Mi-Ae Cho and Seong-Bae Moon*

Transcription

1 Journal of the Korean Chemical Society 2006, Vol. 50, No. 6 Printed in the Republic of Korea yw xw v w k w k e w Á * w w yw ( ) Application Effects of Out-of-class Chemical Experience Learning ProgramsG on Scientific Process Skills and Science-Related Attitude for Middle School Students Mi-Ae Cho and Seong-Bae Moon* Dongju Middle School Department of Chemistry Education, Pusan National University, Pusan , Korea (Received September 11, 2006). yw xw v w w k w k e w. yw xw v yw, ù w w y w yw x w x wš y xw ey yw x. yw xw v y mw x ù y w. D w 3w w w x ù x yw xw v ƒ jš m. w k w k y wš yw xw v w w., ey yw x w w k w k w g. w w 70% yw xw v w w, ƒ. : yw xw v, ey yw x ABSTRACT. The purpose of this work was to study the applied effects of out-of-class Chemical Experience Learning (CEL) Programs on scientific process skills and science-related attitude for middle school students. The out-ofclass CEL Programs which were developed to make the funny out-of-class chemistry and the exciting science class', included the nature-friendly chemical experiments suitable for natural environment and composed of real lifecentered experiences. The out-of-class CEL programs were applied to natural environment through all-day improvement activity. The science club students in D middle school in Busan were selected as the objects of the study consisting of one experiment group and one control group. The out-of-class CEL programs were applied to the experiment group and traditional class method was applied to the control group. The change of scientific process skills and science-related attitudes between two groups were compared and analyzed. And students reaction on the out-ofclass CEL programs was investigated. As a result, out-of-class nature-friendly chemical experiments were improved 506

2 yw xw v w k w k e w 507 scientific process skills and science-related attitudes of middle school students. Also, more than 70% of students in the experimental group gave positive feedbacks to the out-of-class CEL programs and increased attention, interest, and degree of self-participation in science. Keywords: Out-of-class Chemical Experience Learning (CEL) Programs, Nature-friendly Chemical Experiment 7 w w l 2z y š 5 w w x š z»» w xw ú ƒ š. 1 w l 2z m { y xw»z ƒ x mw ü y z y z ù ü y wš. 2 w ù x x ù y w y» wš w l w w w xw š. 3 q w xw w» y z x m w w w w STS(Science, Technology & Society, w» z), y w wwš w 4,5 ƒ w w 7 w t w š. w w xw w 6 w y w w w w, w 7 y x w w» z mw w k w jš, šw 8 w,» x t 9 w k x mw wš y v w. x š w xw ù x x y ww. p m { y w w xw w ¾ z w w w x v š ƒ w l y r xw g ƒ w xw w wš. ù š w xw v w xw w k k ƒ w w xw v ( w x, wm, w ), w y 10 w x 11,12 w w x 13 w š. w w k v y, w, ƒ ƒ w y( w y k k ) y(y» w», tx, wk w )ƒ ù w. w w y w l ww š STS w w y w ƒ y w š. 14,15,16 ù x w x m w z» w w y w y y y w y w y x y x w z ƒe» ƒwš w w y w v ƒ. w xw y y y w wš 7 t w w yw xw v w w v z w. yw w w., yw xw v w w k w j z ƒ?, yw xw v w w 2006, Vol. 50, No. 6

3 508 Á k w j z ƒ?, yw xw v w w wƒ? Ÿ D w 3w w w 76 w. D w w y 4 ƒ š 2 ( w x, w y k ) 38 x, ù 2 ( w x, w k ) 38 w w. yw xw v p ü yw xw v y w yw x w x wš y x w ey yw x. yw xw v 7 š w w, š,, q, yw x w ƒ 1 4 w š ƒ 3-4 yw xy swwš. 4 yw xw v yw Table 1. ey yw xw v ƒ p yw x w w x œw,,,,», m j š w w w. ey yw xy ü mw w w» Table 2. d 7 w» w»» w w k w w» wš, w k»» w wš. mw w k w k w w š. yw xw v w w k w k e w» w v z w k w k w š, z» sƒ w w w. w k w k sƒw» w Table 1. Theme of out-of-class CEL programs Natural environment Mountain Sea Field Theme for CEL program color of plant seawater hot-air balloon property of water Related Unit in textbook (school-grade) acid and base(e-5, H-10) separation of mixture(e-4, M-8) chemical bonding(h**) making solution(e-5, M-8) property of matter(m-8) making crystal(e-5) separation of mixture(e-4, M-8) change of state(e-4, M-7) temp.-volume relation(e-4, M-7) property of gas(e-6, M-8) motion of molecules(m-7) air(h*) property of liquid(e-5, M-8) water(h*) River separation of mixture(e-4, M-8) H * : Chemistry I textbook, H ** : Chemistry II textbook Chemical concept indicator extraction chromatography dyeing % concentration boiling point crystal structure distillation vaporization, liquefaction Charles s law density of gas motion of molecules property of air solubility in water surface tension capillary phenomenon filtration Journal of the Korean Chemical Society

