Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Analysis of Relationships of Scientific Communication Skills, Science Process Skills, Logical Thinking Skills, and Academic Achievement Level of Elementary School Students

초등학생의 과학적 의사소통능력과 과학 탐구능력, 논리적 사고력, 학업 성취도 수준과의 관계 분석

  • Received : 2014.08.19
  • Accepted : 2014.10.31
  • Published : 2014.10.31
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to acquire teaching insights for improving scientific literacy by analyzing the effects of scientific communication skills, science process skills, and logical thinking skills of elementary school students on academic achievement level. The participants are 64, sixth grade elementary school students. Survey materials include the results of Scientific Communication Skill Test (SCST), Test of Science Process Skills (TSPS), Group Assessment of Logical Thinking (GALT), multiple choice test & short answer test, descriptive answer test on science, and academic achievement level test on all subjects. Based on these data, the study analyzed the relationships of science process skills, logical thinking skills, and scientific communication skills, and each category's effect on academic achievement level. Furthermore, under the assumption that scientific communication skills are affected by science process skills and logical thinking skills and directly influence the academic level, the research discovered three types of correlations as a structural model. The results show that there are considerable correlations in scientific communication skills, science process skills, and logical thinking skills. Also, these three abilities have meaningful correlations with learner's writing and descriptive question level on science curriculum and overall academic achievement level; the level of correlation differ a bit by subcategory factors. In conclusion, setting the model, science process skills and logical thinking skills influence scientific communication skill, and the skill directly influences the learner's academic level. Further analysis of the results show that scientific communication skill influences the academic achievement level of all subjects the most.

이 연구는 초등학생들의 과학적 의사소통능력, 과학 탐구능력, 논리적 사고력이 학업성취도 수준에 미치는 영향을 분석하여, 과학적 소양 함양을 위한 교육에 시사점을 얻고자 하였다. 초등학교 6학년 학생 64명을 대상으로 과학적 의사소통능력 검사(SCST), 과학 탐구능력 검사(TSPS), 논리적 사고력 검사(GALT)를 실시하였으며, 과학교과지필 평가와 과학교과 서술형 평가, 전체교과의 학업성취도 평가를 통해 자료를 수집하였다. 이러한 자료를 바탕으로 과학 탐구능력과 논리적 사고력, 과학적 의사소통능력의 상호간의 상관관계를 분석하고, 각각의 능력의 하위 요소별로 학업 성취도와의 영향을 분석하였다. 그리고 과학 탐구능력과 논리적 사고력이 영향을 주고 있는 과학적 의사소통능력이 학업성취수준에 직접적인 영향을 미친다는 가정아래세 가지 유형의 성취도평가와의 상관관계를 구조적인 모형으로 분석하였다. 연구 결과 과학적 의사소통능력과 과학 탐구능력, 논리적 사고력은 서로 높은 상관관계를 가지고 있었다. 그리고 이 세 능력은 학습자의 과학교과 지필, 과학교과 서술형, 전체교과 학업 성취도 수준와도 유의미한 상관관계를 가졌으며, 하위 요소별로 그 상관정도는 조금씩 다르게 나타났다. 마지막으로 과학 탐구능력과 논리적 사고력이 과학적 의사소통능력에 영향을 주고 과학적 의사소통능력이 학습자의 학업성취도 수준에 직접적인 영향을 끼친다는 모형을 설정하여 분석한 결과, 과학적 의사소통능력이 전체 교과에 대한 학업 성취도 수준에 가장 크게 영향을 주고 있었다.

