MOSt 모형을 적용한 교수-학습 프로그램이 학습 동기에 미치는 효과-생명과학Ⅰ의 생명 활동과 에너지 단원을 중심으로-
Effect of Teaching-Learning Program Based on the MOSt Modelon Motivation for Learning-Focused on the Unit of Life Activities and Energy in Life Science Ⅰ-
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
The purpose of this study was to develop a teaching-learning program based on the MOSt model. The MOSt model is the learning model for improvement of learning motivation based on brain motivation and reward system. This model is suggested strategies for improving learning motive. To compare the effect of the learning program, this study applied the MOSt model program into the experimental group and ARCS strategies program were applied to the control group. Improvement and maintenance of learning motivation were analyzed between the experimental group and the control group. As a result, both experimental and comparative groups improved in their learning motivation after applying the program. After, when the maintenance of improved learning motivation due to the program was checked, the experimental group maintained their improved learning motivation due to the program, whereas the comparative group did not. Especially, in concentration and satisfaction areas, the degree of motivation maintenance between the groups showed statistically significant difference. As a result, the MOSt model-based teaching-learning program in the unit of life activities and energy was effective in the improvement and maintenance of learner’s learning motivation. Through this study, the effectiveness of learning-teaching program based on brain motivation and reward system was confirmed. Also this study can provide information on the further application in the teaching and learning process in the biology education.
Abstract
The purpose of this study was to develop a teaching-learning program based on the MOSt model. The MOSt model is the learning model for improvement of learning motivation based on brain motivation and reward system. This model is suggested strategies for improving learning motive. To compare the effect of the learning program, this study applied the MOSt model program into the experimental group and ARCS strategies program were applied to the control group. Improvement and maintenance of learning motivation were analyzed between the experimental group and the control group. As a result, both experimental and comparative groups improved in their learning motivation after applying the program. After, when the maintenance of improved learning motivation due to the program was checked, the experimental group maintained their improved learning motivation due to the program, whereas the comparative group did not. Especially, in concentration and satisfaction areas, the degree of motivation maintenance between the groups showed statistically significant difference. As a result, the MOSt model-based teaching-learning program in the unit of life activities and energy was effective in the improvement and maintenance of learner’s learning motivation. Through this study, the effectiveness of learning-teaching program based on brain motivation and reward system was confirmed. Also this study can provide information on the further application in the teaching and learning process in the biology education.
참고문헌 (33)
- 안지은, "과학 수업에서 나타난 예비교사들의 교수 전략 지식과 수업 실행 사이의 차이: ARCS 동기 모형 적용을 중심으로", 생물교육, 39(4), pp.608~622 (2011), 한국생물교육학회
- 배진호, "사고 기술에 따른 Graphic Organizer 유형을 활용한 초등 과학 수업이 학업성취도, 과학탐구능력, 학습동기에 미치는 영향", 생물교육, 40(2), pp.209~224 (2012), 한국생물교육학회
