백워드 설계 모형을 기반으로 한 사회과 단원 개발 및 적용 = Development and application of social studies unit based on backward design

다국어 초록 (Multilingual Abstract)

The research is aimed at developing understanding-oriented elementary social studies units based on backward design model and at the same time confirming the possibility of applying the developed unit to an actual ground and finding a better applying method of backward design.
The substantial study issues this research intends to deal with are as follows:
1. After the development and application of Social Studies unit based on backward design model, do the learners reach to true understanding?
2. After the development and application of Social Studies unit based on backward design model, does the learner's learning motivation increase?
3. In the development and application of Social Studies unit based on backward design model, what is the teacher's difficulties and how can it be improved?
For this research, subject matter unit was developed according to the process of backward design model and it is conducted by the class targeting 27 sixth-grade schoolchildren of a D elementary school located at Pusan.
The backward design model, which was developed by Wiggins and McTighe, is a curriculum based on the development model, that consists of developing an advanced form of instructional design and evaluation in order to improve the students' achievement. The backward design is both an achievement standards-centered instructional design and a pro-evaluation instructional design that develops teaching and learning activities after deciding acceptable evidences.
The backward design goes through three stages. In the first stage, the goal and questions of the unit are developed. In this stage, questions including "enduring understanding" or "big concepts", in other words limited unit questions rather than essential questions, are developed. In the second stage, an evaluation plan is devised. In this stage "acceptable evidence" that proves learners have understood sufficiently is decided. In the third stage, learning experience and instruction are developed. The development of instruction follows the procedural principles of "WHERETO".
In short, the goal and assesment plan of the instructional section comes first, and the learning experience is the final step.
The core purpose of the backward design model is to aid in understanding the students on the actual schools.
There are three research methods mainly used in this study: the formative research methodology. This method was used to investigate the effectiveness of the curriculum through backward design and to improve the curriculum in Korean schools. To measure a student's achievement and attitude involved in the lessons, the various kinds of data were collected and analyzed through interviews, participant observations, and so on.
The formative research methodology was used in the process of the development of understanding curriculum based on backward design and to help improve student's understanding. Teachers observed the class that used backward design. They presented strengths and weaknesses of the backward design and UbD, then gave their opinions after the classes. The triangulation method was used throughout this process in order to increase the validity and reliability of this study.
The results of this study are as follows;
Students using backward design showed higher academic achievement and interest than before. Students using backward design participated more actively in the lessons and solved their problems. Consequentially it produced student's deeper and true understandings. Students can be the main part of the curriculum by applying the backward design. It can be surveyed from student's interviews.
As the backward design is based on the national level curriculum, it ensures teacher's responsibility and feasibility. And it will be able to improve elementary school teachers' awareness of the unit level curriculum. Teachers will place the focus on student's true understanding by a curriculum designer and performer. Also, they consider it to correspond with desired results, acceptable evidence, learning experiences, and instruction. It can help teachers be faithful to their duties. Teachers can have expertise and autonomy, which can lead them to plan their curriculum and implement it.
In this study, backward design is conducted in actual schools in Korea. Problems were discovered by applying the backward design, then improvements were made in Korea's situation. So it has a higher possibility of being applied in the Korea actual schools.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 4
• 3. 용어의 정의 4
• Ⅱ. 이론적 배경 6
• 1. 백워드 설계 모형의 이론 6
• 2. 백워드 설계 모형 적용 선행연구 47
• 3. 백워드 설계 모형과 심층적 이해와의 관계 50
• 4. 백워드 설계 모형과 흥미도와의 관계 55
• Ⅲ. 연구방법 58
• 1. 연구절차 58
• 2. 연구대상 62
• 3. 자료수집 65
• 4. 자료분석 67
• Ⅳ. 백워드 설계에 기반한 단원 개발 및 적용 72
• 1. 1차 단원 개발 및 적용 72
• 2. 2차 단원 개발 및 적용 99
• Ⅴ. 연구 결과 108
• 1. 학습자의 심층적 이해 108
• 2. 학습자의 흥미도 113
• 3. 교사의 제한점과 개선안 118
• Ⅵ. 결론 및 제언 122
• 1. 요약 및 결론 122
• 2. 제언 125
• 참고문헌 127
• 부록 132
• Abstract 159