Keywords

References

  1. Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82(4), 417-436. https://doi.org/10.1002/(SICI)1098-237X(199807)82:4<417::AID-SCE1>3.0.CO;2-E
  2. Akerson, V. L., & Hanuscin, D. L. (2007). Teaching nature of science through inquiry: Results of a 3-year professional development program. Journal of Research in Science Teaching, 44(5), 653-680. https://doi.org/10.1002/tea.20159
  3. Bang, M. (2010). The effects of explicit instruction about nature of science by elementary school student's cognitive level. (Master's thesis). Korea National University of Education.
  4. Choi, W., Choi, B., & Lee, W. (1985). A study on the formation of middle and high school students' logical thinking skills I. Journal of the Korea Association for Science Education, 5(1), 1-9.
  5. Gagne, R. (1965). The psychological bases of science - a process approach. Washington, DC: American Association for the Advancement of Science.
  6. Garvey, W. D., & Griffith, B. C. (1972). Communication and information processing within scientific disciplines: Empirical findings for psychology. Information storage and retrieval, 8(3), 123-136. https://doi.org/10.1016/0020-0271(72)90041-1
  7. Go, Y., & Yeo, S. (2011). Comparison of problem finding ability, creative thinking ability, creative tendency, science process skill between the scientifically gifted and general students. Journal of Korea Elementary Science Education, 30(4), 624-633.
  8. Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29(11), 1347-1362. https://doi.org/10.1080/09500690601007549
  9. Jeon, S. (2013). Development of scientific communication skills test for elementary school students. (Doctoral dissertation). Korea National University of Education.
  10. Jeon, S. (2014). A comparison analysis of scientific communication skills between gifted students and general students. Journal of gifted/Talented Education, 24(1), 149-164. https://doi.org/10.9722/JGTE.2014.24.1.149
  11. Kang, C. (2012). Understanding of the concepts of science based on the 6th grader' levels of logical thinking in elementary schools. (Master's thesis). Korea National University of Education.
  12. Kang, S., & Woo, J. (1995). A study on the cognitive levels and the science process skills based on the cognitive styles. Journal of the Korea Association for Science Education, 15(4), 404-416.
  13. Keys, C. W. (1999). Revitalizing instruction in scientific genres: Connecting knowledge production with writing to learn in science. Science Education, 83(2), 115-130. https://doi.org/10.1002/(SICI)1098-237X(199903)83:2<115::AID-SCE2>3.0.CO;2-Q
  14. Kim, H. (1990). The relationship between the level of the development of scientific thinking and the degree of the understanding of physical concepts: Dealing with the third year middle school student. (Master's thesis). Ewha Womans University.
  15. Kim, K. (1999). A descriptive study on full and short version GALT. (Master's thesis). Korea National University of Education.
  16. Kim, Y., & Kim, S. (2009). A meta-analysis on the logical thinking ability of korean middle-school students: Meta-analysis of the researches between 1980 and 2000. Journal of the Korea Association for Science Education, 29(4), 437-499.
  17. Kim, Y., & Lee, S. (2001). A study on the relationship between logical thinking level and achievement in enrichment physics of school science high achievers. Journal of the Korea Association for Science Education, 21(4), 677-688.
  18. Koelsche, C. L. (1965). Scientific literacy as related to the media of mass communication. School Science and Mathematics, 65(8), 719-725. https://doi.org/10.1111/j.1949-8594.1965.tb13564.x
  19. Koh, S.-O. (1989). The relationship between the level of the development of scientific thinking and the degree of the understanding of physical concepts: Dealing with the third year middle school students. (Master's thesis). Ewha Womans University.
  20. Kwon, D., & Kwon, S. (2000). Elementary school students' conceptions of buoyance related with cognitive levels. Journal of Korea Elementary Science Education, 19(1), 131-143.
  21. Kwon, J.-S., & Kim, B.-K. (1994). The development of an Instrument for the measurement of science process skills of the korea elementary and middle school students. Journal of the Korea Association for Science Education, 14(3), 251-264.
  22. Lee, J., & Kim, B.-K. (1996). Structural analysis among science achievement, science process skills and affective perception toward science of high school students. Journal of the Korea Association for Science Education, 16(3), 249-259.
  23. Lee, M. (2007). An analysis 6th grade students cognitive development stage and understanding of data expressions. (Master's thesis). Korea National University of Education.
  24. Lee, Y. (1991). The study of relationship between the logical thinking patterns and physics academic achievement of junior students in high school. (Master's thesis). Ewha Womans University.
  25. Lemke, J. L. (1990). Talking science: Language, learning, and values. Ablex Publishing Corporation, 355 Chestnut Street, Norwood, NJ 07648 (hardback: ISBN-0-89391-565-3; paperback: ISBN-0-89391-566-1)..
  26. Ministry of Education, Science, and Technology. (2011). Science Education Curriculum. Ministry of Education, Science, and Technology.
  27. Okey, J. R. (1972). Goals for the high school science curriculum. NASSP Bulletin, 56(360), 57-68.
  28. Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of research in science teaching, 41(10), 994-1020. https://doi.org/10.1002/tea.20035
  29. Osborne, J. (2007). Science education for the twenty first century. Eurasia Journal of Mathematics, Science & Technology Education, 3(3), 173-184. https://doi.org/10.12973/ejmste/75396
  30. Padilla, M. J., Okey J. R., & Dillashaw F. G.(1981). The relationship between science process skill and formal thinking abilities. A Paper Presented at the National Association for Research in Science Teaching Annual Meeting. ERIC NO. ED 201 488.
  31. Soh, W.-J., & Woo, J.-O. (1994). A comparative study of the logical thinking skills and integrated process skills of junior high school students in Korea and Japan. Journal of the Korea Association for Science Education, 14(3), 312-320.
  32. Witkin, H. A. (1973). The Role of Cognitive Style in Academic Performance and in Teacher-Student Relations. Research Bullentin, Educational Testing Service, Princeton, NJ, 73-101.
  33. Yore, L., Bisanz, G. L., & Hand, B. M. (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25(6), 689-725. https://doi.org/10.1080/09500690305018

