과학실험 수업 전 자기 점검표, 동영상 제공이 과학적 태도,과학 자기효능감, 학업 성취도에 미치는 영향

Abstract

Objectives In this study, we examined whether self-checklists and videos provided in science experiment classes had an effect on science-scientific attitudes, self-efficacy, and academic achievement after class.
 Methods To this end, a test was conducted to measure science self-efficacy and scientific attitude targeting four classes of middle school in Gyeonggi-do. As a group of 4, the control class conducted general experiment classes, and as class treatment, only self-checklists were provided before the experiment classes, only videos were pro-vided, and both self-checklists and videos were provided. Before and after the class, science-related self-effi-cacy and scientific attitude questionnaires were administered to find out whether the pre-learning activities be-fore the science experiment class had an effect on scientific attitude and self-efficacy. In addition, formative evaluation was conducted to find out whether academic achievement increased after the science experiment class.
 Results In the case of scientific attitude and science self-efficacy, there was a significant difference between self-checklist only, video only, and self-checklist and video. While there was a significant difference between the general experiment class and the other three groups, the difference between the three groups excluding the gen-eral experiment class was not significant. Providing only one of the videos and self-checklists had a positive effect on scientific attitude and science self-efficacy compared to general experiment classes, but providing both did not have any more effect than providing either one. In the case of academic achievement, there was a significant difference from the general experiment class when only the self-checklist was provided.
 Conclusions The provision of self-checklists and videos before experimental classes had a positive effect on sci-entific attitudes and science self-efficacy. In terms of academic achievement, only the self-checklist group had a positive effect. This seems to have made the self-checklist a more active preparation activity than the video. I acquired knowledge by looking for textbooks and materials on my own, and this naturally led to a sense of science self-efficacy, and I believed that my grades would improve. This has had an impact on improving academic achievement.