본문 바로가기
KERD
논문KCI 등재

보편적 학습 설계를 적용한 과학 수업의 학습 성과에 관한 구조적 관계 분석

Analysis of the Structural Relationship among Learning Outcomes in Science Classes applying Universal Design for Learning

1

조회

0

다운로드

15

인용

0

참고문헌

키워드

주제분류교육학

초록

The variety of learners include students with disabilities and general students, and an ongoing focus of inclusive education research is non-discrimination. As part of integrated education, UDL (Universal Design for Learning) for students with disabilities supports a practical approach, participation, and advancement to improve learning opportunities for all students. The purpose of this study was to examine the effects of using UDL in science classes. The dependent variables of this study were academic achievement in science, scientific attitude, and scientific motivation. In this study, the experimental groups were 9 people in the 5th grade and 11 people in 6th grade. The experimental groups were taught science class using UDL. In order to analyze the learning outcomes, the structure equation model was performed. The results of this study were as follows: First, the science achievement of learning outcomes of the science class applying UDL directly affected both scientific attitude and scientific motivation. Second, the scientific attitude of learning outcomes of the science class applying UDL directly did not affect scientific motivation. According to these results, learning outcomes for science achievement of the science class applying UDL showed that UDL affected both general students and students with disabilities. To summarize the analysis of learning outcomes, science achievement directly affected both scientific attitude and scientific motivation while scientific attitude did not affect scientific motivation. This study offered a specific implementation method for integrated education. Using the structure equation model for analyzing the effect has more significance.

Abstract

The variety of learners include students with disabilities and general students, and an ongoing focus of inclusive education research is non-discrimination. As part of integrated education, UDL (Universal Design for Learning) for students with disabilities supports a practical approach, participation, and advancement to improve learning opportunities for all students. The purpose of this study was to examine the effects of using UDL in science classes. The dependent variables of this study were academic achievement in science, scientific attitude, and scientific motivation. In this study, the experimental groups were 9 people in the 5th grade and 11 people in 6th grade. The experimental groups were taught science class using UDL. In order to analyze the learning outcomes, the structure equation model was performed. The results of this study were as follows: First, the science achievement of learning outcomes of the science class applying UDL directly affected both scientific attitude and scientific motivation. Second, the scientific attitude of learning outcomes of the science class applying UDL directly did not affect scientific motivation. According to these results, learning outcomes for science achievement of the science class applying UDL showed that UDL affected both general students and students with disabilities. To summarize the analysis of learning outcomes, science achievement directly affected both scientific attitude and scientific motivation while scientific attitude did not affect scientific motivation. This study offered a specific implementation method for integrated education. Using the structure equation model for analyzing the effect has more significance.

참고문헌 (42)

