초등학생의 사고양식, 학습양식 및 학업성취도와의 관계 = Relation of elementary students’thinking style, learning style, and academic achievements

다국어 초록 (Multilingual Abstract)

This study examined the relation of elementary students' thinking style and learning style with their academic achievements according to gender, taking note of the fact that elementary students'learning style, which is preference for specific thinking process and learning method for acquiring knowledge, is different although other conditions such as time and place are the same. It is because individual learners'thinking style and learning style show their tendency of preferring specific strategies and applying them to learning situation and, furthermore, give understanding of their information processing procedure and clues for enhancing their academic achievement through improving their current learning process.
This research was conducted with 210 male and female 4th, 5th and 6th grade students at an elementary school in Daejeon. Thinking style was measured using 65 questions in a validated short version of Thinking Styles Questionnaire translated by Mi-seon Yoon. The 13 sub styles of thinking were classified into Type Ⅰ and Type Ⅱ and their relations with learning style and academic achievement were examined.
Learning style was measured using 36 questions in a questionnaire prepared by Myeong-hwa Tae through revising and complementing Student Learning Styles Questionnaire developed by Grasha Reichmann. The relations between six sub styles of learning and thinking styles were examined.
According to the results of examining differences in learning style according to gender and thinking style, thinking style Type Ⅰ showed higher scores than Type Ⅱ in independent, cooperative, competitive and participative learning styles. This suggests that elementary students'thinking style is generally of creative Type Ⅰ with participative, cooperative and occasionally competitive learning styles.
In addition, according to the results of examining the relation between thinking style and academic achievement, thinking style Type Ⅰ showed higher achievement than Type Ⅱ in male and female students'Korean language, male students'social studies and female students'science. This suggests that, as reported in previous researches, thinking style is generally in a significant correlation with academic achievement. Considering that academic achievement was evaluated using short answer and multiple choice questions in this study, more significant result is expected in each subject if various types of questions are used.
Difference in academic achievement is caused not only by difference in abilities but also by difference in method or style preferred by learners in using their intelligence. Accordingly, the efficiency and effectiveness of learning can be improved by developing and applying teaching learning models in consideration of elementary students'thinking and learning style.
In particular, learners'academic achievement may be affected negatively by any inconsistency among teaching style, the environment and contents of teaching and learning, evaluation method and learners'style. Thus, teaching learning designers need to understand the distribution of thinking and learning styles among the learner group and establish and execute teaching strategies considering the characteristics of different groups.
Furthermore, when the teachers are aware of their own thinking, learning styles, helps students understand and adjust themselves to the styles, the students may attain high academic achievement through more effective learning.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• Ⅱ. 연구방법 = 23
• 1. 연구대상 = 23
• 2. 측정도구 = 23
• 3. 분석 방법 = 27
• Ⅲ. 결론 = 28
• 1. 성별과 사고양식에 따른 학습양식의 차이분석 = 28
• 2. 사고양식과 학업 성취도간의 관계 = 34
• Ⅳ. 논의 = 40
• 참고 문헌 = 44
• ABSTRACT = 49
• 부록 = 52
• 부록 1. 사고양식 검사지 = 52
• 부록 2. 학습양식 검사지 = 58