내용언어 통합수업에서 전자칠판을 이용한 입력강화 방안
A study on the input enhancement using IWB in the content and language integrated learning classes
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The purpose of this study was to find the most effective techniques in using the input enhancement of the IWB(Interactive White Board) in the field of CLIL(Content and Language Integrated Learning). This study examined and compared different input enhancement techniques of the IWB using three equal leveled experimental groups. Group 1 used: IWB input enhancement and sound input enhancement with syllable units. Group 2 used: basic input enhancement and sound input enhancement with syllable units. Group 3 used:basic input enhancement. The results showed several points. Firstly, the IWB input enhancement with sound was more effective than other techniques in the subjects of math, science and art. Secondly, the students who participated in the experiment showed more interest in science and math even though they achieved higher scores in art. Thirdly, the students appeared to understand the meaning of the words better than their ability to read the CLIL words. From these results, this study proposes the desirable techniques of using the IWB input enhancement when CLIL subjects are taught in Public Elementary Schools.
Abstract
The purpose of this study was to find the most effective techniques in using the input enhancement of the IWB(Interactive White Board) in the field of CLIL(Content and Language Integrated Learning). This study examined and compared different input enhancement techniques of the IWB using three equal leveled experimental groups. Group 1 used: IWB input enhancement and sound input enhancement with syllable units. Group 2 used: basic input enhancement and sound input enhancement with syllable units. Group 3 used:basic input enhancement. The results showed several points. Firstly, the IWB input enhancement with sound was more effective than other techniques in the subjects of math, science and art. Secondly, the students who participated in the experiment showed more interest in science and math even though they achieved higher scores in art. Thirdly, the students appeared to understand the meaning of the words better than their ability to read the CLIL words. From these results, this study proposes the desirable techniques of using the IWB input enhancement when CLIL subjects are taught in Public Elementary Schools.
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