효과적인 지형교육을 위한 지형 시뮬레이션 UCC 수업 자료 개발
Development of Geomorphic Simulation UCCs for Effective Geomorphology Education
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초록
We developed interesting Geomorphic Simulation UCCs (GS-UCCs) that can be easily taught and learned. The GS-UCC refers to a video that explain the formation processes in a geomorphic model using real materials such as sand, ice, and water. For this, we analyzed the secondary school curriculum and textbooks and investigated teacher’s perception. We produced three GS-UCCs to study geomorphic processes by exogenic agencies including wind, river, and glacier. In addition, a survey and written interview were conducted to collect opinions on them. 89 secondary school teachers were participated in the survey. These survey data were analyzed through independent sample t-test and categorization. As results, secondary school teachers evaluated the three GS-UCCs positively in terms of motivation for learning, achievement of learning goals, and curriculum matching. However, the teachers worry about the possibility of misconceptions and gaps between real geomorphic processes and models. Additionally, teachers’ perception on GS-UCCs was different according to school level such as middle and high, and degree of experience of geography subject classes.
Abstract
We developed interesting Geomorphic Simulation UCCs (GS-UCCs) that can be easily taught and learned. The GS-UCC refers to a video that explain the formation processes in a geomorphic model using real materials such as sand, ice, and water. For this, we analyzed the secondary school curriculum and textbooks and investigated teacher’s perception. We produced three GS-UCCs to study geomorphic processes by exogenic agencies including wind, river, and glacier. In addition, a survey and written interview were conducted to collect opinions on them. 89 secondary school teachers were participated in the survey. These survey data were analyzed through independent sample t-test and categorization. As results, secondary school teachers evaluated the three GS-UCCs positively in terms of motivation for learning, achievement of learning goals, and curriculum matching. However, the teachers worry about the possibility of misconceptions and gaps between real geomorphic processes and models. Additionally, teachers’ perception on GS-UCCs was different according to school level such as middle and high, and degree of experience of geography subject classes.
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