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질문중심 하브루타 STEAM 프로그램이 과학탐구능력에 미치는 효과

#첨부 : 질문중심 하브루타 STEAM 프로그램이 과학탐구능력에 미치는 효과.pdf

저자 : 김민경

지도교수: 신영준

학위논문(석사)-- 경인교육대학교 교육전문대학원 : 융합교육 2016. 8 

연구 문제

첫째, 초등학교 5학년 질문중심 하브루타 STEAM(융합인재교육) 프로그
램을 개발하여 적용해 본 효과는 어떠한가?

둘째, 질문중심 하브루타 STEAM(융합인재교육) 프로그램이 초등학생의
과학탐구 능력에 미치는 효과는 어떠한가?

셋째, 질문중심 하브루타 STEAM(융합인재교육) 프로그램이 초등학생의
흥미와 수업단계 활동들의 효과는 어떻게 나타났는가?

용어 정리 : STEAM(융합인재교육)을 ‘과학, 기술, 공학, 예술, 수학의
과목 또는 내용을 통합하여 가르침으로써 과학기술에 대한 학생들의 흥미와
이해력을 높이고 창의적 문제 해결력을 기를 수 있는 융합교육’이라고 하였
다.

목차 

Ⅰ. 서론 ··········································································································· 1
1. 연구의 필요성 및 목적 ·························································································· 1
2. 연구 문제 ················································································································ 4
3. 용어의 정의 ············································································································ 5
4. 연구의 제한점 ········································································································ 6
11. 이론적 배경 ···························································································· 7
1. STEAM(융합인재교육)의 개념과 학습 활동 준거 ·············································· 7
2. 질문의 중요성과 유형 ···························································································· 9
3. 과학 수업에서의 토의·토론 학습 ········································································ 13
4. 하브루타 ················································································································ 14
5. 과학탐구 능력 ······································································································· 16
Ⅲ. 연구 방법 및 절차 ·············································································· 18
1. 연구절차 ················································································································ 18
2. 연구 대상 및 연구 기간 ······················································································ 20
-ⅰ-
3. 연구 설계 ·············································································································· 20
4. 질문중심 하브루타 STEAM 프로그램 개발·적용 ············································ 21
5. 측정 도구 및 자료 처리 ······················································································ 22
Ⅳ. 연구 결과 및 논의 ················································································· 24
1. 질문중심 하브루타 STEAM 프로그램 개발·적용 ············································ 24
2. 질문중심 하브루타 학습 전략 개발·적용 ·························································· 31
3. 과학탐구 능력 비교 ······························································································ 37
4. 기초탐구 능력 비교 ······························································································ 38
5. 통합탐구 능력 비교 ······························································································ 45
6. 질문중심 하브루타 STEAM 프로그램 인식 조사 ·············································· 51
Ⅴ. 결론 및 제언 ··························································································· 58
1. 결론 ······················································································································· 58
2. 제언 ······················································································································· 60
참고문헌 ·········································································································· 62
<부록 1> ········································································································· 66
<부록 2> ········································································································· 72
ABSTRACT ································································································ 74