Journal of Fisheries and Marine Sciences Education (수산해양교육연구)

The Korean Society for Fisheries and Marine Sciences Education (한국수산해양교육학회)
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The Effects of Science Classes Using Abductive Strategies Applied to Elementary School Students on Scientific Concept Understanding and Meta-cognition

귀추전략 과학수업이 초등학생의 과학적 개념 이해와 초인지에 미치는 영향

  • Received : 2016.06.21
  • Accepted : 2016.07.22
  • Published : 2016.08.31
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Abstract

The purpose of this study was to verify the effects of science classes using abductive strategies on the scientific concept understanding and meta-cognition. The subjects included two classes of sixth graders from K Elementary School in B Metropolitan City and they divided into two groups. Research group was composed of 21 students(10 boys, 11 girls) and comparative group was composed of 21 students(11 boys, 10 girls). In order to achieve aims of this study, proper contents to apply abductive strategies were selected from the first semester science curriculum for sixth graders. Also five-steps study papers were designed to elicit abductive reasoning. While the research group received 20 times of reframed science lessons using abductive strategies, the comparative group received common science lessons according to the teachers' manual. The results of this study are as follows. First, science classes using abductive strategies were effective for the scientific concept understanding. Also there were statistically significant differences between the research group and the comparative group in overall science sub-domain. In the process of hypothesis formulating, students tried to find out scientific causes thoroughly to present the optimal explanation and they concentrated on the analysis of each scientific concept. It is thought that this process contributed to better understanding in scientific concepts. Second, science classes using abductive strategies were effective for improving meta-cognition. There were statistically significant differences between the two groups and especially in monitoring that is one of sub-factors of meta-cognition. It indicates that hypothesis formulating process gave positive effect on meta-cognition by stimulating critical thinking and manifesting elaboration.

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References

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