• 한국컴퓨터정보학회논문지
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• 제27권8호
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• pp.271-281
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• 2022

교양교육으로서의 소프트웨어(SW) 교육의 중요성과 필요성은 사회적 공감이 이루어졌다. 하지만, SW 교양교육 학습자의 학습 동기는 다양한 이유로 인해 낮게 유지되는 것으로 알려져 있다. 따라서 SW 교양교육에서 학습동기 및 이의 변화에 관한 이해가 필요하지만, 관련 연구가 부족한 것이 현실이다. 본 논문에서는 SW 교육 학습자들의 한 학기 동안의 학습동기 변화를 살펴보기 위해 3 × 2 성취목표 모델을 이용해 성취목표 변화를 분석하였다. 분석 결과, 학생들의 성취목표는 집단수준과 개인 수준 모두에서 안정적이었으나, 각 하위 성취목표의 순서는 기존 연구와 차이를 보였다. 또한, 교실목표구조의 숙달목표는 기존 연구보다 높은 강한 상관관계를 보였으나, 수행목표는 일부 회피 목표와만 상관관계가 있는 것으로 확인되었다. 이는 SW교양교과에서의 학습동기는 기존 교양교과와 다른 특징을 가지고 있으므로 SW교과에서 사용하는 교실목표구조 유형에 따른 추가 연구가 필요함을 의미한다.

• 교육시설
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• 제5권4호
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• pp.78-94
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• 1998

• 한국초등과학교육학회지:초등과학교육
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• 제20권1호
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• pp.45-57
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• 2001

The purpose of this study is to guide and apply gettable and accessible materials around everyday life into classroom instruction, and to find out their effects on student academic achievement. In order to achieve it, this study was tried to develop and guide available materials around life in teaming activities, to provide a preliminary assignment that could apply the available materials, and to compare its academic achievement to one from field trip loaming. For the hypothesis testing, first, the experimental and comparing classes were selected based on the results of basic learning diagnostic evaluation, which conducted by the researcher being served as a full-time science teacher of the third and sixth grade of K elementary school in Kwangju for 2 years. Secondly, the instructional use of the available materials around life was applied to the experimental class. Also, the instructional use of the existing materials was applied to the comparing class. Finally, for the testing of the effects on academic achievement, the posterio test was implemented after conducting the experimental instruction in knowledge·understanding, inquiry process, and attitude domains classified by the unit characteristics. Using SPSS/WIN program the t-test was performed in order to compare the differences between the two groups. Major findings were as follows: 1) In the achievement test of knowledge·understanding domain, there were no significant differences at the 5％ level between the experimental and comparing classes. It could be difficult to say, therefore, that the instructional use of the available materials around life was more effective than the instructional use of the existing materials. However, it had some effects on differences between the third grade final achievement test and sixth grade experimental class. 2) In the achievement test of inquiry process domain, there were some significant differences in that the sixth grade experimental class was higher than the third grade out-of classroom experience unit. It was indicated that the instructional use of the available materials around life had some effects on improving the students' inquiry ability 3) In achievement test of attitude domain, there were some significant differences. It was shown that the self-evaluation test of the sixth grade experimental class unit was higher than that of the third grade out-of classroom experience unit; Especially, the learning activities in the experimental class were more active, and the experimental practice ability was improved. It was presented that the instructional use of the available materials around life had some effects on the students' academic achievement in attitude domain. It was concluded from this study that the instructional use of the available materials around life was less effective on Knowledge understanding domain, but was effective on improving their scientific inquiry ability and interest on science education.

• 수산해양교육연구
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• 제29권3호
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• pp.799-810
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• 2017

In this study, to raise the scientific literacy for students, the teaching and learning program was developed by applying the Circle Map. The purpose of this study was to find out the Effect of Elementary Science Teaching Program with Circle Map on Learning Motive and Learning Achievement. To this end, the 6th grade classroom of A-elementary school located in Jeju-city was selected the experimental group (25 patients). And the other 6th grade classroom in the same school was selected to the comparative group (25 patients). The experimental group was conducted applying the Circle Map. Comparison group has been conducted lesson program in accordance with the general science class teacher guide. Was through a pre-test of science learning motivation and academic achievement level can be assumed in the same group. After completing the experimental treatment by conducting a post-mortem examination was statistically validated. In this study, the following conclusions were obtained. First, elementary science class which applied Circle Map had the effect of to improve the scientific motivation(p <.05). In particular, association in the experimental group were higher than the scores of the comparative group, the difference was significant. Second, the Circle Map applied to elementary science class had a significant effect on improving science achievement. The experimental group which applied Circle Map was higher than the comparative group in science achievement post-test comparison. Between the groups showed a significant difference between the two groups(p <.05). The above findings, Elementary science class which applied Circle Map can be concluded to be effective in science and science achievement motivation. Therefore, applying the Circle Map of elementary science class could be useful in science teaching and learning methods. In addition, when it is determined through the previous study, applying the Circle Map classes will be able to derive a meaningful learning also subjected to a number of fields and areas.