  1. 안희정, "과학교사의 자유탐구 수업이 중학생들의 과학 학습 동기 및 과학의 정의적 특성에 미치는 영향", 교사교육연구, 52(3), pp.529~544 (2013), 과학교육연구소
  2. Allison, P. D., "Change scores as dependent variables in regression analysis", Sociological Methodology, 20(1), pp.93~114 (1990)
  3. Anderman, E. M., "Motivation and strategy use in science : Individual differences and classroom effects", Journal of Research in Science Teaching, 31(8), pp.811~831 (1994)
  4. Bae, B., "LISREL 구조방정식모형 이해와 활용" (2006), Cheongram
  5. Bae, H., "The effect of promotion strategy for selfregulated learning based on the principles of Universal Design of Learning (UDL)", Master, pp.2010
  6. "Planning for all learners (PAL) toolkit" (2004)[URL]
  7. "Universal design for learning" (2010)[URL]
  8. Cho, K., "A study of the correlation among selfefficacy, science attitudes, and academic achievement in university freshmen", Master, pp.2007
  9. Cho, S., "The effects of inclusive elementary science classes with universal design on the science achievement of students", Master, pp.2011
  10. Cho, Y., "Relationships among self-regulated learning, scientific attitudes and academic achievement in natural science in high-school students in Korea", Master, pp.2005
  11. Curry, C., "Universal design in science learning", The Science Teacher, 73(3), pp.32~37 (2006)
  12. Dymond, S. K., "Using a participatory action research approach to create a universally designed inclusive high school science course : A case study", Research and Practice for Persons with Severe Disabilities(RPSD), 31(4), pp.293~308 (2006)
  13. Heo, J., "Amos 구조방정식 모형" (2013), Hannarae
  14. Hitchcock, C., "Providing new access to the general curriculum : Universal Design for learning", Teaching Exceptional Children, 35(2), pp.8~17 (2002)
  15. Ji, J., "Relationship between scientific academic achievement and scientific attitude according to cognitive styles of elementary school students", Master, pp.2013
  16. Jung, H., "An analysis on the teaching and learning difficulties in elementary school science class on the chapter titled 'Speed of Objects'", Master, pp.2012
  17. Kim, D., "AMOS A to Z 논문작성절차에 따른 구조방정식모형분석" (2008), Hakhyunsa
  18. Kim, H., "Preservice teachers' perception on universal design for learning and its implications for teacher training", Master, pp.2011
  19. Kim, H., "National assessment system development of science-related affective domain", Journal of the Korean Association for Science Education, 18(3), pp.357~369 (1998)
  20. Kim, I., "Surveys of students' interests in science content according to gender- and grade-level", Master, pp.2000
  21. Kim, J., "Study on school effect analysis using the multilevel structural equation modeling", Doctor, pp.2007
  22. 김경민, "통합교육의 새로운 패러다임으로서의 유니버셜 디자인철학의 고찰", 특수교육연구, 12(2), pp.67~84 (2005), 국립특수교육원
  23. Kim, K., "AMOS 구조방정식모형 분석" (2004), SPSS Academy
  24. 김순옥, "중학생의 자기조절학습능력 수준에 따른 과학의 탐구능력 및 과학의 정의적 영역 특징 분석", 과학교육연구지, 35(2), pp.307~323 (2011), 과학교육연구소
  25. Kwon, H., "Effects of science class applied universal design for learning on science achievement and academic engagement of students with and without disabilities and on teachers'-students' performance in a general middle school", Doctor, pp.2012
  26. Lee, D., "The relationship between the parent's science learning involvement style which the gifted and nongifted students recognize and their science learning motivation", Master, pp.2013
  27. Lee, H., "구조방정식모형 분석과 AMOS 7.0" (2008), Bobmunsa
  28. Lee, J., "A study on science gifted children's inquiry skills, scientific attitude, scientific learning motivation according to gifted children selection methods", Master, pp.2012
  29. Lee, K., "구조방정식모형" (2005), Kookmin University Press
  30. Lee, M., "Factor analysis of universal design for learning for students with disabilities", Master, pp.2013
  31. Lee, S., "The relationship among self-efficiency, attitude toward science, and the achievement in science subject of middle school students", Master, pp.2005
  32. Linda, W. H., "The relationship between attitudes toward science and science achievement", Journal of Research in Science Teaching, 19(1), pp.33~38 (1982)
  33. "What is universal design" (1997)[URL]
  34. Moon, S., "구조방정식모델링의 이해와 적용" (2009), Hakjisa
  35. Park, J., "Analysis for the purchasing intention in electronic shopping mall and comparison for the estimation method of structural equation model", Master, pp.2001
  36. Park, J., "The effect of integrated visual art instruction based on Universal Design for Learning (UDL) on learning behavior of students with autism spectrum disorders", Master, pp.2008
  37. Rose, D., "Teaching every student in the digital age: Universal design for learning" (2002), Association for Supervision and Curriculum Development (ASCD)
  38. Rose, D., "The universally designed classroom: Accessible curriculum and digital technologies" (2005), Havard University Press
  39. Walker, H. M., "Structuring schoolbased interventions to achieve integrated primary, secondary, and tertiary prevention goals for safe and effective schools" (2002), National Association of School Psychologists
  40. Wilkinson, J., "Science for all" (1847), William Newberg
  41. Woo, J., "구조방정식모델 개념과 이해" (2012), Hannarae
  42. You, S., "The effect of science teaching material based on the universal design for learning (UDL) on instruction participate behavior and performance aptitude of the student with intellectual disabilities", Master, pp.2010

관련 논문AI추천

이 간행물의 다른 논문 (11건)