경과시간에 대한 초등학생들의 과제 수행 실태 조사
Investigation of Elementary Students’ Performance on the Elapsed Time Task
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초록
이 연구의 목적은 초등학교 2학년 시기에 학습하는 경과시간에 대한 초등학생들의 이해를 탐색하는 것이다. 초등학생들의 경과시간 과제 수행 실태를 다면적으로 살펴, 경과시간에서 경험하는 학생들의 어려움 개선을 모색하고자 한다. 이를 위해 초등학교 3학년 87명과 5학년 학생 68명을 대상으로 경과시간 과제 수행 검사를 실시하였다. 그 결과, 학생들은 시계의 종류에 따라 정답률을 다르게 나타냈으며, 특히 동일한 과제도 시계의 종류에 따라 학생들에게 다른 유형의 과제로 접근됨이 확인되었다. 또한 상위권과 하위권 학생들은 경과시간 과제 수행에 있어서도 시계의 종류에 따라 서로 다른 경향이확인되었다. 학년에 따른 경과시간 과제 수행을 비교한 결과, 5학년 학생들은 3학년 학생들보다 평균 정답률은 높게 나타났지만 5학년 하위권 학생들은 3학년 하위권 학생보다 경과시간에 대한 잘못된 이해가 보다 극단적일 수 있을 것으로 추측되었다. 결과를 바탕으로 경과시간 주제에 대한 교수학적인 시사점이 논의되었다.
Abstract
This article is aimed to understand elementary students' performance of the elapsed time task to seek measures to help them to tackle the challenges they experience with the elapsed time. Students in Grades 3 (n=87) and 5 (n=68) took the examination of elapsed time calculation represented with two different clocks. The results revealed that students’ performances were significantly different depending on the type of clock they worked with. Students understood even the same task as different ones, depending on the type of clock. In addition, the high and low achievers showed different trend in their performance, depending to the types of clock. The results of performances comparison by the grade level indicated that the 5th graders had a better understanding than the 3rd graders on average, but if we looked into the low achievers, it was expected that the 5th graders might be more extreme in misunderstanding of the elapsed time than the counterparts in the 3rd graders. Based on the results, didactical implications for the elapsed time topic were discussed.
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