[논문]탐구실험 수업에 자기조절학습 전략을 적용: 학업성취도 및 과학적 태도에 대한 효과

김연철; 박종근

doi:10.17703/jcct.2021.7.1.487

[국내논문] 탐구실험 수업에 자기조절학습 전략을 적용: 학업성취도 및 과학적 태도에 대한 효과
Applications for Self-Regulating Learning Strategy to Quantitative Relationships in Chemical Reaction 원문보기

Journal of the convergence on culture technology : JCCT = 문화기술의 융합, v.7 no.1, 2021년, pp.487 - 495

초록
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4차 산업혁명 시대에 필요한 창의적 및 비판적 사고를 함양할 수 있는 자기조절학습 전략을 이용하여, 고등학교 화학I '화학반응에서의 양적관계' 단원의 탐구실험 수업에 응용하였으며, 학업성취도 및 과학적 태도에 대한 효과를 연구하였다. 학업성취도의 경우, 사전검사에서 두 집단 간에 의미 있는 차이가 없었으나, 사후검사에서 실험집단의 평균값이 유의미하게 높았다. 실험집단 학생들은 모둠별 토의, 메타인지 활동 등으로 부피비, 몰비, 입자수 비 및 계수 비, 등의 양적관계를 더 잘 이해하였다. 학업성취도는 메타인지와의 상관성이 가장 높게 나타났다. 과학적 태도의 경우, 준비성, 호기심, 등에서 두 집단 간의 평균점 차이가 크게 나타났으며, 과학적 태도는 행동조절과의 상관성이 가장 높게 나타났다. 따라서 메타인지와 과학적 태도에 대한 효과를 고려할 때, 자기조절학습 전략이 이 시대에 필요한 창의성 및 인성교육에 가장 적합한 교수-학습 형태인 것으로 나타났다.

Abstract ▼ AI-Helper

Using self-regulation learning strategies that can cultivate the creative and critical thinking required in the era of the Fourth Industrial Revolution, it was applied to the exploration experimental class of the section 'quantitative relationship in chemical reactions' in high school chemistry and the effects on academic performance and scientific attitudes were analyzed. In case of academic achievement, although there was no meaningful difference between the two groups in the pre-test, the average value of the experimental group was significantly higher in the post-test. In the case of scientific attitudes, the difference in average points between the two groups was the greatest in readiness and curiosity. In the post-test of the experimental group, academic achievement showed the highest correlation with meta-cognition and scientific attitude with behavioral regulation, respectively. Considering the effectiveness of metacognition and scientific attitudes, self-regulation learning strategies are the most suitable teaching-learning forms for creativity and personality education in this era.

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표/그림 (7)

표 표 1. 자기조절학습 전략에 대한 세부요소 Table 1. Sub-elements for self-regulation learning strategies
그림 그림 1. 화학 Ⅰ에서 가장 어려운 단원과 그 단원에서 어려운 개념 Figure 1. The most difficult unit in Chemistry I and its difficult concepts
그림 그림 2. 실험집단의 자기조절학습 전략에 대한 사전 및 사후검사 결과 Figure 2. Pre- and post-test results of self-regulation learning strategies in experimental groups
그림 그림 3. 두 집단 간 과학적 탐구능력에 대한 사후검사 결과 Figure 1. Post-test results of scientific exploration between two groups
그림 그림 4. 학업 성취도에 대해 통제집단과 실험집단 사이의 평균값 차이 Figure 4. The difference in average values between the control group and the experimental group for academic achievement
그림 그림 5. 과학적 태도에 대한 두 집단 간의 평균값 차이 Figure 5. The difference in average values between two groups of scientific attitudes
표 표 2. 실험집단에 대한 자기조절학습 전략과 학업성취도 사이의 상관관계 Table 2. Correlation between self-regulated learning strategies and academic performance for experimental groups

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