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초등 과학 실시간 쌍방향 수업에서 자기조절학습방법의 적용에 대한 연구 –‘식물의 생활’단원을 중심으로 -

A Study on the Application of Self-Regulated Learning Method to Real-Time Interactive Online Classes in Elementary Science – Focused on the Unit of ‘Life of Plant’ -

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초록

The purpose of this study was to apply the self-regulated learning method to the real-time interactive online class in unit of ‘Life of Plant’ of elementary science and investigated what changes occur in elementary students' self-regulated learning ability and inquiry skill. For this purpose, the experimental class consisted of real-time interactive online science classes that applied the self- regulated learning method, and the comparative class consisted of real-time interactive online science classes that were generally conducted. As a result of the study, students in the experimental class had a positive effect on the improvement of self-regulated learning ability(p<.05) and inquiry skill(p<.001) compared to the comparative class students. Thus, self-regulated learning method to real-time interactive online classes in elementary science is useful to enhance the elementary students' self-regulated learning ability and inquiry skill. The implications of this study call for emphasizing the professional development of teachers in online science classes, and look forward to continuing a variety of follow-up research on self-regulated learning method to online classes.

Abstract

The purpose of this study was to apply the self-regulated learning method to the real-time interactive online class in unit of ‘Life of Plant’ of elementary science and investigated what changes occur in elementary students' self-regulated learning ability and inquiry skill. For this purpose, the experimental class consisted of real-time interactive online science classes that applied the self- regulated learning method, and the comparative class consisted of real-time interactive online science classes that were generally conducted. As a result of the study, students in the experimental class had a positive effect on the improvement of self-regulated learning ability(p<.05) and inquiry skill(p<.001) compared to the comparative class students. Thus, self-regulated learning method to real-time interactive online classes in elementary science is useful to enhance the elementary students' self-regulated learning ability and inquiry skill. The implications of this study call for emphasizing the professional development of teachers in online science classes, and look forward to continuing a variety of follow-up research on self-regulated learning method to online classes.

참고문헌 (35)

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