자원기반 학습환경에서 탐구훈련모형의 활용이 탐구능력과 과제수행능력에 미치는 영향

서지정보

ㆍ발행기관 : 한국교육공학회 ㆍ수록지정보 : 교육공학연구 / 16권 / 2호
ㆍ저자명 : 강명희, 한연선

목차

Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구 방법 및 절차
Ⅳ. 연구결과
Ⅴ. 결론 및 제언
참고문헌

한국어 초록

본 연구는 인터넷을 활용한 자원기반 학습환경에서 탐구훈련모형의 활용이 학습자의 탐구능력과 과제수행능력에 미치는 효과를 검증해 보는 것을 목척으로 수행되었다.학부생 44명올 연구대상으로 선정하여 실험집단과 통제집단으로 무선할당 하였으며, 수강 과목의 주제인 ‘정보사회’, ‘교육정보화’와 관련된 인터넷 사이트, 인터넷 문서, 웹진 등 관련 자료를 수집, 선정하여 제공함으로써 인터넷 강의실에 자원기반 학습환경을 구현하였다. 수업은 인터넷 강의실의 대화방에서 실시간으로 총7회가 진행되었으며 통일한 탐구과제가 제시된 상태에서 설험집단의 학습자들에게만 탐구훈련모형을 적용한 수업이 제공되었다.연구결과, 인터넷을 활용한 자원가반 학습환경에서 탐구훈련모형을 활용하여 학습하는 것은 학습자의 탐구능력을 향상시키는데 효과가 있으며 과제수행능력 중 조직화 능력(정보수집능력, 정보활용능력, 정보조직능력)에도 유의미한 영향을 짜치는 것으로 나타났다.

영어 초록

This study investigates the effects of inquiry training model on the inquiry skill and task performance &iacute;n the resource-based learn&iacute;ng environment w&iacute;th intemet resoureces. There aretwo research questions: (1) Is there any effect of in, inquiry training model on the students' inquiry skill in the resource-based learning environment? (2) Is there any effect of inquiry training model on the students’ task performance in the resource-based leam&iacute;ng env&iacute;ronment?The subjects f or th&iacute;s study were 44 college students. Subjects were randomly ass&iacute;gned into two group-control and experimental group. Students in experimental group usoo inquiry training model and students &iacute;n control group d&iacute;d not. Pre-test on &iacute;nqu&iacute;ry skill using IQI(Inquiry Quotient Inventory) were conducted. After three-weeks of self-study along with seven synchronous discuss&iacute;on sessions, students’ inquiry skill and task performanæ ability were evaluated.Results are as follows. First, there is a significant difference between Pre-and pst-IQI scores of experimental group(t=2.92, df=22, p<.05). In other words, students' inquiry skill has been increased after using the inquiry training model. Therefore, it can be stated that the inquiry training model acts as a catalyst to enhanæ a inqu&iacute;ry skill in a resource-based learning environment with the intemet resources. Second, There is a significant difference between control and experimental group on task perfonnanæ scores(t=2.63, df=42, p<.05).Experimental group did better on task penonnance in general as well as in organizational ability of task performance. Organization ability means infonnation gathering, utilization ofinfonnation sources and reorganization of information. Therefore, it can be concluded that the inquiry training model assists the students in penonning various information gathering and organizing activities in a resource-based learning environment.on the other hand, there is no significant difference between ∞ntrol and experimental group in content areas of task performance(t=2.01, df=42, p>.05). Content areas were measured by the five-point scale of appropriateness, accuracy of viewpoint, objectivity, self- reflection, and creativity based on the criteria suggested by Wen(1998) and Bos(1998).

참고 자료

없음