Reigeluth의 정교화이론에 따른 과학과 계절의 변화 단원 수업설계

다국어 초록 (Multilingual Abstract)

The purpose of this study was to design the instruction of ‘the change of season’ unit in the elementary school science of the 6th grade through the key ideas of Reigeluth’s elaboration theory.
The elaboration theory is focused to provide prescriptions for selecting, sequencing, synthesizing, and summarizing instructional contents. The theory starts the instruction with a special kind of overview containing the simplest and the most fundamental ideas, called ‘epitome’. Then, subsequent lessons add complexity or detail to a part or aspect of the overview in layers, called ‘elaboration’. And the theory includes seven major strategies: elaboration sequence, learning prerequisite sequences, summarizers, synthesizers, analogies, cognitive strategy activators, a learner-control format.
To investigate the purpose of this study, at first considered the development background and features of elaboration theory, seven major strategies, general and three elaboration models. And it was to be selected and analyzed ‘the change of season’ unit of elementary school science in the 7th curriculum with setting learning objectives and task sequences of the unit. Then it was to be extracted the epitome and elaborative factors based on the unit analysis. The epitome of the unit is ‘the change of season’. The first level elaboration extracted from the epitome is ‘seasonal phenomenon’ and the second level elaboration extracted is ‘the reason of seasonal change’.
Then that was to be designed concrete instruction of each eight lessons composing the unit through elaboration strategies based on the unit analysis, extraction of the epitome and elaboration.
To design each lesson, elaboration levels and organizing contents were selected, learning objectives were extracted and instructional model of each relevant lesson was chosen. And then it was to be placed elaboration strategies - cognitive strategy activators, summarizers, synthesizers and so on - in sequencing contents to fit the steps of instructional model. Finally by integrating these, each teaching-learning plan of the lesson was designed.
As studying the lessons systematically designed through the key ideas of elaboration theory, learners can recognize the epitome and overview of the contents. So learners will understand concepts, procedures, principles related the lesson well. Also the elaboration strategies can connect the prior knowledge with the new during instruction. Then learners will be able to deal with the learning contents more actively.
This study focused on the instructional design of ‘the change of season’ unit in elementary school science of the 6th grade. The subsequent study will verify the quantitative effects of learners’ scientific knowledges, inquiry process skills and attitudes and analyze the qualitative effects for teachers and learners by using the designed teaching-learning plan in the elementary school. And it would be expected to design the instruction systematically using Reigeluth’s elaboration theory for any other unit in elementary science as well as different subjects through the subsequent study.

목차 (Table of Contents)

• Ⅰ. 서론 1
• Ⅱ. Reigeluth의 정교화이론의 배경과 수업전략 4
• 1. 정교화이론의 개발 배경과 특징 4
• 2. 정교화이론의 7가지 수업전략 6
• 3. 일반적 정교화 모델 및 세 가지 정교화 조직 모델 20
• Ⅲ. 정교화이론에 따른 과학과 ‘계절의 변화’ 단원 수업설계 27
• 1. ‘계절의 변화’ 단원 분석 30
• 2. 정수 제시 및 정교화 34
• 3. 정교화 수업전략을 활용한 수업설계 36
• Ⅳ. 요약 및 결론 77
• 참고 문헌 80
• 영문 초록 83