.04.30
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Abstract

This study investigated the influences of pair activity on characteristics of science imaginary pictures drawn by elementary school students and their perceptions of science imaginary drawing. To do this, fourth graders (N=123) from one of the elementary schools were selected and assigned to individual science imaginary drawing (n=61) and paired science imaginary drawing (n=62) groups. The students of each group were administered the questionnaires. The analyses of the results indicated that pair science imaginary drawing was useful in some cognitive aspects (e.g., the understanding of science imaginary drawing, the diversification of topics and times, the generation of scientific ideas, and the elaboration of the pictures) and motivational aspects (e.g., the inducement of interest and intimacy about science, interest about science imaginary drawing, and sociability with friends). However, there were some limitations in positively changing the perceptions of some cognitive aspects (e.g., the acquirement of new scientific knowledge, the remembrance of scientific knowledge, the improvement of the ability to construct scientific logics, and the improvement of scientific imagination) and aesthetic aspects (e.g., the improvement of the abilities to express themes in drawing, paint the picture, and complete the works of art). In addition, the difficulties in imagining, selecting the subject, and expressing could not be overcome; a few disadvantages in the lack of discussion skills were also pointed out.

이 연구에서는 짝 활동이 초등학생의 과학상상화 특성 및 과학상상화에 대한 인식에 미치는 영향을 조사하였다. 이를 위해 초등학교 4학년 학생 123명을 선정하여 각각 개별적으로 과학상상화를 그리는 개별 집단(n=61)과 짝과 함께 과학상상화를 그리는 짝 집단(n=62)으로 배치한 후 설문 조사를 실시하였다. 연구 결과, 짝 과학상상화 그리기는 과학상상화에 대한 이해, 주제와 시제의 다양화, 과학적 아이디어 생성, 상상화의 정교화 등의 인지적 측면뿐만 아니라 과학에 대한 흥미와 친근감, 친구와의 친근감, 과학상상화 그리기에 대한 흥미 유발 등의 동기적 측면에서 도움이 되는 것으로 나타났다. 하지만 새로운 과학지식 습득, 과학지식 기억, 과학적 논리 구성력 향상, 과학적 상상력 향상 등의 인지적 측면이나 그림 표현 능력 향상, 그림 채색 능력 향상, 미술 작품 완성 능력 향상 등의 심미적 측면의 효과성에 대한 인식을 긍정적으로 변화시키는 데에는 제한점이 있었다. 또한 상상하기, 주제정하기, 표현하기의 어려움이 해소되지 못했을 뿐만 아니라 협동기술에 관한 몇 가지 단점도 지적되었다.

Keywords

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