명시적 탐구학습 프로그램이 지적장애학생의 분류 능력에 미치는 효과 - sLORETA를 이용한 뇌파 분석 연구 -
The Effects of an Explicit Inquiry Learning Model for Improving Classification Ability of Students with Intellectual Disability - A Brain Wave Study using sLORETA -
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The purpose of this study was to develop an explicit inquiry learning model for middle school students with intellectual disability and evaluate its effects on improvements of students’ classification ability through the application of the model. For this purpose, three researches were conducted; (a) development of explicit inquiry learning model based on the critical review of the literature and previous researches about explicit learning models and teaching strategy for student with an intellectual disability; (b) development of a classification ability assessment framework for classification ability assessment; (c) analysis of its effectiveness using the framework. As a result, an explicit inquiry learning model was developed which consisted of five steps; (a) introduction, (b) guided practice at low level, (c) guided practice at high-level, (d) independent practice, and (e) application. With these model and learning contents, 15 class hours of programs were developed. Four middle school students with disabilities participated in the lessons. The change of students’ classification abilities was analyzed by classification function assessment with the paper test and sLORETA analysis. In the posttest, the students with intellectual disability generated more classification criteria in the fluency, the elaboration, and the level of thinking process compare within the pretest. In case of sLORETA analysis, the alpha band (8.0~12.9 Hz) was increased in the precentral gyrus of the frontal lobe, postcentral gyrus of the parietal lobe. So, alpha band was shown the increased in the superior temporal gyrus and transverse temporal gyrus of the temporal lobe. This result shows that the explicit inquiry learning model is effective to improve the classification ability of student with intellectual disability. In addition, the study raises the need for further research, such as pluralism classification and abductive strategy.
Abstract
The purpose of this study was to develop an explicit inquiry learning model for middle school students with intellectual disability and evaluate its effects on improvements of students’ classification ability through the application of the model. For this purpose, three researches were conducted; (a) development of explicit inquiry learning model based on the critical review of the literature and previous researches about explicit learning models and teaching strategy for student with an intellectual disability; (b) development of a classification ability assessment framework for classification ability assessment; (c) analysis of its effectiveness using the framework. As a result, an explicit inquiry learning model was developed which consisted of five steps; (a) introduction, (b) guided practice at low level, (c) guided practice at high-level, (d) independent practice, and (e) application. With these model and learning contents, 15 class hours of programs were developed. Four middle school students with disabilities participated in the lessons. The change of students’ classification abilities was analyzed by classification function assessment with the paper test and sLORETA analysis. In the posttest, the students with intellectual disability generated more classification criteria in the fluency, the elaboration, and the level of thinking process compare within the pretest. In case of sLORETA analysis, the alpha band (8.0~12.9 Hz) was increased in the precentral gyrus of the frontal lobe, postcentral gyrus of the parietal lobe. So, alpha band was shown the increased in the superior temporal gyrus and transverse temporal gyrus of the temporal lobe. This result shows that the explicit inquiry learning model is effective to improve the classification ability of student with intellectual disability. In addition, the study raises the need for further research, such as pluralism classification and abductive strategy.
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