포트폴리오 평가 적용이 초등학생의 과학 탐구능력에 미치는 효과

서지정보

ㆍ발행기관 : 부산대학교 교육발전연구소 ㆍ수록지정보 : 교육연구 / 10권
ㆍ저자명 : 김석우, 박동성

목차

Ⅰ. 서 론
Ⅱ. 연구 방법
Ⅲ. 결과 및 논의
Ⅳ. 결론 및 제언
참고 문헌
Abstract

한국어 초록

오늘날 과학교육은 과학의 기본 개념과 그 개념의 체계를 이루어 가는 탐구 과정을 학습하여 미래 사회에 알맞게 적응할 수 있는 인간을 기르는 교육을 추구하고 있다. 과학교육의 목표는 일상생활에서 부딪히는 문제를 과학적으로 해결하는 능력을 기르며, 생활인으로서 필요한 과학적 탐구 활동을 통하여 과학의 기초적인 사실, 개념, 법칙의 이해, 과학적 사고력의 신장, 그리고 자신의 생각과 타인의 견해를 비교하여 바르게 판단하고 옳은 것을 받아들이려는 긍정적인 태도를 길러 주어야 한다고 본다.

영어 초록

The purpose of this research is to study the effects of using portfolio assessment on the science inquiry ability and to find out the differences depending on learning competence levels in elementary schools.
To do this, the detailed contents of the study were as follows;
First, are there any meaningful differences of science inquiry ability between the group assessed by portfolio and the conventional group in science classes of elementary schools? Second, based on learning competence levels, are there any differences of the application effects on science inquiry ability?
For this study, 6th grade classes at an elementary school in Pusan for 6 weeks, were selected as a control group(30 children) which were chosen as the highest equality to the experimental group by a previous test.
Through reviewing the previous researches, the most proper model of portfolio assessment was proposed and applied which was argued by Hill & Ruptic(1994), Suk-woo Kim(2000), Eun-kyung Sung(1999) and Han-moo Cho(1997). The test of science inquiry ability was implemented by the reconstructed 'test of science skill‘(Kwon & Kim(1994)). And then the results were verified by the t-test.
Therefore, the results of this study are summarized as follows. First, there is a meaningful difference statistically(p＜.001) in the portfolio assessed group from the conventional group, as well as, the portfolio assessment effects on the promotion of science inquiry ability in elementary school students.
Second, portfolio assessment had a significant effect on the abilities of reviewing, classifying, anticipating, material analyzing and generalizing which are subclasses of science inquiry ability(p＜.05). But it did not make a difference statistically in calculating ability and value control ability(p＜.05).control ability(p＜.05).
Third, depending on learning competence level, it also showed a meaningful difference on both high and low level students(p＜.05). Therefore the portfolio assessment gave an effect on every students' science inquiry ability regardless of their learning competence level.
Fourth, depending on the learning competence level, portfolio assessment also had an important effect on the subclasses of science inquiry ability on both high and low level students(p＜.05). Therefore, the portfolio assessment showed effects on the subclasses of science inquiry ability for every student regardless of their learning competence level. And it did not make a difference statistically in anticipating the ability of both high and low level students, however the average arose.
In conclusion, the application of portfolio evaluation as an instruction and an evaluation process would be very important to promote science inquiry ability. And this also would effect on high and low level students depending on their learning competence level.

참고 자료

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