• Korean Journal of Mathematics
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• 제23권1호
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• pp.93-114
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• 2015

The "flipped" or "inverted" classroom, in which students study lecture-type material at home and do their "homework" in the classroom, has been the subject of research, particularly in the area of student achievement. Yet Bishop and Verleger (2013) state the need for an underlying theory to the practice. The purpose of this paper is to explore "multidimensional teaching," the authors' extension of the two-dimensional "flipped" classroom concept in light of Cambourne's (1995) Conditions for Learning. One author's math class for pre-service teachers was taught in two styles, a more traditional lecture format and in the \inverted" format. Students in the "flipped" format achieved at a higher level. Moreover, students' open-ended comments reveal that Cambourne's Conditions for Learning were implicit to the teaching practice. The authors suggest that practitioners of this style of teaching should deliberately develop student-centered practices, such as those mentioned by Cambourne, in order to retain the power that this teaching style currently has.

• 대한화학회지
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• 제57권3호
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• pp.389-397
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• 2013

이 연구에서는 과학 수업에 적용한 STAD 협동학습 전략이 초등학교 학생들의 학업성취도, 학습 동기, 학습 환경에 대한 인식, 수업 목표 구조에 대한 인식에 미치는 영향을 학생들의 집단주의 성향 수준에 따라 조사하였다. 1개 초등학교의 6학년 2개 학급 64명의 학생들을 처치 집단과 통제 집단으로 할당했다. 사전 검사로 개인-집단주의 성향 검사, 학습 동기 검사, 학습 환경에 대한 인식 검사, 수업 목표 구조에 대한 인식 검사를 실시하였다. 협동학습 처치는 24차시 동안 실시하였다. 사후 검사로 학업성취도, 학습 동기, 학습 환경에 대한 인식, 수업 목표 구조에 대한 인식 검사를 실시하였다. 연구 결과, 학업성취도에서 처치 집단 학생들의 점수가 통제 집단에 비해 유의미하게 높았다. 학습 동기에서는 주의력 하위 범주에서 유의미한 적성-처치 상호작용 효과가 발견되었다. 학습 환경에 대한 인식의 경우, 응집성 범주에서는 처치 집단의 점수가 통제 집단에 비해 유의미하게 높았지만, 경쟁도 범주에서는 처치 집단의 점수가 유의미하게 낮았다. 수행 지향 목표 구조에 대한 인식에서는 처치 집단의 점수가 통제 집단에 비해 유의미하게 높았다.

• 한국지구과학회지
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• 제32권5호
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• pp.504-513
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• 2011

In this study, we investigated how elementary science teaching has changed with the introduction of the National Assessment of Educational Achievement (NAEA). Teachers are held accountable for student performance as measured by the mandatory nation-wide standards tests to satisfy the needs of accountability and quality assurance systems. In relation to the teaching of science in the elementary school, professionalism meets potential threats with the advent of national test. Through analysis of the classroom teaching and open-ended interviews, we explored the teacher's concerns about the national test and how their science classes have changed to prepare for this test. According to the results, the national test made elementary teachers accountable for the content of their science classes, limits teachers' autonomy in reconstruction of curriculum, and forced teachers to conduct conclusion-centered lessons even in elementary science classes. In addition, teachers argue that the national test precludes the possibility of differentiated education and differentiated assessment. Based on the results, we suggested a new professionalism in this accountability era, so called 'informed professionalism', which refers to the ability of teachers to interpret and implement curriculum and policy mandates at the local, school and classroom level to generate equitable and improved student outcomes through teaching and learning. We also suggested further research on the teacher professionalism in teaching science contents.

