Earticle

초록

영어

This study is aiming to structure progressive instructional strategy for development of constructivist-thinking into the beginning stage, developmental stage, and advanced stage, then organize multiple choice, completion, descriptive, and essay problems to be suitable for each stage of the strategy, and finally, to evaluate what effects this instructional strategy has on the students` academic achievements and enhancement of their scientific essay writing skills. The results of the study are as follows.
First, lessons applying the strategy for developing constructivist-thinking were more effective in enhancing student` academic achievement than the text book-oriented lecture type lessons. In changes in academic achievement, the test group, for both high and low levels, displayed a higher average than the control group, however, changes in the high level was not statistically significant and changes in the low level students were found to be statistically significant.
Second, scientific essay writing skills were found to be effective in all levels of the test group and the averages in both high and low groups of the test group were higher than those of the control group and were also found to be statistically significant.

목차

ABSTRACT
 Ⅰ. 서론
 Ⅱ. 연구 방법
  1. 연구 절차
  2. 연구 대상
  3. 검사도구
  4. 연구설계
  5. 수업처치
 Ⅲ. 연구 결과 및 논의
  1. 결과분석
  2. 논의
 Ⅳ. 결론 및 제언
 참고문헌

키워드

저자

• 김수진 [ Soo-Jin Kim | 부산대학교 ]
• 김찬기 [ Chan-Ki Kim | 부산대학교 ] Corresponding author
• 김상달 [ Sang-Dal Kim | 부산대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  대한지구과학교육학회지 [Journal of the Korean Society of Earth Science Education]

• 간기

  계간

• pISSN

  2005-5668

• eISSN

  2289-0386

• 수록기간

  2008~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 450 DDC 550