고등학교 생명과학 수업의 진단평가 및 형성평가에서 교실응답시스템의 활용 효과
Practical Use of the Classroom Response System (CRS) for Diagnostic and Formative Assessments in a High School Life Science Class
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초록
본 연구는 문제풀이 중심으로 운영되는 고등학교 생명과학 수업에서 교육매체의 일종인 교실응답시스템(CRS)의 활용 가능성을 알아보고자 하였다. 교수․학습 전략으로 CRS 활용반(34명)은 학생들이 CRS 단말기로 응답한 결과를 교사가 즉시 파악하고 개인별 응답 이유를 질문한 후 피드백을 하였다. 비교반(34명)에서는 CRS를 사용하지 않았으며 학생들에게 일괄적인 피드백을 하였다. 연구 결과, CRS 활용이 학생들로 하여금 수업 활동에 흥미와 집중력을 높여주는 것으로 인식되었다. 그러나 학업 성취도의 향상에 있어서 CRS 활용반과 비교반 사이에 유의한 차이는 없었다. 다만 성적 수준에 따라 그룹을 나누었을 때, 중위그룹에서는 CRS 활용반과 비교반 사이에 학업 성취도의 향상에 유의한 차이를 보였다. 진단평가 및 형성평가에서 CRS 활용의 효과를 높이기 위해서는 다양한 수준의 문제들을 사전에 개발하고, 학생들의 응답 이유를 정확히 파악하여 더욱 많은 학생들에게 개인별 맞춤형 피드백을 할 수 있는 교수 전략의 개발이 필요함을 제안한다.
Abstract
The purpose of this study was to examine the potential of the use of Classroom Response System (CRS), a kind of new ICT medium, in the quiz problem-solving oriented high school life science class. To find usefulness of CRS as a teaching and learning strategy, CRS group (n=34) sent prompt individual answers to the teachers’ questions using CRS terminal (Clicker), and then the teacher asked additional individual reasons and gave personalized feedbacks. In the control group (n=35), CRS was not used while the teacher asked overall questions and gave feedback in an undifferentiated way. As a result, using CRS increased students’ interest and concentration during class, but there were no significant differences in study achievement between the two groups. However, there were significant differences between the medium-level groups when the two groups were divided into smaller ones based on their pre-scores. We suggest that, for the effective CRS for diagnostic and formative assessment, teachers should develop the teaching and learning strategy that can produce appropriate questions with various levels in advance, investigate exact reasons for students’ answers, and give customized feedback by individual as much as possible.
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