대학 일반 화학 수업에서 개념도 활용 전략의 효과
The Effects of Concept Mapping Strategy in the Undergraduate General Chemistry Course
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초록
연구에서는 일반화학 수업에서의 개념도 작성이 초등 예비교사의 성취도, 개념 이해도, 과학에 대한 불안감, 과학교수효능감에 미치는 영향을 조사했다. 또한, 예비교사들의 학습 접근 방식과 개념도 작성 활동 사이의 적성-처치 상호작용 효과도 조사했다. 1개 교육대학교의 1학년 학생 69명을 처치 집단과 통제 집단으로 배정했다. 사전 검사로 학습 접근 방식, 과학에 대한 불안감, 과학교수효능감 검사를 실시했다. 처치는 9주 동안 진행되었는데, ³치 집단은 강의 후 개념도 작성을 했고, 제 집단은 강의 후 교과서의 연습 문제를 풀었다. ³치가 끝난 후, ¼º취도, °³념 이해도, °학에 대한 불안감, °학교수효능감 검사를 실시했다. ¿구 결과, 성취도 검사에서는 처치 집단의 점수가 통제 집단보다 유의미하게 높았다. ±×러나 개념 이해도와 과학교수효능감에서는 처치 집단과 통제 집단 사이에 통계적으로 유의미한 차이가 나타나지 않았다. °학에 대한 불안감 검사에서는 처치 집단 학생들의 불안감이 통제 집단에 비해 유의미하게 높았다. Ð생들의 학습 접근 방식과 수업 처치 사이의 적성-처치 상호작용 효과는 발견되지 않았다.
Abstract
this study, the effects of concept mapping on the preservice elementary teachers achievement, conceptual understanding, anxiety toward science, and science teaching efficacy belief were investigated in the undergraduate general chemistry course. The aptitude-treatment interaction (ATI) between preservice teachers learning approach and concept mapping strategy was also investigated. Sixty-nine freshmen from a university of education were assigned to a control group and a treatment group. Tests regarding students' learning approach, anxiety toward science, and science teaching efficacy belief were administered as pretests. Treatment lasted for 9 weeks. In every class, students in the treatment group constructed concept maps, while those in the control group solved the problems of the textbook after the lecture. After the instructions, tests of achievement, conceptual understanding, anxiety toward science, and science teaching efficacy beliefs were administered. The results indicated that students in the treatment group significantly outperformed those of the control group in the achievement test. In the conceptual understanding and the science teaching efficacy beliefs, however, no statistically significant differences were found between two groups. Students of the treatment group showed significantly higher anxiety than their counterpart in the test of anxiety toward science. No aptitude-treatment interaction between students learning approach and the concept mapping strategy was found.
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