Effects of a Teaching Strategies to Strengthen Scientific Explanations on Science Academic Achievement, Interest in Science, and Question Generation in Science Class

Abstract

The purpose of this study is to find out the effect of QCERR (question, claim, evidence, reason, result) strategic science classes using Google Earth on elementary school students’ academic achievement, interest in science, and question generation. It utilized research based on Google Earth by Blank et al (2016) and CER (claim, evidence, and reasoning), a scientific explanatory framework by McNeil & Krajcik (2012). QCERR was devised to reinforce scientific explanations by adding Question and Conclusion to this. To this end, it was conducted for 3rd graders at H Elementary School in G City, Gyeonggi-do. The results are as follows. First, the experimental group improved science achievement through the QCERR strategy using Google Earth, which showed a statistically significant difference. In addition, there was no statistically significant difference in science interest. Second, there was a statistically significant difference in the effect of QCERR strategic science classes using Google Earth on question generation ability.