초록 열기/닫기 버튼
이 연구에서는 개념도 제시유형과 개별/소집단 학습활동, 자기결정성 및 경쟁정도가 사회과 과제흥미와 과제수행에 미치는 효과를 살펴보고자 두 개의 실험을 실시하였다. 초등학교 5학년생 261명이 실험에 참가하였고, 실험 1에서는 개념도 제시유형 중 자유맵과 오류맵에 따라 개별학습상황과 소집단학습상황에서 흥미/동기와 과제수행에서 차이가 나타나는지를 살펴보았고, 실험 2에서는 개별학습상황에서 자기결정수준(상/하)에 따라 개념도 제시유형(자유맵/오류맵)과 경쟁정도(고/저)에 대한 상호작용 분석을 실시하였다. 그 결과, 개별적인 개념도 활동에서는 자유맵보다 오류맵에 대한 과제흥미와 과제수행 점수가 높았으며, 소집단 개념도 활동에서는 과제흥미와 과제수행 점수가 통계적으로 유의한 차이를 나타내지 않았다. 또한 개별학습활동 상황에서는 자기결정성이 높은 학습자들은 경쟁정도와 개념도 제시유형에 관계없이 높은 흥미를 나타냈고, 오류맵 보다 자유맵 조건에서 과제수행 점수가 높았다. 반면 자기결정성이 낮은 학습자들은 고경쟁에서는 오류맵보다는 자유맵에 대한 흥미가 높았고, 과제수행에 있어서는 개념도 유형에 관계없이 낮은 수행점수를 보였다. 이상의 결과를 기초로 실제 학교장면에서 개념도에 대한 학습효과와 흥미를 극대화하기 위한 수업환경 조성에 대해 논의하였다.
This study examined the effects of the types of concept map, learning activities (individual/small group), the levels of self-determination, and competition on interest and task performance in social studies. The participants were 261 fifth-graders. In experiment 1, the types of concept map (free map/incorrect map) and learning activities (individual/small group) were manipulated. There was a significant two-way interaction effect of interest and task performance between the types of concept map and two conditions of learning activity, indicating that participants displayed greater interest and task performance in the incorrect map than in the free map when they performed the individual learning activity. However in the small-group learning activity condition, there was no significant difference between the free and incorrect maps. In experiment 2, the types of concept map (free map/incorrect map), the levels of self-determination (high/low) and competition (high/low), were manipulated in the individual learning situation. The results revealed a significant three-way interaction, indicating the participants with low motivation were more interested in the free map than in the incorrect map when in the test was presented in a highly competitive situation, and they showed greater interest in the incorrect map when in the less competitive situation. However participants with high self-determination displayed great interest in the task regardless of the types of concept or the levels of competition. In addition, participants with high self-determination showed higher task performance scores in the free map than in the incorrect map, whereas participants with low self-determination displayed low task performance scores in all types of concept map irrespective of the levels of competition. These findings show that it is important to consider individual characteristics such as self-determination level, type of learning activity, and the level of competition when providing concept maps for promoting interest and task performance.
키워드열기/닫기 버튼
concept map, learning activity, self-determination, competition, interest, task performance
