플립드 러닝이 중학생의 과학성취도와 과학교과 관련 특성에 미치는 영향 (The Effect of Flipped Learning on Science Achievement and Science-Related Affective Characteristics of Middle School Students)

서지정보

· 발행기관 : 중앙대학교 한국교육문제연구소
· 수록지 정보 : 한국교육문제연구 / 36권 / 1호 / 93 ~ 114페이지
· 저자명 : 임진숙, 이경화

초록

본 연구에서는 플립드 러닝 수업이 중학생의 과학성취도와 과학교과 관련 특성(인식, 흥미, 태도)에 어떤 영향을 미치는 지를 확인하는데 목적을 두고, 실험연구를 실시하였다. 연구대상은 서울시의 중학교 1학년 54명이었으며, 선정 후에 실험집단과 통제집단에 무선 배치하여 실험집단 학생들에게는 플립드 러닝 형식의 수업을 14차시 하였으며, 통제집단에는 동일한 시간에 전통적 강의식 수업을 실시하였다. 종속변인인 과학성취도를 측정하기 위해서 학교에서 사용하는 2016학년도 1학기 기말고사와 2학기 중간고사를 사용하였으며, 과학교과 관련 특성의 측정은 김효남, 정완호, 정진우(1998)의 과학 정의적 특성 검사를 사용하였다. 측정결과는 SPSS 22.0를 사용하여 t-test와 ANCOVA로 실험효과를 검증하였다. 본 연구에서 나타난 연구결과에 의하면, 플립드 러닝은 중학생의 과학성취도 향상에 영향을 미치지 않았다. 그러나 중학생의 과학교과 관련 특성을 향상시키는 데는 효과가 있다는 것이 확인되었다. 과학교과 관련 특성, 즉 과학에 대한 인식, 과학에 대한 흥미, 과학적 태도 중 2개의 하위 변인(과학에 관한 인식, 과학적 태도)에 있어서 플립드 러닝이 효과적이었다.

영어초록

The purpose of this study was to identify the effectiveness of a flipped learning program emphasizing communication and collaborative activity on fostering science achievement and science-related affective characteristics of middle school students. Therefore, the responses to the research questions (‘Is flipped learning effective in improving science achievement of middle school students?’, ‘Is flipped learning effective in improving science-related affective characteristics(cognition, interest, and attitudes) of middle school students?’) were analyzed. In this study, two classes in the 1st grade of middle school in Seoul city were selected, 14 classes of the flipped learning program reconstructed were applied to the experimental group while the traditional lecture instruction was given to the control group. A final examination for the first semester and a midterm examination for the second semester of 2016 made by the school and the science-related affective domain test developed by Kim Hyo-nam, Chung Wan-ho and Jeong Jin Woo(1998) were used to identify the experimental effects. The collected data were analyzed by SPSS 22.0 program using t-test and ANCOVA. The results of this study were as follows.
First, it was determined that flipped learning was not statistically significant in improving science achievement of middle school students. Second, it was shown that the flipped learning was effective in enhancing science-related affective characteristics of middle school students. In particular, it was confirmed that the flipped learning was effective on two sub-factors(cognition about science, scientific attitudes).
As a result, the flipped learning program did not improve the science achievement, however, the science-related affective characteristics, especially cognition about science and scientific attitudes improved. Therefore, in order to apply the flipped learning program, students should be informed about sufficient programs in advance. Further it is necessary to establish a strategy to perform various evaluations of learning activities and results.

참고자료

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