4 Table 2. Construction of out-of-class CEL programs Themes for CEL program color of plant seawater hot-air balloon property of water yw xw v w k w k e w 509 Activities Induced science skills A. Magic solution for changing color. acquisitive skill B. Beautiful rainbow pies. organizational skill C. Let s paint a picture using the color of plant? manipulative skill D. The only one handkerchief in the whole world. creative skill A. How salty is seawater? acquisitive skill B. Why does seawater boil at higher temperature than water? organizational skill C. What is the shape of salt crystal? manipulative skill D. Survival in desert island! creative skill A. Let s make a simple hot-air balloon. creative skill B. How much is density affected by temperature? acquisitive skill C. The hotter the gas, the faster the molecules move! organizational skill A. Does boat move without fuel? manipulative skill B. Scoop water with a net, yap! acquisitive skill C. How does water come up to the top of the tree? organizational skill D. Lets make a water purifier by pet bottles! creative skill» w,» sƒ w n w. yw xw v y mw w. w k w k d «w w k 17 TSPS(Test of Science Process Skills) w. TSPS w w» w k,, d,,» k 5 y, w, m, ƒ, y mw k 5. w k (TSPS) d 40 š 10 4 x 3 w 30 w, w 1, 0 wš 30 w. w Cronbach s Alpha 0.74 š, w Cronbach s Alpha w k w k d ½zû w ƒ w p sƒ 18 Fraserƒ w TOSRA 19 (Test of Science-Related Attitudes) š ƒ r w w. w k,, ƒe w w k w k w 30 w w. ½zû w k 48 w w w k, 11 w w, w k 14 w w. TOSRA w k 70 w ƒe w w w 5 w w. w ƒ 3 w w w w w š wš w œ 2 3, 5 l k. ( w, w, w, STS w ) ù š, ( w, ww, w y, w w w ) w. ƒe ( w, w, w, z, w ƒ e) ù š w k w (y»,, q, x,, ñ», ) ù. w k sƒ ƒ w 5 fp sƒw s w 5, 4, 3, 2, 1 wš w 1, 2, 3, 4, 5 ã w. w w k Cronbach s Alpha 0.83 š w k Cronbach's Alpha 2006, Vol. 50, No. 6

5 510 Á 0.87 ù w w k w Cronbach s Alpha yw xw w w yw xw v w w ½ š w ƒ w» sƒ w. sƒ w yw xw w w d (, ) 2 w yw x v ü d ( x, x y ù ) 2 w yw x v y d ( x, y ƒ ) 2 w 6 w w yw x.» sƒ ƒ w 5 fp w w œ 2 3, 5 l k. yw xw v e z x w œw w w w Cronbach s Alpha yw xw v l z 7z e y mw, yw xw, z w. 4, z y óù 12 yw xw 1z m 4 e y mw. y w x w yw x y wš y v w. y, w yw xy wš x w, y x w w yw x w. ey yw xy mw w w, m mw w k w w š x mw w w» w. yw xw v z» w x w, x t w j y w. x yw x ù ƒ x x, x w,,», 4 v w. x yw xw v w y w, w (Àm, v p», ) w š, yw x x w w, ³ y x» w. yw» w x t w w w z x (k p) w» x w. y ƒ v Table 2 4ƒ y. v z w k w k x w š, yw xw w w yw xw w x w. w yw x óù z w w x k p mw x w k m w. x w k w k, yw xw w w spss 10.0 w w, s³ m w, t- œ w. w k x w k, Table 3 w k Table 3. Independent-Samples t-test summary table of Pre-test TSPS scores Test Group No. of Students Mean Std. deviation t P Control Pre-test Experimental Journal of the Korean Chemical Society

6 yw xw v w k w k e w 511 Table 4. ANCOVA summary table for students TSPS scores Test Group No. of Students Mean Std. deviation Adj. Mean Std. Error F-value P Post-test Control Experimental * * p<0.05 Table 5. ANCOVA summary table for the subordinate domains scores of TSPS Domains Group No. of Students Mean Std. deviation Corre. Mean Std. Error F-value P Observing Classifying Measuring Inferring Prediction Transferring Data Interpreting Data Formulating Hypotheses Controlling Variables Generalizing * p<0.05 s³ ƒ 18.26, ùkû, t- w m w ƒ. k œ (covariate) w z g œ (ANCOVA) w. œ w w Table 4 x w k s³ ƒ m w ùkû (F=57.25, p<.05). w yw xw v w w k w z. y wk 20 ù STS w w k e 15 ù w. w k w» 2006, Vol. 50, No. 6 Control Experimental Control Experimental Control Experimental Control Experimental Control Experimental Control Experimental Control Experimental Control Experimental Control Experimental Control Experimental * * * * * * * * * ƒw x w 7z y y mw w k y w š» w k y w k w. w w k w 10ƒ k w œ w Table 5. x ƒ w w s³ ƒ m w ùkû. ƒ w x s³ w. yw x w v xy ƒ y w ƒ ƒ w k k w w.

