중학교 과학교과에 적용된 이야기 활용 협동수업의 효과 분석

서지정보

· 발행기관 : 이화여자대학교 교과교육연구소
· 수록지 정보 : 교과교육학연구 / 19권 / 2호
· 저자명 : 강명희, 김유나, 윤성혜

목차

I. 서 론
II. 이론적 배경
III. 연구 방법
IV. 연구 결과
V. 결론 및 제언
참고문헌

초록

본연구는이야기를활용한협동수업방법을중학교과학교과에적용한후,그학습효과를인지
적, 정의적측면에서평가하기위해학업성취도, 과학적자기효능감, 과학에대한태도를종속변
인으로선정하여분석하였다. 경기도의A중학교1학년 학생84명을대상으로정규 과학수업에서
이야기를활용한협동수업과일반수업을각각4주씩모두8주동안실시하는과정에서3차례수집
된자료를학습자의사전성취수준과수업형태의두독립변인을중심으로 반복측정이원분산분석
을실시하였다.분석결과는첫째,학습자의사전성취수준(상위/하위)에따라정의적측면인과학
적자기효능감과과학에대한태도는통계적으로유의한차이가발생하지않았으나인지적측면인
학업성취도는유의한차이가발생하였다. 둘째, 수업형태(이야기활용협동수업/일반수업)에따
라과학적자기효능감의변화량은유의한차이가나타나지않았으나과학에대한태도와학업성취
도변화량은이야기활용수업이일반수업보다긍정적으로높아유의한차이가발생하였다.셋째,
사전성취수준과수업형태간의상호작용효과를확인한결과과학적자기효능감및과학에대한태
도의경우는상호작용효과가나타나지않았으나,학업성취도에서는상호작용효과가있는것으로
나타났다.즉,사전성취수준이낮은학생이높은학생보다이야기활용수업에서학업성취도의긍
정적변화가더많았다는것이다.이는이야기를활용한협동수업을현장적용할시에학습자의사
전성취수준을고려할필요성을시사하며,이야기형태,전달매체,적용범위등도학습자의수준에
맞추어설계할것을제안한다.

영어초록

The purpose of this study was to investigate the effects of a story-based cooperative learning
method implemented in middle school science classes. Students' science achievement was
selected as a variable for the learning effect of the cognitive domain, while science self-efficacy
and attitude toward science were selected as variables for the affective domain. Participants
were 84 students from a Korean middle school. One science teacher conducted the science
lessons for 4 weeks using story-based cooperative learning and for another 4 weeks using
traditional lessons. Students were surveyed 3 times on the learning effects of the story-based
cooperative learning method(science self-efficacy/ attitude toward science/ science
achievement). The first survey was conducted at the beginning of the story-based cooperative
learning lessons, the second survey was given after the final story-based cooperative learning
lesson, and the final survey was conducted after completing the traditional lessons. Study data
were analyzed through a descriptive analysis, a repeated measures ANOVA and a Cohen’s d
effect size analysis. The results are as follows. First, there was a significant difference in science
achievement, while there were no significant differences in science self-efficacy and attitude
toward science between the two groups of high and low academic achievement. Second, there
were significant differences in science achievement and attitude toward science with respect to
the teaching methods(cooperative learning lesson using a story/ traditional lesson) while there
was no significant difference in science self-efficacy. Last, there was a significant interaction
effect between teaching methods and prior academic achievement on science achievement, but
not on science self-efficacy and attitude toward science. Findings suggest that, to conduct a
cooperative learning lesson using a story-based approach, the instructor should select the method, contents, and materials for the lesson with the students' academic achievements in
mind. achievements.

참고자료

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