• 한국어교육
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• 제25권1호
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• pp.53-82
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• 2014

This study aims to find the method to promote interaction in L2 classrooms. Active interaction between learner-to-learner and learner-to-teacher in L2 classroom plays an important role in language acquisition. In light of this, L2 classroom would benefit with the help of learning tools such as Clickers which helps learners to express their level of understanding during the process of learning itself. This is because the anonymity of Clickers allows learners to express their needs without the social risks associated with speaking up in the class. It allows for an evaluative feedback loop where both learners and teachers understand the level of progress of the learners, better enabling classrooms to adapt to the learners' needs. Eventually this tool promotes participation from learners, This is in turn, believed to be effective in fostering classroom interaction, allowing learning to take place in a more comfortable yet vibrant way. This study is finalized by presenting the result of an experiment conducted to verify the effectiveness of this approach when teaching pragmatic aspect of the Korean expressions with similar semantic functions. As a result of the research, the learning achievement of learners in the experimental group was found higher than the learners' in a control group. Analyzing the data collected from a questionnaire given to the learners, the study presented data suggesting that this approach increased the scope of interactivity in the classroom, thus enhancing more active participation among learners. This active participation in turn led to a marked improvement in their communicative abilities.

• 한국과학교육학회지
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• 제4권1호
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• pp.26-33
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• 1984

This study was undertaken to investigate the general attitude toward science and scientific inquiry behavior of underachiever at the junior high school level. In this study, underachiever was defined as the one who is below the minimum acceptable performance level because of his/her deficiencies in prerequisites but who has the capability to reach the required mastery level in normal classroom. For the identification of the underachiever, IQ test and achievement test in science which were developed by the investigators were used. The attitude test which was to measure the general attitude toward science and scientific inquiry behaviors of the underachiever was also developed by the investigators. The tests were given to 250 1st grade junior high school students in one experimental school. Out of 250, 55 underachievers were identified. For the study, 55 underachievers with 57 normal students were compared. The findings of this study showed that there were significant differencies between underachievers and normal students in both attitude toward science and scientific inquiry behavior. They can be summarized as follows; 1. Awareness on science by underachievers was minimal compared to normal students. 2. Compared to normal students, there was a tendency by underachievers to think the influence of science on their real life is remote. 3. Underaschievers were less positive, less voluntary and were less persistent in science activities than normal students. 4. Underachievers were less interested in science than normal students. These findings showed us that there were significant relation between the attitude and achievement level. This suggests that fostering attitude toward science and scientific inquiry behavior is needed for the improvement of achievement level of underachievers.

• 대한지구과학교육학회지
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• 제12권2호
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• pp.119-130
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• 2019

TIMSS 평가는 4년 간격으로 실시되는데, 우리나라의 경우에는 TIMSS 2011에서 4학년으로 평가에 참여하였던 학생 모집단이 4년 뒤인 TIMSS 2015에서 8학년으로 다시 평가에 참여함으로써, 우리나라가 TIMSS 평가에 참여한 이래 처음으로 코호트 집단의 초등학교와 중학교 성취도 자료를 얻었다. 이에 본 연구에서는 초4에서 중2로 학년 및 학교급이 바뀌면서 나타나는 우리나라 학생들의 성취도 급락의 원인을 탐색하기 위해, TIMSS 2011의 초4와 TIMSS 2015의 중2에 공통으로 사용된 설문 문항들을 분석함으로써, 성취도 상위 5개국을 중심으로 학생 특성, 교사 특성 그리고 교실수업 특성과 관련된 교육맥락변인들의 변화를 분석하였다. 연구결과에 따르면 학생들의 학교 소속감은 초4에서 중2로 가면서 증가한 반면에, 과학 수업에 대한 학생들의 인식은 대부분의 항목들에서 긍정적 인식의 비율이 낮아지는 것으로 나타났다. 교사 특성과 관련하여, 교사의 전문성 개발 활동은 초4에서 중2로 가면서 더 증가하였고, 과학교사의 수업에 대한 자신감은 국제평균과 유사한 경향을 나타내었다. 교실수업 특성과 관련하여, 과학수업에서 탐구 관련 활동 유형별 빈도는 초4에서 최상위 수준이다가 중2에서 국제평균보다 더 낮아지는 것으로 나타났다. 연구결과를 토대로 우리나라 과학과 교수학습에 주는 시사점을 학교급별로 성취도 향상을 위한 차별화된 전략 마련의 필요성, 학생 참여형 수업으로 전환할 필요성, 과학 흥미에 영향을 주는 교육맥락변인에 대한 지속적인 연구의 필요성, 학생 성취도에 미치는 교사 수준의 교육맥락변인에 대한 심층연구의 필요성 등의 측면에서 제안하였다.