본 연구에서는 비유를 활용한 수업모형이 초등학생의 과학 개념 학습에 미치는 효과를 알아보기 위하여, Glynn의 TWA (Teaching-With-Analogies)모형을 재구성하여 광합성 개념을 위한 식당비유를 사용하였다. 초등학교 5학년 두 학급의 아동 73명을 대상으로 하여 처치 이전에 Group Assessment of Logical Thinking 검사와 사전검사(선개념 검사)를 실시하고 처치 이후에는 사후검사(과학개념검사)와 비유수업 집단에게만 과학반응검사를 실시하였다. 두 독립표본 t검정을 실시한 결과 비유모형을 수업에 적용하였을 때 학생들의 광합성 개념학습과 과학적 반응이 긍정적인 효과를 나타내었다. 학생들이 올바른 과학적 개념을 습득하기 위해서는 학습자가 이전에 가지고 있는 선개념을 파악하여 과학수업에 활용하는 것이 유용하며, 비유물의 제한점에 유의하면서 다양한 비유물과 비유수업모형 프로그램을 개발하여 추상적인 과학개념을 보다 쉽게 이해하고 과학에 대한 재미와 흥미를 가지도록 돕는 것이 중요하다.

The purpose of this research was to examine the effects of Teaching-With-Analogies (TWA) model in elementary science classroom. The restaurant analogy was developed for the photosynthesis concept. Analogies identify the similarity in other conceptions and correspond by mapping what is familiar to as many students as possible. Analogies help students understand the scientific concept by relating to their preconceptions. Participants in the study were 5th grade students at elementary school in Seoul(N=73). The students were divided into two groups for implementation. In the experimental group, TWA model was used and in the control group, the ordinary lesson based on the 6th national science curriculum was used. Prior to the treatment, the GALT(Short Version Group Assessment of Logical Thinking) and the pretest were given. After the treatment, posttest concepts was performed to investigate the conceptual change. And scientific response test was only given to the experimental group. The results of this study indicated that the student had the misconceptions about the photosynthesis before the lesson, the instruction using TWA model was more effective than traditional methods of instruction. These suggested that the use of analogies can help overcoming misconception and learning the scientific concept.