7 512 Á Table 6. Independent-Samples t-test summary table of Pre-test Science-related attitudes scores Test Group No. of Students Mean Std. deviation t P Control Pre-test Experimental »»,» ƒ w d» d š» œ» d š x. yw xw v w w k 10ƒ k»,, d,,, y, w, m, y w z. w k x w k, Table 6 w k s³ ƒ 3.52, 3.52 ùkû, t- w m w ƒ. œ w w k œ w Table 7 x w k s³ ƒ m w ùkû (F=16.40, p<.05). w yw xw v w w k w z. y wk, 20» k y k, 12 STS w w w k e 14 ù w, ƒw x w 7z e y w y w k w. w w k w,, ƒe, w k w œ w Table 8. x ƒ e w w s³ ƒ m w ù kû. ƒe w x s³ w. w w w w, w z» w w z (y )ƒ Table 7. ANCOVA summary table for students scores of Science-related attitudes Test Group No. of Students Mean Std. deviation Adj. Mean Std. Error F-value P Post-test Control Experimental * *p<0.05 Table 8. ANCOVA summary table for the subordinate domains scores of Science-related attitudes Domains Group No. of Students Mean Std. deviation Corre. Mean Std. Error F-value P cognition Control Experimental * interesting Control Experimental * worth Control Experimental scientificattitude Control Experimental * * p<0.05 Journal of the Korean Chemical Society

8 2006, Vol. 50, No. 6 yw xw v w k w k e w 513 Table 9. Responses of the experimental groups about CEL (N=38) Domains Mean Std. deviation Interests about CEL programs Degree of Self-participation Suitability for materials *Degree of difficulty at CEL Need of continuous CEL Application of real life Total 3.60» w w w ƒe y ƒ w» w ƒe w w ƒ ùkù w w. yw xw v w w k,, w k w z. yw xw v w w w xw v w w, 5 w xw ù w w s³ % ùkþ ù w w 70%~74.8%. xw ù ƒ û y yw xw w ùký ù. e xw ù yw xw v w sw g ù s³ g. ƒ w s³ t r Table 9. yw xw v w w, xw w, ƒ **.685 ùkû, xw ƒ **.447 w š ( ** p<.01). y w y», xw y š, œ w z xw w»z œw š. yw xw v w w wš ùkû. y yw, y w w w yw xw v w w k w k y e w. w yw xw v z w k w k yw xw v w., yw xw v w w k w j z ƒ. w yw xw v mw w š w»zƒ œ x y wì w k ƒ w w j w öe w. w w k w yw xw w ö. y y w w y w xw v w k w w g w w š, m y w g w y y w w w ùkû., yw xw v w w k w j z ƒ. w k yƒ j w yw xw mw w» z wì š w š x mw y w w wš. w yw xw w ö yw x y w w z yw xw v š., w 70% yw x w v wš. yw x w v w w ƒ xy w xw ƒ ùkû w

9 514 Á x mw w -w v w w. w yw xw y y w yw x, yw, w w w ƒ w. yw xw v y ƒ š w xy mw w yw, ³e k w ùƒš y w w j 7 w t w. w p y, m { mw yw xw v y w w k w w k w w y. x 1. w r. w x š ù; 21:, (2001). w 5 ü; :, w r. w x ; 21:, STS w ; w :, x. w-» - z w ; w :, w w w ; ( ) w :, œ wk mw w w k y w. w w w y. ww ƒ w w k w k e w. w w w û w x, k, w. w w ,,,. w w wz, 2005, 25(7), ½,, ½. w w wz. 2005, 25(7), w w wz, 2006, 26(1), Ÿ. w p y v. x w;, ,,. w wz, 1994, 22(2), , ½., 1995, 13(1), Yager, R. E. Science/Technology/Society as reform in science education; State University of New York Press: Albany, NY, «, ½». w w wz, 1994, 14(3), ½zû, y,. w w wz, 1998, 18(3), Fraser, B. J. Science Education, 1978, 62(4), ½, ½. w w wz. 2005, 25(7), ,. w w wz, 1998, 17(2), Journal of the Korean Chemical Society