DOI QR코드

DOI QR Code

The Effects of Formative Assessment Using Mobile Applications on Interest and Self-Directedness in Science Instruction

모바일을 활용한 형성평가가 과학수업의 흥미성과 자기주도성에 미치는 영향

  • Received : 2014.04.07
  • Accepted : 2014.05.19
  • Published : 2014.05.30

Abstract

This study investigates the effects of formative assessment utilizing mobile applications on interest and self-directedness in science instruction. The study subjects are two 6th grade classes from H elementary school located in Incheon, and the experimental group and the comparative group are composed of 21 students, respectively. The students from the experimental group have been taught with mobile devices while the comparative group has been taught in methods consistent with the current teaching standards. For the sake of research, the results of the method applied to the mobile device focus group have been edited using Google Drive Forms, entered as QR codes and stored in order for them to later be utilized for teaching and learning process. In the process, the teacher has provided the students with feedback based on their answers. The students of comparative group are to solve the same formative assessment in paper. As a result, the teacher of the mobile device focus group has been able to go through twenty-nine questions on formative assessment in the teaching and learning process, confirm the correct answers five times and provide feedback twenty-five times for additional explanation. In the inquiry about interest, the mobile device group scored 4.64 points and the standard one scored just 1.99 points (p<0.01). Fifteen students answered in the interview that and the major reason why they scored high has been because it was fun to study with mobile devices. When it comes to self-directedness over the process of teaching and learning, the mobile device focus group has answered positively but the standard group has scored relatively low (p<0.01).

본 연구는 과학과 교수-학습활동의 형성평가에 모바일기기를 활용하여 피드백을 하고, 그것이 교수-학습 활동 과정에서 나타나는 흥미성, 자기주도성에 미치는 영향을 알아보는 것에 목적을 두고 있다. 모바일기기를 활용한 형성평가는 문제의 제시와 더불어 즉시 집계가 가능한 기능을 가지고 있기 때문에 교수-학습 과정에 그 기능을 적용함으로써 나타나는 효과를 알아보기 위함이다. 연구대상으로는 인천광역시 H초등학교 6학년 학생을 실험집단(21명)과 비교집단(21명)으로 선정하였다. 각 연구 대상 학생들에게는 연구를 실시한다는 내용을 사전에 알리지 않고 수업을 진행하는 방법만 다른 정도로 인식하도록 하였다. 이 연구를 위해 실험집단에 활용한 방법은 구글드라이브의 통계기능을 이용해 형성평가 문항을 편집하여, QR코드로 제공한 후, 교수-학습 과정에 투입하여 실험집단 학생들에게 해결하도록 하였다. 답변한 내용을 구글드라이브의 프리젠테이션 기능을 활용하여 해당교수-학습 과정에서 학생들에게 그래프, 빈도수, 비율 등의 방법으로 제시한 후 정답 및 오답에 따라 교수자는 교수-학습 과정에서 피드백을 실시하였다. 반면에 비교집단은 동일한 형성평가 문항을 지면으로 제공하여 풀도록 하였다. 이 과정에서 비교집단의 학생들은 채점시간의 부족으로 해당수업시간에 피드백을 실시하지 못하고 다음 차시에 실시하게 되었다. 제공된 문제는 과학과 교사용지도서에 수록된 문항을 그대로 활용하였다. 총 11차시에 적용한 후 연구자가 참고하여 구안한 모바일-형성평가 준거표를 5점 척도로 제작하여 비교집단과 실험집단에 제공하였다. 그 결과 실험집단의 지도교사는 교수-학습 과정 중 형성평가 29문항을 진행하였고 그 중 정답확인 5회, 부연설명 24회의 피드백을 제공한 것으로 나타났다. 교수-학습 과정 중에서 학생들이 느끼는 흥미성에서도 실험집단이 비교 집단에 비해 흥미성의 정도가 높았다(p<0.01). 흥미가 높았던 주요인으로 "스마트폰을 가지고 수업하는 것이 즐거웠다."라고 실험집단의 다수(15명)가 응답하였다. 교수-학습 과정의 자기주도성에 대한 질문에서도 실험 집단은 비교 집단에 비해 집중, 교수학습 과정 반영, 학습자수업점검 등에 대해 긍정적인 반응을 보였다(p<0.01).