- 조준예, "중학교 학생들의 과학과 생물영역에 대한 학습 흥미도 분석", 교육과정평가연구, 6(1), pp.227~246 (2003), 한국교육과정평가원
- Cole, M. S., "Student learning motivation and psychological hardiness : Interactive effects on students’ reactions to a management class", Academy of Management Learning and Education, 3(1), pp.64~85 (2004)
- Izuma, K., "Processing of social and monetary rewards in the human striatum", Neuron, 58(2), pp.284~294 (2008)
- Jensen, E., "Brain-lased learning : A reality check", Educational Leadership, 57(7), pp.76~80 (2000)
- Keller, J. M., "Aspects of Educational Technology Volume X Ⅶ: Staff Development and Carrer Updating" (1984), Kogan
- Keller, J. M., "Development and use of the ARCS model of instructional design", Journal of Instructional Development, 10(3), pp.2~10 (1987)
- Keller, J. M., "Motivational Design for Learning and Performance : The ARCS Model Approach" (2009), Springer
- 김동렬, "중등 생물 교육에서 ARCS 수업 실태 및 교사의 인식 조사를 통한 동기 유발 전략의 수업 적용 방안 탐색", 생물교육, 34(2), pp.185~200 (2006), 한국생물교육학회
- Kim, J., "A study on the instructional strategies for biology based on the motivation types and learning strategies in middle school", Biology Education, 24(1), pp.45~51 (1996)
- Knutson, B., "Functional magnetic resonance imaging of reward prediction", Current Opinion in Neurology, 18(4), pp.411~417 (2005)
- 권용주, "분류 지식의 생성과 이해 형태 학습을 통한 학생들의 두뇌활성 변화", 한국과학교육학회지, 30(4), pp.487~497 (2010), 한국과학교육학회
- 권용주, "과학적 관찰과 규칙성 발견 활동에서 나타나는 감성단어 유형과 과학 지식 생성력과의 관계", 한국과학교육학회지, 24(6), pp.1106~1117 (2004), 한국과학교육학회
- 이일선, "두뇌 동기보상 시스템 기반 생명과학 학습동기 증진 학습모형 개발", 생물교육, 40(1), pp.109~120 (2012), 한국생물교육학회
- 이일선, "두뇌맞춤 지수 기여도 산출식의 개발 및 적용 - 7학년 과학 ‘세포의 구조와 기능’ 단원을 중심으로 -", 생물교육, 38(4), pp.531~546 (2010), 한국생물교육학회
- 이진영, "고등학교 생식과 발생 수업에서 두뇌맞춤 교수-학습 프로그램의 효과", 생물교육, 40(1), pp.87~96 (2012), 한국생물교육학회
- 이미화, "Keller의 ARCS전략을 적용한 수업이 초등학생의 과학 학습 동기 향상에 미치는 효과", 초등과학교육, 24(4), pp.380~390 (2005), 한국초등과학교육학회
- 임채성, "뇌기반 진화적 과학 교수학습 모형의 개발", 한국과학교육학회지, 29(8), pp.990~1010 (2009), 한국과학교육학회
- 임길선, "웹기반 STS 생물학습 프로그램이 과학고등학교 학생들의 학습동기 향상에 미치는 효과", 생물교육, 32(4), pp.298~306 (2004), 한국생물교육학회
- 임효진, "학습동기, 자기통제, 학습전략을 중심으로 한 초등학생의 잠재집단분석", 초등교육연구, 25(3), pp.27~54 (2012), 한국초등교육학회
- Lim, S., "An analysis of multi-dimension of students' interest in learning physics", Journal of Korean Association for Research in Science Education, 20(4), pp.491~504 (2000)
- Mayer, R. E., "Rote versus meaningful learning", Theory into Practice, 41(4), pp.226~232 (2002)
- Megill, J. L., "What role do the emotions play in cognition? : Towards a new alternative to cognitive theories of emotion", Consciousness & Emotion, 4(1), pp.81~100 (2003)
- Mizuno, K., "The neural basis of academic achievement motivation", Neuro Image, 42(1), pp.369~378 (2008)
- OECD, "PISA 2009 Results: What students know and can do - Student Performance in Reading, Mathematics and Science" (2010)
- 박하경, "STS 자료를 활용한 ARCS 수업전략이 중학생의 학업성취도 및 과학에 대한 학습태도에 미치는 영향 - 생식과 발생 단원을 중심으로 -", 생물교육, 38(4), pp.570~582 (2010), 한국생물교육학회
- Posner, M. I., "Influencing brain networks : implications for education", Trends in Cognitive Science, 9(3), pp.99~103 (2005)
- Rangel, A., "A framework for studying the neurobiology of valuebased decision making", Nature Reviews Neuroscience, 9, pp.545~556 (2008)
- Schunk, D. H., "Motivation in Education : Theory, Research, and Application" (2008), Pearson
- 신진숙, "중학교 과학 자극과 반응 수업에서 the MOSt Model을 적용한 교수-학습 프로그램의 효과", 생물교육, 41(3), pp.435~445 (2013), 한국생물교육학회
- 윤치원, "중?고등학생들의 과학 교과에 대한 학습동기의 수준 비교", 생물교육, 33(1), pp.104~111 (2005), 한국생물교육학회
- 유경진, "중학생의 생명현상 관찰활동에서 과학적 흥미 발생 요인 분석", 한국과학교육학회지, 30(5), pp.594~608 (2010), 한국과학교육학회
