초등학교 과학 수업에서 게임을 이용한 협동학습의 효과
The Effects of the Cooperative Learning Using Games in Elementary School Science Classes
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초록
이 연구에서는 게임을 이용한 협동학습이 초등학교 6학년 학생들의 학업 성취도와 과학 학습 동기에 미치는 영향을 조사했다. 한 초등학교의 6학년 2개 학급 68명을 학급 단위로 통제 집단과 처치 집단으로 할당했다. 사전 검사로 과학 학습 동기에 대한 검사를 실시했다. ‘우리 몸의 생김새’와 ‘여러 가지 기체 단원에 대해 16차시에 걸쳐 처치를 실시했다. 처치가 끝난 후, 연구자가 개발한 학업 성취도 검사와 과학 학습 동기 검사를 사후 검사로 실시했다. 공변량 분석 결과, 학업 성취도 검사의 전체 점수에서는 유의미한 효과가 나타나지 않았으나, 여러 가지 기체 단원에서는 통계적으로 유의미한 효과가 나타났다. 과학 학습 동기 검사에서도 처치 집단의 점수가 통제 집단보다 유의미하게 높았다.
Abstract
In this study, we investigated the effects of the cooperative learning using games on the 6th graders' achievement and their science learning motivation. Two classes (68 students) from an elementary school were respectively assigned to a control group and a treatment group. A science learning motivation test was administered as a pretest. Students were taught about structure of our body and gases units for 16 class periods. A researcher-made achievement test and the science learning motivation test were administered as posttests. ANCOVA result indicated that there was no statistically significant effect in the achievement test scores. However, there was a statistically significant effect in the scores of the gases subcategory of the achievement test. The scores of the treatment group were also significantly higher than those of the control group in the science learning motivation test.
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