상호작용을 강조한 중학교 과학영재 실험 설계 능력 향상 프로그램의 개발과 적용

Abstract

In this study, we developed and applied an ‘Experimental design ability improvement program emphasizing interactions’ that can help science gifted in performing experimental design. We examined the effect of the program and students’ perceptions of the program. For the purpose of this study, a new teaching and learning process emphasizing interactions was constructed by supplementing the existing teaching and learning process of hypothesis verification design. Refraction was selected as the class subject, considering the characteristics of gifted science students in middle school, and related experiments, learning activity sheets, and other learning materials were devised. The developed program was applied to 9 middle school science gifted students during 7 instructional hours. We investigated whether the program enhanced the experimental design abilities of science gifted by conducting DCT before and after the classes. They were asked to fill out a questionnaire after class to investigate their perceptions of the program. When the experimental design written by the students during class was analyzed, it was confirmed that the experiment plan was clearly refined after going through the process of modification and elaboration through feedback. From the students’ perception survey, they found that the program was interesting and useful. They perceived the level of difficulty as appropriate, and it was evaluated that communication in class was active. Most students found the activity of designing the experiment itself interesting and useful, and expressed the opinion that it gave them a deeper understanding of the experimental process.