시각교재조직자가 설명적 교재의 이해 및 기억에 미치는 효과

서지정보

· 발행기관 : 한국교육학회
· 수록지 정보 : 교육학연구 / 34권 / 3호
· 저자명 : 全有鎭

목차

요약
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구 방법
Ⅳ. 결과
Ⅴ. 고찰 및 결론
參考文獻
Abstract

초록

본 연구는 초등학교 학생을 대상으로 설명적 교재의 이해 및 기억에 대한 시각교재조직자 (예컨대, 도식조직자, 그림조직자, 무조직자)의 효과를 밝히고자 하였다. 또한 시각교재조직자와 학업성적 수준 및 정보단위 수준간의 상호작용 효과도 동시에 검증하였다. 본 연구결과는 선행연구와 비교하였고, 그 효과에 관한 인지적 과정들에 대해 논의하였다. 본 연구결과, 도식조직자와 그림조직자는 학업성적 수준에 관계없이 무조직자에 비해 설명적 교재의 이해 및 기억을 촉진시켰고, 상위정보 단위는 하위정보 단위에 비해 이해점수 및 회상점수에서 훨씬 우수하였다. 한편, 도식조직자는 상위정보 단위에서 그리고 그림조직자는 하위정보 단위에서 더 우수한 기억효과를 발휘하였다.

영어초록

The purpose of this study was to investigate the effects of visual text organizer on comprehension and recall of expository text.
Subjects of this study were 60 sixth-grade elementary students selected randomly on the basis of levels of academic achievement(science). They were randomly assigned to six experimental conditions. The stimulus materials were two expository text. Each of text was composed of 3-4 paragraphs and about 10-12 sentences and about 20 information units including 5 main information, 15 subsidiary information. To test the hypotheses, 3(visual text organizer types : graphic organizer vs. picture organizer, control) × 2(academic achievement levels : high vs. low) x (2)(information units levels: main vs. subsidiary) ANOVA was applied.
Main findings of the present study were as follows :
(1) There was a significant main effect between visual text organizer types. Graphic organizer and. picture organizer showed higher score than control condition on comprehension, recall of expository text. And graphic organizer facilitated more than picture organizer on text comprehension, but not on recall. (2) There was no significant interactional effect between visual text organizer types and academic achievement levels on comprehension, recall of expository text. (3) There was a significant main effect between information units levels on comprehension, recall of expository text. Main information units were comprehended, recalled better than subsidiary information units. (4) There was a significant interaction effect between visual text organizer and information units levels on recall, but not on comprehension. That is, main information units facilitated more then subsidiary information units for text comprehensions not related in visual text organizer types. But, in text memory, graphic organizer facilitated more then picture organizer in the recalls of main informations units, but picture organizer facilitated more then graphic organizer in the recall of subsidiary informations units.

참고자료

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