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초등 원예-과학 통합 프로그램이 초등학교 6학년의 과학능력, 정서조절에 미치는 영향 |
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정순진(Sun Jin Jeong), 이상미(Sangmi Lee), 송윤진(Yun Jin Song), 김정숙(Jeong Suk Kim), 이재욱(Jae Wook Lee), 문지혜(Ji Hye Moon), 곽혜란(Hye Ran Kwack), 이은영(Eun Young Lee) |
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| Abstract |
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This study has a purpose to research how the horticulture-science integrated program, which has been developed to focus on growing crops, effects on science ability, learning accomplishment, and emotional regulation for elementary school student. To achieve the purpose, the horticulture-science integrated program was provided for total 12 times, one hour ten minutes each from 12:50 to 2:00 pm every week, through the discretionary activity time from April 8 to June 24 2011. The experimental group was sixth grade one class of Y elementary school located in Seoul, and control group was sixth grade other class in the same school. The program which applied in this research was integrated by the scientific exploration of elementary school science curriculum and horticultural activities and it carried out with individual and group activities in both indoor and outdoor. To measure the ability of science, we investigated scientific attitude and scientific inquiry competence before and after the survey. For the evaluation of the emotional regulation, we used emotional regulation tool with self-reported type before and after running the program respectively. The total scores for scientific inquiry competence for experimental group and control group were increased before and after running the program. But only experimental group showed a statistically significant difference. Scientific attitude scores in the experimental group were significantly higher post-cooperativity and the control group showed a significant decrease in patience. Self emotional regulation scores increased significantly in the experimental group, whereas another emotional regulation scores decreased significantly in the control group. |
| KeyWords:
Children, Horticultural activity, Plants, Subject |
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