Keywords

References

  1. Black, P. J. (1999). Assessment, learning theories and testing systems. Learners, learning and assessment. Cambridge: Paul Champman Publishing.
  2. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
  3. Cho, J., & Hong, S. (1998). Operation of the quality assurance system of educational software (Business Report 98-7). Multimedia Education Support Center.
  4. Chung, B., & Lee, S. (1992). Factors of academic achievement. Seoul: Gyoyookchulpansa.
  5. Chung, H. (2009). Determinants influencing mobile-learning(m-Learning) for english learning. English 21, 22(2), 235-255.
  6. Coulby, C., Hennessey, S., Davies, N., & Fuller, R. (2009). The use of mobile technology for work-based assessment: The student experience. British Journal of Educational Technology, 42(2), 251-265.
  7. Davis, F. (1992). Perceived usefulness, perceived ease of use interface, and user acceptance of information technology. MIS Quarterly, 13(3), 319-40.
  8. Eom, J., Nam, J., & Choi, B. (2000). The characteristics of formative assessment in elementary school science teaching. Journal of Korean Elementary Science Education, 19(2), 83-92.
  9. Gayeski, D. (2002). Learning unplugged: Using mobile technologies for organizational training and performance improvement. New York, NY: AMACOM.
  10. Hwang, G., & Chang, H., (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computer & Education, 56(4), 1023-1031. https://doi.org/10.1016/j.compedu.2010.12.002
  11. Kim, M. (2003). Development and application of criteria for evaluating educational web sites. The Journal of Korean Association of Computer Education, 6(1), 41-54.
  12. Lee, H., Choi, G., & Nam, J. (2000). The effects of formative assessment with detailed feedback on students science achievement, attitude, and interaction between teacher and students. Journal of the Korean Association for Research in Science Education, 20(3), 479-490.
  13. Lee, S., Kwak, Y., & Jhun, I. (2006). Research Report CR 2006-24. Policy cooperative research for e-learning quality management certification. Korea Education and Research Information Service.
  14. Ministry of Education and Human Resources Development (2007). Digital textbooks commercialization plans(11/03/2007 Announcement).
  15. Moon, I., Kim, H., Kim, M., & Park, C. (2004). A system providing individualized feedback in formative evaluation. The Journal of Korean Association of Computer Education, 7(1), 89-96.
  16. Park, J., Chung, I., Nam, J., Choi, G., & Choi, B. (2006). Development and application of a teaching strategy with reinforced teacher-student interactions through questions and feedbacks in the middle school science class. Journal of the Korean Association for Research in Science Education, 26(2), 239-245.
  17. Park, S., & Hwang, Y. (2006). The development of blended project study program for elementary school media education. The Journal of Educational Information and Media, 12(3), 361-394.
  18. Park, Y. (2009). A study on teacher's practicing of formative assessment in social studies classroom of elementary school. Theory and Research in Citizenship Education, 41(4), 51-79.
  19. Roschelle, J., Sharples, M., & Chan, T. W. (2005). Introduction to the special issue on wireless and mobile technologies in education. Journal of Computer Assisted Learning, 21, 159-161. https://doi.org/10.1111/j.1365-2729.2005.00123.x
  20. Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. Gagne, & M, Scrven. (Eds). Perspectives on curriculum evaluation AERA monograph series on curriculum evaluation No, 1. Chicago, IL: Rand McNally.
  21. Song, Y. (2014). "Bring Your Own Device (BYOD)" for seamless science inquiry in a primary school. Computer & Education, 74(1), 50-60. https://doi.org/10.1016/j.compedu.2014.01.005
  22. Triantafillou, E., Georgiadou, E., & Economides, A. (2008). The design and evaluation of a computerized adaptive test on mobile devices. Computer & Education, 50(4), 1319-1330. https://doi.org/10.1016/j.compedu.2006.12.005

Cited by

  1. The Effect of Science Teaching and Learning Methods from the Perspectives of the Science-Related Attitude vol.34, pp.3, 2015, https://doi.org/10.15267/keses.2015.34.3.297
  2. The Effects of Individualized Learning Adapted to Students' Conceptions Using Smart Devices in Science Instruction vol.35, pp.2, 2015, https://doi.org/10.14697/jkase.2015.35.2.0325
  3. 중·고등학생의 과학과 자기주도학습에 대한 관심수준 및 실행수준 분석 vol.39, pp.1, 2014, https://doi.org/10.21796/jse.2015.39.1.28
  4. 학생중심의 학습 방법에 대한 예비 생물교사의 인식 vol.45, pp.1, 2017, https://doi.org/10.15717/bioedu.2017.45.1.169
  5. 과학과 미디어 기반 학습 관련 문헌 연구 vol.37, pp.3, 2014, https://doi.org/10.14697/jkase.2017.37.3.417
  6. 과학 관련 정의적 영역 검사 도구 활용 및 개선 내용 분석 vol.39, pp.2, 2014, https://doi.org/10.14697/jkase.2019.39.2.263
  7. 2015개정 교육과정의 통합과학 과목 편성·운영 실태 분석 vol.43, pp.1, 2014, https://doi.org/10.21796/jse.2019.43.1.64