[논문]중학교 과학학습 부진 유형별 맞춤형 프로그램의 개발 및 적용 효과

이경희; 한미정; 김민정; 최병순

doi:10.14697/jkase.2014.34.5.0421

[국내논문] 중학교 과학학습 부진 유형별 맞춤형 프로그램의 개발 및 적용 효과
Development and Intervention Effect of Customized Instructional Program for Underachievers in Middle School Science 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.34 no.5, 2014년, pp.421 - 436

이경희 (한국교원대학교) , 한미정 (시흥고등학교) , 김민정 (광주여자고등학교) , 최병순 (한국교원대학교)

초록
AI-Helper

이 연구의 목적은 과학 학습부진을 해소하기 위해 부진 원인에 따라 맞춤형 지도를 할 수 있는 프로그램을 개발하고, 이를 적용하여 그 효과를 확인하는 것이었다. 이를 위해 과학 학습부진의 특성 및 원인을 분석하여 중학교 1학년 과학학습 부진아 22명을 과학 탐구능력 부족형, 과학 학습동기 부족형, 과학 학습전략 부족형의 세 가지 유형으로 나누고 실험 집단과 비교 집단으로 구분하였다. 두 집단에 적용한 프로그램은 동일 단원과 주제로 구성했으며, 비교집단에는 기본 개념과 활동 중심 프로그램, 실험집단에는 원인 유형별 프로그램을 주 1회, 60분씩 15주 동안 투입하였다. 투입이 끝난 후, 적용한 프로그램에 대한 인식검사, 과학탐구능력 검사, 학습동기 및 학습전략 검사, 학업성취도 평가를 하였으며, 이들 평가 결과와 함께 학생활동지, 연구일지, 수업 전사내용, 학생 면담 등을 통해 프로그램 효과를 분석하였다. 연구 결과, 실험 집단에 투입된 맞춤형 프로그램은 세 가지 부진유형 집단별로 탐구능력, 학습동기, 학습전략이 각각 향상되어 부진원인을 해소하였고, 더불어 학업성취도도 향상되었다. 과학 학습동기 부족형과 과학 학습전략 부족형은 다른 부진 원인도 함께 향상되는 경향을 보였다. 또한 실험집단에서 과학 학습부진 유형별 맞춤형 프로그램에 대해 높은 만족도를 보였다. 이러한 연구 결과로부터 과학 학습부진 원인에 따른 맞춤형 프로그램이 과학학습 부진아들의 부진원인 해소와 학업성취도 향상에 효과적임을 알 수 있었다.

Abstract ▼ AI-Helper

The purposes of this study were to develop the customized instructional programs by the causes of science underachievement and to identify the effectiveness of these programs. For these, we analyzed the characteristics of underachievers and causes of science underachievement and classified 22 7th grade science underachievers into three different types such as lack of science process skill, lack of science learning motivation, and lack of science learning strategy. They then were divided into the experimental and comparative groups. Instructional programs treated for both groups covered the same topics and were conducted once a week for 60 minutes each time for 15 weeks. Eleven students in the comparative group were treated with an activity-centered science program that dealt with basic science concepts. Unlike science underachievers in the comparative group, those in the experimental group were given customized instructional program. After the treatment, students were administered several tests including a test on awareness of the program, science process skill test, science learning motivation and strategy test, and academic science achievement test. In addition to the results of those tests, worksheets, daily activity reports, and interviews were used to evaluate a customized instructional program that was applied to the experimental group. Results of the study showed that these programs relieved science underachievers from the cause of poor achievement and accordingly help them achieve better performance in academics. In addition, both lack of learning motivation and lack of learning strategy types tended to relieve the other causes of science underachievement. Also, the experimental group showed a high level of satisfaction with the customized instructional programs.

Keyword

질의응답

핵심어	질문	논문에서 추출한 답변
	초등학교 때부터 기초학력미달이 누적되다 보면 어떠한 문제가 나타나는가?	우등생만이 관심을 받는 우리 사회적, 교육적 풍토로 인해, 특히 성적이 낮은 학생들의 고민은 더욱 심해지고, 학습부진은 정서·행동적 부적응, 더 나아가 학교 부적응 문제로까지 확대되기도 한다(Yi, 2013). 또한, 초등학교 때부터 기초학력미달이 누적되다 보면 학교 급이 높아질수록 학습부진 정도는 더욱 더 심각하게 나타나기 때문에 (Lee & Yoon, 1990), 중학교 수준의 학습부진아들은 장기화된 학습부진 현상으로 인해 누적된 선수학습 결손이 매우 심각하게 나타나게 되고, 그 수준이 매우 다양하게 나타나게 된다(Yi et al., 2009).
	학습부진아란?	학습부진아는 교과를 학습하는 데 정상적인 지능과 잠재능력이 있음에도 불구하고 최저 학업성취를 보이는 학생으로, 이 연구에서는 과학학습 부진아를 과학교과를 학습하는 데 잠재능력이 있음에도 불구하고 최저 학업성취를 보이는 학생으로 정의하였다. 일반적으로 학습부진아는 일반 학생들보다 학습 동기적, 인지적, 행동적인 영역이 부족한데(Montague, 1992), 이들은 공부를 조금 못한다는 것 빼고는 제각기 다양한 특성, 수준, 원인을 가지고 있다(Butler-Por, 1987; Kwon, Park, & Yu, 2010; SESG, 2011; Yi et al.
	교육양극화 문제는 무엇인가?	부존자원과 축적된 자본이 부족한 우리나라가 경제 개발기에 고도 성장을 이루는 동안, 학벌 중심의 사회 풍토와 입시 위주의 경쟁 교육으로 점점 더 우등생만을 위한 교육 환경으로 변해가고 있어, 상대적으로 학습에 부진한 학생들은 사회에서도, 교실에서도 소외되고 있다. 정부는 이런 교육양극화 문제를 인지하고 교육정상화를 위해 2009년부터 ‘기초학력 책임제’를 도입하고 학력향상중점학교를 지정하여 학습부진 학생들의 기초학력 증진을 위한 지원을 지속하였으며(MEST, 2009), 이러한 정책을 뒷받침하고자 한국교육과정평가원은 교사가 학습부진 학생을 체계적으로 지도하는 데 필요한 다양한 도구, 자료, 프로그램을 개발 및 보급 해오고 있다(Oh, Kim, & Sohn, 2013).

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