Abstract

This study investigated the effect of science class through social consensus on science exploration ability of 5th graders. The subjects of the study were 5th grade elementary school located in Jeollabuk-do and selected and conducted an experimental group and a control group. In order to ensure maximum homogeneity, a scientific inquiry ability test was conducted as a pretest to confirm that there was no difference between the two groups. The contents of the study were to find out the effect of science class through social consensus and applied it to students as a dissolution and solution unit in the 5th grade of elementary school. As a research method, after selecting an experimental group and a control group, a scientific investigation ability preliminary investigation was conducted. In the experimental group, a total of 10 classes were conducted on five topics that required social consensus, and in the control group, general classes were conducted and compared. As a result of the study, the method of deriving a scientific concept by consensus through a process of multiply analyzing solutions to the topics suggested by teachers and designing appropriate experiments and confirming the results positively affects scientific inquiry ability It was confirmed that it is crazy. In particular, it seems that the results of the relevant exploration ability showed a significant result because the course itself is a process of designing an experiment by setting the hypothesis itself, converting and interpreting data, and generalizing it.