스토리텔링 기반 수학 교과서에 대한 초등학교 4학년 학생들의 인지부하 분석 - ‘수와 연산’ 영역의 한 주제를 중심으로 -
The 4th Grade Elementary Students' Cognitive Load of Mathematics Textbooks based on Storytelling - Focused on one Theme in ‘Number and Operations’ -
1
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
The purpose of this study is to analyze the differences between the cognitive load of mathematics textbooks based on storytelling and traditional mathematics textbooks that are presented to students. In order to verify this, we have selected two 4th grade classes in elementary school that were identified as a homogeneous group through prior testing, and thus were separated into experimental group and comparative group. Then, without the teacher's lessons, the experimental group learned from mathematics textbooks based on storytelling and the comparative group learned from traditional mathematics textbooks. Afterwards, the two groups' cognitive load was measured through a questionnaire, and the following results were obtained: In the 'mental effort' and 'self evaluation' categories, the students that learned from the mathematics textbook based on storytelling showed higher scores than the students that learned from the traditional mathematics textbook. also there was statistically significant difference in some items. However, no statistically significant difference was found in the remaining categories ‘task difficulty’, ‘self evaluation’, and ‘material design’.
Abstract
The purpose of this study is to analyze the differences between the cognitive load of mathematics textbooks based on storytelling and traditional mathematics textbooks that are presented to students. In order to verify this, we have selected two 4th grade classes in elementary school that were identified as a homogeneous group through prior testing, and thus were separated into experimental group and comparative group. Then, without the teacher's lessons, the experimental group learned from mathematics textbooks based on storytelling and the comparative group learned from traditional mathematics textbooks. Afterwards, the two groups' cognitive load was measured through a questionnaire, and the following results were obtained: In the 'mental effort' and 'self evaluation' categories, the students that learned from the mathematics textbook based on storytelling showed higher scores than the students that learned from the traditional mathematics textbook. also there was statistically significant difference in some items. However, no statistically significant difference was found in the remaining categories ‘task difficulty’, ‘self evaluation’, and ‘material design’.
참고문헌 (28)
- 강명희, "학습자의 사전지식, 인지부하, 몰입, 학업성취도 간의 관계 규명", 교과교육학연구, 13(2), pp.369~391 (2009), 교과교육연구소
- 강이철, "교육방법 및 공학의 이론과 적용" (2009), 학지사
- 교육과학기술부, "수학교육 선진화 방안", 교육과학기술부, ~ (2012)
- 교육부, "수학 4-2" (2013), 천재교육
- 교육부, "수학 4-2" (2014), 천재교육
- 교육부, "교사용 지도서 수학 4-2" (2014), 천재교육
- 권오남, "스토리텔링 수학 모델 교과서의 개발 원리와 현장적용 가능성에 대한 연구", 수학교육 논문집, 27(3), pp.249~266 (2013), 한국수학교육학회
- 권종겸, "초등학교 1·2학년 스토리텔링 기반 수학교과서 적용을통한 교사의 인식 변화", 학교수학, 15(4), pp.683~699 (2013), 대한수학교육학회
- 김연미, "스토리텔링 수학수업의 예상되는 문제점과 해결방법의 모색", 수학교육, 52(4), pp.497~516 (2013), 한국수학교육학회
- 류지헌, "멀티미디어 학습자료 설계를 위한 인지부하 설문의 민감도 분석 및 학습 성취에 대한 예언변수 분석", 교육정보미디어연구, 17(3), pp.309~332 (2011), 한국교육정보미디어학회
- 류지헌, "인지 부하 측정을 위한 구인의 탐색 및 타당화", 교육정보미디어연구, 15(2), pp.1~27 (2009), 한국교육정보미디어학회
- 박소화, "스토리텔링 기반 교수설계 원리 및 모형 탐색", 박사, 교육학과 교육공학전공, pp.2012
- 박창호, "인지학습심리학" (2011), 시그마프레스
- 백대현, "초등학교 수학 교과서에 제시된 스토리텔링 방식의 ‘비교하기’ 단원에 대한 교육적 고찰", 한국초등수학교육학회지, 19(4), pp.527~544 (2015), 한국초등수학교육학회
- 서보억, "수학교육에서 스토리텔링(storytelling)에 대한 문헌 분석 연구", 수학교육, 52(1), pp.65~82 (2013), 한국수학교육학회
- 신준식, "초등학교 수학교과서 스토리텔링 분석 - 3학년을 중심으로", 초등수학교육, 18(2), pp.141~154 (2015), 한국수학교육학회
- 유윤재, "수학교육으로의 초대" (2013), 10101
- 이지현, "수학 교수학습에서 스토리텔링의 의미에 대한 탐색", 수학교육, 52(2), pp.203~215 (2013), 한국수학교육학회
- 정혜영, "초등학생용 수학에 대한 태도척도의 개발과 타당화", 아동학회지, 27(5), pp.49~65 (2006), 한국아동학회
- 최혜실, "스토리텔링 그 매혹의 과학" (2011), 한울
- 한국문학평론가협회, "문학비평용어사전" (2006), 국학자료원
- 정현주, "창의적 문제해결을 위한 인지부하이론의이해", 창의력개발연구, (7), pp.49~67 (2004)
- Paas, F., "Instructional control of cognitive load in the training of complex cognitive tasks", Educational Psychology Review, 6(4), pp.351~371 (1994)
- Plass, L. J., "인지부하이론" (2012), 아카데미프레스
- Stephen K. Reed, "인지심리학 이론과 적용" (2006), 시그마프레스
- Sweller, J., "Sweller의인지부하이론" (2013), 아카데미프레스
- Trabosso, T., "Casual thinking and the representation of narrative events", Journal of Memory and Language, 24, pp.612~630 (1985)
- Zazkis, R., "스토리텔링으로 수학가르치기" (2013), 경문사