학습자 삶의 맥락을 강조하는 모바일 플랫폼 기반의 대학 교양 생물학 교육과정 고안 및 학습자 동기의 변화 이해
Design-based Study on an Undergraduate General Biology Curriculum usingMobile Platform for Life Relevance Inclusive Learning
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초록
The purpose of this study was to provide a general biology course to enhance students’ interest in biology and to recognize biology as a useful subject in life. The ARCS motivation strategies were performed, and a mobile platform was constructed to promote student participation. Fifty-eight college students were participated in this study. During a semester, there were two hours of class time per week, and three times of achievement tests and CIS (Keller, 2000) questionnaires were performed in five-week period. The changes of students’ CIS scores through time and the relationships with their achievement were analyzed. As a result, the participants showed highly motivated through the given biology course. Among the four elements of motivation, the relevance and satisfaction aspects were relatively high while the attention aspect was relatively low. It is encouraging in that participants recognized the biology is important and relevant in their lives, and satisfied with learning activities from the lesson. The participants’ motivation level was not consistently increased nor decreased over time, rather it has high correlation with their achievement. The attitude on the using mobile was very high, but not related the level of achievement nor motivation. The implications of using CIS to capture participants’ motivation level was furtherly discussed.
Abstract
The purpose of this study was to provide a general biology course to enhance students’ interest in biology and to recognize biology as a useful subject in life. The ARCS motivation strategies were performed, and a mobile platform was constructed to promote student participation. Fifty-eight college students were participated in this study. During a semester, there were two hours of class time per week, and three times of achievement tests and CIS (Keller, 2000) questionnaires were performed in five-week period. The changes of students’ CIS scores through time and the relationships with their achievement were analyzed. As a result, the participants showed highly motivated through the given biology course. Among the four elements of motivation, the relevance and satisfaction aspects were relatively high while the attention aspect was relatively low. It is encouraging in that participants recognized the biology is important and relevant in their lives, and satisfied with learning activities from the lesson. The participants’ motivation level was not consistently increased nor decreased over time, rather it has high correlation with their achievement. The attitude on the using mobile was very high, but not related the level of achievement nor motivation. The implications of using CIS to capture participants’ motivation level was furtherly discussed.
참고문헌 (15)
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