리빙랩 기반 교육 프로그램의 효과에 대한 메타분석
The Meta-Analysis on Effects of Living Lab-Based Education
1
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
이 연구는 리빙랩 기반 교육 프로그램의 효과를 메타분석을 통해 종합하기 위해 실시되었다. 자료 분석을 위해 리빙랩 기반교육의 효과를 보고한 선행연구 7편을 선정하였다. 연구문제는 다음과 같다. 첫째, 리빙랩 기반 교육 프로그램의 전체 효과크기는 어떠한가? 이 때 전체 효과크기는 인지적 영역과 정의적 영역에 대한 효과를 의미한다. 둘째, 범주형 변수에 따른 리빙랩 기반 교육 프로그램의 효과크기는 어떠한가? 이 연구에서 범주형 변수는 연구 결과 특성, 연구 특성, 연구 설계 특성으로 구분하였다. 연구 결과는 다음과 같다. 첫째, 리빙랩 기반 교육의 전체 효과크기는 0.347로 나타났다. 둘째, 인지적 영역에 따른 효과크기는 지식정보처리 1.244, 의사소통능력 0.593, 문제해결능력 0.261, 창의성 0.26의 순으로 나타났다. 셋째, 교과 영역에 따른 효과크기는 전기전자 1.146, 기술가정 0.489, 인공지능 0.379, 실과 0.168의 순으로 나타났다. 넷째, 학교급에 따른 효과크기는 고등학교 1.058, 중학교 0.312, 초등학교 0.217의 순으로 나타났다. 다섯째, 학년에 따른 효과크기는 두 학년 이상을 통합하여 운영한경우 0.295, 단일 학년 0.294의 순으로 나타났다.
Abstract
The purpose of this study is to synthesize effects of the living lab-based education through meta-analysis. Seven primary studiesreporting the effect of living lab-based education were carefully selected for data analysis. Research questions are as follows. First,what is the overall effect size of the living lab-based education? The overall effect size refers to the effect on the cognitive andaffective domains. Second, what is the effect size of the living lab-based education according to categorical variables? Categoricalvariables are outcome characteristics, study characteristics, and design characteristics. Results are summarized as follows. First, theoverall effect size of living lab-based education was 0.347. Second, the effect size according to the cognitive domain was 1.244 forinformation process, 0.593 for communication, 0.261 for problem solving, and 0.26 for creativity. Third, the effect size accordingto subject area was shown in the order of electrical and electronic engineering 1.146, technology and home economics 0.489, artificialintelligence 0.379, and practical arts 0.168. Fourth, the effect size according to school level was 1.058 for high school, 0.312for middle school, and 0.217 for elementary school. Fifth, the effect size by grade level was 0.295 when two or more grades wereintegrated and 0.294 for a single grade.
참고문헌 (19)
- The future of education and skills: Education 2030, "Organisation for Economic Co-operation Development", ~ (2018)
- Korea Department of Education, "2015 National Revised Curriculum" (2015)
- B. Bergvall-Kareborn, "Living Lab: an open and citizen-centric approach for innovation", International Journal of Innovation and Regional Development, 1(4), pp.356~370 (2009)
- A. Ståhlbröst, "The Living Lab Methodology Handbook" (2012), Centre for Distance-spanning Technology
- C. H. Seok, "The effects of elementary software education applying living lab process on convergence talent literacy and creative problem solving", Master, pp.2021
- 조한아, "자유학기제 기술·가정 교과 주제선택 활동을 위한 리빙랩 교육 프로그램 개발", 대한공업교육학회지, 46(3), pp.136~164 (2021), 대한공업교육학회
- H. Cooper, "Research Synthesis and Meta-Analysis: A Step-By-Step Approach" (2015), SAGE publications, Inc
- J. Mazutti, "Smart and learning campus as living lab to foster education for sustainable development: an experience with air quality monitoring", International Journal of Sustainability in Higher Education, 21(7), pp.1311~1330 (2020)
- M. Pino, "Contribution of the living lab approach to the development, assessment and provision of assistive technologies for supporting older adults with cognitive disorders", Stud. Inform. Univ, 11(2), pp.34~62 (2013)
- J. P. Higgins, "Cochrane Handbook for Systematic Reviews of Interventions" (2019), John Wiley & Sons
- J. T. Gim, "The effect of secondary software education using the living lab process on cooperative problem-solving ability and cooperative self-efficacy", Master, pp.2022
- 이승호, "특성화고등학교에서 창의적 체험활동을 위한 리빙랩 기반의 수업자료 개발", 학습자중심교과교육연구, 21(1), pp.1147~1168 (2021), 학습자중심교과교육학회[DOI]
- L. K. W. Park, "The effect of cyber violence prevention education using the living lab process on the verbal aggression and social presence of elementary school students", Master, pp.2022
- H. R. Seo, "Effect of artificial intelligence education programs applying the living lab process on the creative problem-solving skills, communication skills, and collaboration skills of elementary school students", Master, pp.2022
- 손정명, "리빙랩 기반 초등학교 데이터 과학 프로그램의 효과성 분석", 정보교육학회논문지, 26(2), pp.105~120 (2022), 한국정보교육학회
- R. G. Orwin, "A fail-safe N for effect size in meta-analysis", Journal of Educational Statistics, 8(2), pp.157~159 (1983)
- J. Cohen, "Statistical Power Analysis for the Behavioral Sciences" (2013), Routledge
- I. Martek, "Are university"living labs"able to deliver sustainable outcomes? A case-based appraisal of Deakin University, Australia", International Journal of Sustainability in Higher Education, 23(6), pp.1332~1348 (2022)
- F. Biocca, "Presence: Teleoperators and virtual environments" (2001)