中學校 科學授業에서의 力動的 構造가 學生의 學業成就度에 미치는 效果 : 달과 火星에 대한 授業內容을 中心으로

서지정보

ㆍ발행기관 : 한국지구과학회 ㆍ수록지정보 : 한국지구과학회지 / 11권 / 3호
ㆍ저자명 : 이명순, 김영수, 최승언, 권병두

영어 초록

This study investigated the effects of variations in the kinetic structure on the science knowledge acquisition and analyzed the kinetic structure of a sience classroom communication. According to the rationale of the kinetic structure theory, a communication with high structure would facilitate greater knowledge acquisition than that with low structure. To testify that hypothesis, a modified non-equivalent pretest-posttest control group design was used. Four classes(8th grade), two classes for each sex, were selected. On the topic of 'Moon and Macs', two tape-recorded lessons differing in the kinetic structure were developed. Each lessons played 14 minutes long. One of them was high structure(B￣₁ = 0.48) and the other was low structure(B￣₁ = 0.19). The results showed that the students with high structure lesson achieved greater than those with low structure lesson(F = 7.03, p $lt; .01). But when the results were analyzed by sex, only boy students' achievement showed a significant difference between low and high structure groups(F = 9.54, p $lt;.01). The results of this study suggest that a high structure communication will facilitate the science learning in the case of boy students. On the other hand, an actual classroom communication on the topic of `Moon and planets' was tape-recorded from a middle school science class(9th grade) and lasted 45 minutes long. It was analyzed by Anderson's and Kim's methods of the kinetic structure analysis. The grand mean fundamental coefficient of the whole communication was 0.20, and the grand mean weighted coefficient was 0.84. This communication showed high mean progression density(D￣s= 0.88 with (NAC)￣=1.14). Thus, in general, this verbal communication had low structure and high progression. Therefore, it can be concluded that this classroom communication will give the students some difficulties in their learning.

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