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The purpose of this study is
to investigate how science class that appliesinfographics learning materials affects elementary students' interest in science. Toachieve that, this study applied nonequivalent group pre-test & post-test designmethod to eight fifth-grade classrooms in elementary school. This study developedinfographics learning materials which can be used for the section of '1. Temperatureand Heat' in the textbook of the 1st semester for fifth-grade elementary students,and used them in class. As a test tool, a science interest questionnaire was used. Thetest results were analyzed by t-test. According to independent two-sample t-test onexperimental group and comparative group, there were significant differences in theout-of-school science category of science interest. As for the pre-test and post-testof each group, the paired t-test revealed that although the group that took the scienceclass applying infographics learning materials showed an increase in science interest,there was no significant difference. However, there were significant differences in thesub categories of science interest: self-concept of science, out-of-school science,participation into future science, and importance of science. The results present thepoint that science class applying infographics learning materials affect elementarystudents' interest in science. Therefore, it is necessary to continue to study scienceeducation based on infographics learning materials   (ÀÌÇÏ »ý·«)

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