선행조직자의 효과에 관한 연구 = A Study on the Effect of Advance organizer on Learning

다국어 초록 (Multilingual Abstract)

In teaching, one often finds a chasm, sometimes vast, between what to teach and what the student knows. Students often appear to gave no knowledge about a topic, and the instructional designer or instructor has little interest in how to introduce a topic in way which can help the students to remember and to transfer the knowledge they may have about the new topic.
The advance organizer is one of the cognitive strategies which has the capability of helping students to recall what they know and to sransfer that knowledge to new topics. It is like a bridge which can be constructed and used with material presented in written and oral form. The advance organizer is a brief prose passages, usually about one paragraph in length, which introduces a lesson or a unit of instruction before the main body of presentation.
David P. Ausubel, one of the more influential scholars in Applied Cognitive Psychology, developed a theory of meaningful verbal learning called subsumption theory: The main ideas o the theory are concerned with how a persons prior knowledge and its organization determine learning. During meaningful learning, the person organizes or subsumes or incorporates the new knowledge into the old knowledge, and the advance organizer operates as a schema.
Although there have been dozens of research efforts, some experimenters have found that advance organizers do improve learning, and some have found that advance organizers do not. Thus, the purpose of this study was to investigate the effect of advance organizer on learning. The following research questions were raised to serve the purpose of the study: 1) Is there a difference in means between the experimental group and the control group on post-test? 2) Is there a correlation between the mean score of the previous years grade and the post-test score among the experimental group?
The subjects of the study were 46 college students who had enrolled in programmed instruction course. They were divided into two groups: 23 for the experimental group and 23 for the control group. The experimental group was taught with the advance organizer presented before the instruction while the control group was taught without it. After instruction, post-test was given to both groups. T-test was utilized to compare the mean scores of the two groups on post-test.
The results of the T-test indicated that the experimental group showed significantly higher mean scores than the control group (t=2.22, P<.05). Therefore, it was concluded that the instruction with advance organizer was more effective than the conventional type of instruction. The result also showed that there was no correlation between the mean of previous years; grade and the post-test score among the experimental group (r=-.30).
A number of recommendations for further research could be made from these results. The most important of these include detailed attention to possible long-term effects, examination of possible effects on learning at all levels of the cognitive domain (fact learning, applications, problem solving, analysis, and synthesis), greater fidelity to the features of organizer espoused by Ausubel, improved operational definitions, extensions into more subject matter areas, and more research with all grade levels.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 선행조직자의 이론적 고찰
• A. 선행조직자의 개념 및 특성
• B. 선행조직자의 개발 및 활용 절차
• C. 관련 선행 연구
• Ⅲ. 선행조직자의 효과 실험
• A. 실험 방법 및 절차
• B. 실험 결과 및 분석
• Ⅳ. 결론
• 참고문헌
• 부록
• Abstract