中學 科學科에 있어서 體制的 接近의 敎授-學習模型의 適用에 關한 硏究

Abstract

Ⅰ. 緖論 오늘날 科學知識의 폭발적 增加現象에 따라 科學校育의 內容, 方法 및 節次의 改善이 절실히 要請되고 있으며, 多人數學級, 不足한 豫算, 敎材, 敎具 및 施說의 未備, 敎員不足, 學習集團에서의 個人差等을 考慮한 綜合的이고 體系的인 敎授-學習模型에 關한 硏究의 必要性이 대두되고 있다. 따라서 本 硏究의 目的은 J.E.Kemp의 體制的接近의 敎援-學習模型을 基礎로 中學校科學科의 敎授-學習指導模型을 作成하여 그 效果를 알아 보고자 한다. Ⅱ. 硏究問題 本 硏究에서 밝히려는 問題는 具體的으로 다음과 같다. 1. J.E.Kemp의 體制的 接近의 敎授-學習模型을 基礎로 中學科學科의 敎授-學習 指導案을 作成하여 現場適用한 實驗集團과 從來의 授業方式으로 學習한 比較集團間의 事後成就度에 有意한 差가 있는가? 2. 위의 實驗集團과 比較集團에서 各 集團內의 事前檢査와 事後 檢査間의 差異에 있어서 두 集團間에 有意한 差가 있는가? 3. 實驗集團 學生들의 IQ檢査와 事後成就度와의 상관관계는 어떠한가? Ⅲ. 硏究方法 및 節次 A. 實驗對象 本 硏究의 對象으로는 서울 市內 E中學校 二學年 男女學生 260名을 무작위로 選定하였다. B. 道具 實驗 道具로는 J.E.Kemp의 體制的 接近의 敎授-學習模型을 基礎로 考案된 中學校 科學科의 '열의 이동'단원의 敎授-學習指導案을 作成·使用하였고, 檢査種類는 成就度檢査, 知能檢査를 實施하였다. C. 實驗節次 1979率 5月~7月까지 敎授-學習指導模型과 指導案 및 敎授資料를 製作하였고, 1979年 8月末에 2주에 걸쳐 實驗集團에 授業을 實施하여, 從來 授業方式에 依한 比較集團과의 比較實驗을 하였다. 實驗集團, 比較集團에 다같이 事前·事後檢査를 實施하였고, 授業이 끝난후 實驗集團을 對象으로 意見調査를 하였다. D. 結果處理 敎授-學習模型을 適用한 實驗集團과 從來의 授業方式에 依해 學習한 比較集團間의 成就度 比較檢證은 t-test에 依해 檢證하였으며, 事後檢査와 IQ檢査와의 相關關係는 Pearson相關계수를 내었다. 유의도는 5%水準에 固定되었다. Ⅳ. 結果 1. 實驗集團과 比較集團의 學業 成就度의 差異는 1%水準(t=2,660, P＜0.01)에서 유의미한 차를 보였다. 2. 實驗集團과 比較集團에서 各 集團內의 事前檢査와 事後檢査間의 差는 5%水準(t=1,963, P＜0.05)에서 유의미한 차를 보였다. 3. 實驗集團에서 IQ가 높은 集團의 IQ檢査와 事後檢査의 關係(r=0.455, P＜0.01)보다, IQ가 낮은 集團의 IQ檢査와 事後檢査의 關係(r=0.712, P＜0.01)가 훨씬 높은 정적 상관관계를 나타냈다.;According to development of scientific techniques and Knowledge, it is strongly needed to improve of science education. As Our Secondary education system has many problems such as large numbers of students, lack of burget and teachers, deficiency of instructional media and facilities and individual differences among students, it is required the necessity of synthetic and systematic studies in science education. The main purpose of this study was to compare the effectiveness of systems approach instruction to conventional instruction in science education. The instructional model which was applied to this study is based on J.E. Kemps model. The subjects of the study were 260 students from grade 8th who attend the middle school in seoul. They were randomly sampled and equaly divided into two groups;the experimental group and the control group. The experimental group were given the pretest, the experimental treatment program, and the posttest. The control group were given by the conventional instructional method and anly the pretest and posttest. The degree of achievement of the two groups were compared by the test to measure the effect of the application of systematic approach to instructional model. The relationohip between IQ test and the posttest were measured by pearson correlation coefficients. The results were summarized as follows : 1. The posttest scores of two groups were analyzed in terms of a t - test for difference between means. The result indicated that the experimental group scored significantly greater than the control group in the post test at 1% level. (t=2.660, P＜0.01) 2. The differences between pretest and posttest scoes in each group were found to be significantly different at 5% level. (t=1.963, P＜0.05) 3. There was a positive correlation between posttest and IQ test. The correlation of the posttest score and IQ test of lower IQ Group (r=0.712) was positive and was higher than the higher IQ group (r=0.455) at 1% level. The questionnaire administered to the students at the end of the experiment. The students indicated they favored this systematic approach to instruction in science as a way of effective learning.