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과학 놀이 활동이 정신지체 학생의 과학적 문제해결력에 미치는 효과

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Author(s)
김현주
Issued Date
2011
Abstract
ABSTRACT


The Effect of the Science Play Activity on the Scientific Problem Solving for the Mental Retarded Students


Kim, Hyeon-ju
Advisor : prof. Joung-youn Kim
Major in special Education
Graduate School of Education, chosun University




In the various and rapid changing modern society, it is very important of the education about the scientific attitude and science exploring ability for solving the presented problem effectively. Especially, for the positive cope with the various social state, the problem solving is more demanding to suggest and apply after recognizing the generated problem and surveying. It is desirable to offer various science activity to solve the problem through the acknowledged conflict in the daily life of the students for the improving the problem solving of the students.
Thus, it is surveyed the effect of the science play activity reconstructed of considering the general characteristics of the mentally retarded student on the scientific problem solving of the mentally retarded students. The followings are the concrete study projects.
Firstly, how the science play activity effect on the discovering and description of the problem of the mentally retarded students?
Secondly, how the science play activity effect on the idea proposal and application of the problem solving of the mentally retarded students?
Thirdly, how the science play activity effect on the making conclusion of the problem solving of the mentally retarded students?

This study was composed of the two objects as the experimental group and comparison group, thirty two persons who were similar in the age, intelligent quotient, and tool use ability in the special school located in S city. It objected the student of age 15~20 excluding the over-aged (over twenty) students among the presently middle and high school, and there were no multi-cultural family students.
The verification result(t) the value of two groups, SA and SQ was not different in statistic. The magnitude effect of study design was science play activity, and the magnitude effect of the experiment object was composed of the experimental group and comparison group of the mentally retarded students. The dependent variables was designed from the science problem solving to before and after examination. Th e low requisite of the science problem solving had the three levels such as the discovering and description of the problem, conclusion and application.
The testing tool used for this scientific problem solving was based on the test by Tegano, Sawyers, and Moran and used the supplemented examination test by An Jung Sook, Jang Kyung Hye, Mun Eun Ja. With observing the problem solving for each student given the set of the experimental activity task examiner graded by writing on the observation paper immediately. The low steps were the four step rating scales which was converted the scores from zero to three.
The science play activity used in this study was derived among the contents of the seventh special education curriculum for science, and reconstructed for the participation positively of the mentally retarded students by referenced the material of related thesis. Reconstructed science play activity was reexamined by two field teachers, and was revised and supplemented through the advise of special education majored experts. The researcher examined in person for five days from the twenty first day of March to the twenty fifth day of March, and performed the science play activity for forty minutes per unit from the fifth week of May to the first week of July. One piece a week was applied for fifteen weeks, and the activity style was by a small group composed of four or five people. Hereafter examination was performed individually between the fifteenth day of July to the eleventh day of July.
The conclusion of this study as following. Firstly, play activity affected positively on the discovering and description of the problem for the mentally retarded students. It also affected positively on the low area such as attention to the problem displaying of the teacher, interesting degree of the problem, the description of the problem with own speaking.
Secondly, science play activity affected positively on the idea suggestion and application of the problem solving for the mentally retarded students. It effected positively on the idea suggestion as the low area, but not on the application.
Thirdly, science play activity did not affect positively on the making the conclusion of the problem solving for the mentally retarded students.
The followings are suggested hereafter study based on these results.
Firstly, based on the effect of the science play activity on the problem solving improvement for the mentally retarded students, it is necessary to develop the various science play activities for applying in the practical field.
Secondly, the survey tried to discover the experimental effect by the quantity analysis. It is necessary to study of discovering the characteristics in the process of the science activity of the mentally retarded students in further systematic qualitative analysis.
Thirdly, in this study, it is surveyed the effect of the science activity through the science play activity on the scientific problem solving of the mentally retarded students. Besides, the curiosity in the activity process, predict, observation, separation, measurement, the process of the discussion as the scientific process skill was accomplished, and the mutual interaction was actively performed. Thus, it is necessary in the hereafter study to analyse systematically the effect of the scientific process skill and the science activity through the science play activity in various perspectives.
Alternative Title
The Effect of the Science Play Activity on the Scientific Problem Solving for the Mental Retarded Students
Alternative Author(s)
Kim, Hyeon-ju
Affiliation
조선대학교 대학원
Department
교육대학원 특수교육
Advisor
김정연
Awarded Date
2012. 2
Table Of Contents
목 차

표목차 ⅲ
ABSTRACT ⅵ

Ⅰ. 서론 1
1. 연구의 필요성 1
2. 연구문제 3
3. 용어의 정의 4

Ⅱ. 이론적 배경 5
1. 과학 놀이 활동 5
1) 과학과 탐구활동 5
2) 활동중심 접근방법 6
3) 과학 놀이 활동 6
2. 정신지체 학생의 과학교육 7
1) 과학교육의 필요성 7
2) 기본교육과정에서의 과학 8
3) 인지발달 가능성을 고려한 과학교과 접근방법 10
4) 과학교과 교육의 목표 12
5) 정신지체학생의 과학과 교수학습 방법 13
6) 과학과 교육의 교수-학습 방법의 적용 14
7) 지도 유의사항 17
3. 과학적 문제해결력 17
1) 과학적 문제해결력 및 특성 17
2) 과학적 문제해결과정 및 지도방법 19
4. 선행연구 고찰 20

Ⅲ. 연구방법 22
1. 연구대상 22
2. 연구설계 22
3. 연구도구 23
1) 문제해결력 검사 23
(1) 검사도구의 구성 23
(2) 검사방법 24
4. 연구절차 27
1) 과학 놀이 활동 선정 27
2) 사전 검사 29
3) 프로그램 적용 29
4) 사후 검사 29
5. 자료처리 29

Ⅳ. 결과 및 해석 31
1. 과학 놀이 활동이 정신지체학생의 문제의 발견과 진술에 미치는 영향 31
1) 교사의 문제제시에 대한 주의집중 32
2) 문제에 대한 흥미도 33
3) 문제를 자신의 말로 설명하기 34
2. 과학 놀이 활동이 정신지체학생의 문제해결에 대한 아이디어 제안 및 적용에 미치는 영향 35
1) 자신의 아이디어를 제안하기 36
2) 적용해보기 37
3. 과학 놀이 활동이 정신지체학생의 문제해결에 대한 결론짓기에 미 치는 영향 38

Ⅴ. 논의 및 결론 40
1. 논의 40
2. 결론 41
3. 제언 42


참고문헌 43
부 록 46
Degree
Master
Publisher
조선대학교 대학원
Citation
김현주. (2011). 과학 놀이 활동이 정신지체 학생의 과학적 문제해결력에 미치는 효과
Type
Dissertation
URI
https://oak.chosun.ac.kr/handle/2020.oak/5351
http://chosun.dcollection.net/common/orgView/200000256631
Appears in Collections:
Education > Theses(Master)(교육대학원)
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