Cited by

  1. The Analysis of Relationship between Science Contents and Cognitive Domain of Students in Elementary Schools Through Multiple Choice items of TIMSS 2011 vol.35, pp.3, 2015, https://doi.org/10.14697/jkase.2015.35.3.0487
  2. The Process of Group Writing and Processes Factor vol.35, pp.4, 2015, https://doi.org/10.14697/jkase.2015.35.4.0585
  3. The Effects of Humanistic Knowledge and Emotional Intelligence on Communication Skills of Nurses vol.22, pp.3, 2016, https://doi.org/10.5977/jkasne.2016.22.3.264
  4. The Analysis of Inquiry Activity in the Material Domain of the Elementary Science Textbook by Science and Engineering Practices vol.35, pp.2, 2016, https://doi.org/10.15267/keses.2016.35.2.181
  5. 고등학생의 인식론적 신념, 메타인지 및 과학 탐구 능력과 과학 학업성취도의 구조적 관계 분석 vol.35, pp.6, 2014, https://doi.org/10.14697/jkase.2015.35.6.0931
  6. 중학생이 지각한 부모의 긍정적 양육 태도·과학 태도 및 과학 탐구 능력과 과학 학업 성취도의 구조적 관계 분석 vol.37, pp.4, 2017, https://doi.org/10.14697/jkase.2017.37.4.669
  7. UNDERGRADUATE STUDENTS’ SCIENCE PROCESS SKILLS IN TERMS OF SOME VARIABLES: A PERSPECTIVE FROM INDONESIA vol.17, pp.5, 2014, https://doi.org/10.33225/jbse/18.17.751
  8. 청취유형과 학습전략에 따른 광합성 개념의 과학성취도 차이 분석 vol.42, pp.3, 2014, https://doi.org/10.21796/jse.2018.42.3.273
  9. Pupils’ Summative Assessments in Mathematics as Dependent on Selected Factors vol.17, pp.8, 2021, https://doi.org/10.29333/ejmste/11112