상황학습이론에 기초한 미술수업이 학습태도 및 학업성취도에 미치는 영향 - 중학교 2학년을 중심으로 -
Effect of Situated Learning Theory-Based Arts Instruction upon Learning Attitudes and Learning Achievements -Focused on 2nd Graders of Middle School-
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The purpose of this study is to examine which influence the situated learning theory-based fine arts instruction has upon art learning attitudes and art learning achievements of middle school students. The experimental group was taught by following the situated learning theory-based fine arts instruction, while fine arts instruction with traditional method was applied for the control group. The SPSS v. 14.0 statistical package program was utilized for the statistical processing in collected materials. To verify difference between pre and post tests of art learning attitudes on both of groups, the paired sample t-test was adopted. In addition, One-way ANOVA was carried out in order to elicit the results on art learning achievements between two groups as well as to analyze interaction between two sub-elements of each of practical-skill evaluation items. As a result, first, the experimental group with application of the situated learning theory-based fine arts instruction showed the higher mean score in sub-elements for evaluation of the art learning attitudes than the control group. Second, the mean score on the written evaluation and all the practical-skill evaluation items was higher in the experimental group than in the control group. Based on overall results, it would conclude that the situated learning theory-based fine arts instruction has positive influence on the art learning attitudes and the art learning achievements of middle school students.
Abstract
The purpose of this study is to examine which influence the situated learning theory-based fine arts instruction has upon art learning attitudes and art learning achievements of middle school students. The experimental group was taught by following the situated learning theory-based fine arts instruction, while fine arts instruction with traditional method was applied for the control group. The SPSS v. 14.0 statistical package program was utilized for the statistical processing in collected materials. To verify difference between pre and post tests of art learning attitudes on both of groups, the paired sample t-test was adopted. In addition, One-way ANOVA was carried out in order to elicit the results on art learning achievements between two groups as well as to analyze interaction between two sub-elements of each of practical-skill evaluation items. As a result, first, the experimental group with application of the situated learning theory-based fine arts instruction showed the higher mean score in sub-elements for evaluation of the art learning attitudes than the control group. Second, the mean score on the written evaluation and all the practical-skill evaluation items was higher in the experimental group than in the control group. Based on overall results, it would conclude that the situated learning theory-based fine arts instruction has positive influence on the art learning attitudes and the art learning achievements of middle school students.
참고문헌 (47)
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