Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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The Influence of Time to Draw Students' Mental Models and Students' Field Dependence-Independence in Drawing in Relation to Learning with Multiple Representations

다중 표상 학습에 적용한 그리기에서 학생들의 정신 모형을 그리는 시기 및 장의존성.장독립성에 따른 효과

  • Published : 2006.04.30
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Abstract

This study investigated the influence of time to draw students' mental models and students' field dependence-independence on learning the particulate nature of matter with multiple representations. Seventh graders (N=295) at two middle schools were assigned to control, after-drawing, and before-drawing groups. The students learned "Boyle's Law" and "Charles's Law" for two class periods. Results revealed that the scores of a test on conceptual understanding for the two drawing groups were significantly higher than those for the control group. However, there was no significant interaction between the instruction and students' field dependence-independence in the scores of the test on conceptual understanding. In 'novelty' on a situational interest test, field independent students in the two drawing groups scored significantly higher than those in the control group. The scores for field independent students in each group were similar, while field dependent students in the before-drawing group scored lower than those in the control and after-drawing groups in 'attention demand' on the situational interest test. It was found that most students positively perceived after-drawing or before-drawing, but field independent students in the before-drawing group were more apprehensive about the activities than those in the after-drawing group.

이 연구에서는 물질의 입자성에 대한 다중 표상 학습에 그리기를 적용하는 전략에서 학생들의 정신 모형을 그리는 시기에 따른 교수 효과를 조사하였다. 또한 학생들의 장의존성 장독립성이 그 교수 효과에 미치는 영향도 조사하였다. 2개의 중학교 1학년 295명을 통제 집단, 후그리기 집단, 전그리기 집단으로 배치한 후, '보일의 법칙'과 '샤를의 법칙'에 대하여 2차시 동안 수업을 진행하였다. 연구 결과, 개념 이해도 검사에서 후그리기 집단과 전그리기 집단의 점수가 통제 집단보다 높았으며, 그 차이가 통계적으로 유의미하였다. 그러나 수업 처치와 장의존성 장독립성 사이의 상호작용 효과는 없었다. 상황 흥미 검사에서는 새로움 영역의 경우, 두 그리기 집단의 장독립적인 학생들의 점수가 통제 집단의 장독립적인 학생들의 점수보다 높았으며, 그 차이가 통계적으로 유의미하였다. 주의집중 요구 영역에서는 장독립적인 학생들의 경우 집단간 점수 차이가 유의미하지 않았으나, 장의존적인 학생들의 경우에는 전그리기 집단의 점수가 통제 집단과 후그리기 집단의 점수에 비해 낮은 경향이 있었다. 수업에 대한 인식 검사 결과에서는 대부분의 학생들이 후그리기와 전그리기에 대해 긍정적으로 인식하는 것으로 나타났다. 그러나 전그리기 집단의 장의존적인 학생들이 후그리기 집단의 장의존적인 학생들보다 부정적인 응답을 더 많이 하였다.

Keywords

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