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NTIS 바로가기대한지구과학교육학회지 = Journal of the Korean society of earth science education, v.8 no.2, 2015년, pp.227 - 239
The purpose of this study was to see the effects of science classes applying ARCS strategies on motivation of science class as well as scientific attitude of elementary students. For this purpose, 47 elementary students in 2 classes from 5th grade of M elementary school based in P metropolitan city ...
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핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
학습동기란? | 학습동기란 학구적 학습행위를 수행하는데 도움이 되는 지식이나 기능을 획득시키는 동인을 의미하는 것으로, 학습의 과정 자체를 즐기고, 학습효과에 만족감을 갖도록 하는 것이다(Brophy, 1988). 구성주의자들은 학습의 과정을 학습자가 백지인 상태에서 피동적으로 새로운 개념을 받아들이는 것이 아니라 주체적인 입장에서 자기의 개념을 재조직하여 가는 과정으로 보고 있다. | |
학교 현장에서 학생들의 자기 주도적인 학습이 이루어지기 위해서는 학생들이 무엇을 갖게 해야하는가? | 학교 현장에서 학생들의 자기 주도적인 학습이 이루어지도록 하기 위해서는 학생들로 하여금 학습에 대한 의지를 갖게 해야 하는데, 이는 다양한 교육적 자극을 제공하는 학습 동기 유발 전략을 통해서 가능하다. 따라서 바람직한 교수-학습 상황을 만들기 위해서는 교사는 학생들의 정확한 동기 유발 요소를 알아야 한다(Cho, 2010). | |
기존에 사용하고 있던 학생들의 학습동기 유발 전략을 개선하기 위해 무엇을 도입할 수 있는가? | 이러한 수업 전략 중에서 하나의 대안으로 스토리텔링을 도입할 수 있다. 스토리텔링은 이야기 안에 담겨있는 지식과 교훈을 학습자에게 전달하여 효과적인 학습이 이루어지도록 도와주는 교육방법의 하나로(Na, 2011), 수업 내용을 구체적 맥락과 연관 속에서 파악할 수 있도록 지원하며 학습자들이 수업내용을 깊이 있게 이해할 수 있도록 도움을 줄 수 있다. |
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