개념 변화 수업에서 협동학습 환경이 학생들의 인지적, 정의적 결과에 미치는 효과
The Effect of Cooperative Learning Environments in Conceptual Change Instruction on Students' Cognitive and Affective Outcomes
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초록
이 연구에서는 개념 변화 수업에서 협동적 학습 환경의 효과를 개념 이해도, 성취도, 과학 학습 동기, 과학 수업에 대한 태도 및 수업 참여도에 대한 인식 측면에서 조사하였다. 1개 남녀 공학 중학교의 2학년 2개 학급을 비교 집단과 처치 집단으로 각각 배치하고, ‘물질의 특성’ 단원의 밀도, 끓는점, 어는점, 용해도에 대하여 11차시 동안 수업을 실시하였다. 처치 집단에서는 협동적 개념 변화 수업을 실시하였고, 비교 집단에서는 개별적 개념 변화 수업을 실시하였다. Mann-Whitney Test 결과, 처치 집단의 개념 검사 점수와 성취도 검사 점수가 비교 집단에 비해 유의미하게 높았으며, 처치 집단의 수업 참여도에 대한 인식이 비교 집단에 비해 더 긍정적인 것으로 나타났다. 이원 공변량 분석 결과, 처치 집단의 학습 동기 검사 점수가 비교 집단에 비해 유의미하게 높았으나, 과학 수업에 대한 태도에서는 두 집단 간에 유의미한 차이가 나타나지 않았다.
Abstract
This study investigated the effects of cooperative learning environments in conceptual change instruction upon students' conception, achievement, learning motivation, attitude toward science instruction, and perception of involvement. Two classes of 8th graders at a co-ed middle school were assigned to the treatment and the comparison groups. They were taught about density, boiling point, freezing point, and solubility for 11 class hours. The treatment group's learning environment involved cooperative conceptual change instructions while the comparison group's environment incorporated individual conceptual change instructions. Mann-Whitney test results revealed that the scores of the conception and achievement test for the treatment group were significantly higher than those for the comparison group. The perceptions of involvement for the treatment group were more positive than those for the comparison group. The scores of the learning motivation test for the treatment group were found to be significantly higher than those for the comparison group based on a two-way ANCOVA analysis. However, attitudes toward science instruction were not found to be significantly different between the two groups.
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