학습자의 사고양식과 자료제시방법이 학업성취도에 미치는 영향 = Effects of the Thinking Styles and the Presentation Methods of Learning Materials on School Achievement

다국어 초록 (Multilingual Abstract)

I . Purpose of the Study
The purpose of the study is to identify the effects of the thinking styles and the presentation methods of learning materials on school achievement.
For the accomplishment of the purpose, the problems were established as follows:
1. Is there a difference in subjects' learning achievement according to the thinking styles?
2. Is there a difference in subjects' learning achievement according to the presentation methods of the learning material?
3. Do the thinking styles and presentation methods of the learning material have the interactive effect on learning achievement?
II. The Hypothesis
To solve the above problems, The following hypotheses were formulated:
<Hypothesis I > There will be a significant difference of learning achievement according to the thinking styles of the students .
(Hypothesis II> There will be a significant difference of learning achievement according to the presentation methods to the students.
<Hypothesis Ⅲ> There will be a significant difference of learning achievement according to the group formation in the collaborative learning.
Ⅲ. Methods and Procedures
For test the hypotheses, the sample was composed of 88 students in the 1st grade at 'I' high school, located in Imsil-gun, Jeollabuk-do.
Subjects' science score , the first test of the first semester, was used as the pre-learning achievement. Also the thinking styles and presentation methods of learning material were offered at the equal level.
A researcher presented a deductive methods of learning material and a inductive by OHP, and explained them. Then, subjects were tested in order to measure their learning achievements. The results of subjects' learning achievements was analyzed by a factoring design.
In order to verify the above hypotheses, achievement test was administered. The obtained score were analyzed by t-test method, SPAA for windows(l0.0) Program was utilized for these analyses.
Ⅵ. Result
The results of testing the hypotheses are as follows.
1. In the local thinking styles, there was a significant difference in learning achievement according to the inductive presentation methods. Therefore, hypothesis I was partially accepted.
2. Hypothesis Ⅱ was not accepted. There is not significant difference in the effect on learning achievement according to the material presentation methods.
3. There will be a significant difference of learning achievement according to the group formation in the collaborative learning.
The high or low level of the local thinking styles was proved to affect the inductive learning more than deductive learning. Therefore, Hypothesis Ⅲ - There will be a co-relation between the thinking styles and learning achievement, or between the presentation method and learning achievement. - was partially accepted.
In conclusion, if we present the learning material to the learner with the local thinking styles, the inductive presentation method will be very effective to get improved learning achievements.
On the basis of theses results, researcher suggests that a proper teaching -learning material should be developed according to each thinking style for the effective learning achievement.

목차 (Table of Contents)

• 목차 = i
• 표목차 = ii
• ABSTRACT = iii
• I. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구문제 = 3
• C. 연구의 제한점 = 3
• II. 이론적 배경 = 4
• A. 자료제시방법의 이론적 탐색 = 4
• 1. 귀납적 방법과 연역적 방법의 효과 = 5
• 2. 자료제시방법과 학업성취수준과의 관계 = 6
• 3. 귀납적 사고의 성격과 귀납식 수업의 절차 = 6
• 4. 연역적 사고의 성격과 연역식 수업의 절차 = 13
• B. 사고양식의 이론적 탐색 = 20
• 1. 정신자치제 이론 = 20
• 2. 사고양식의 교육적 활용 = 22
• III. 연구의 가설 = 25
• IV. 연구 방법 및 절차 = 25
• A. 연구대상 및 연구절차 = 25
• B. 측정 도구 = 26
• 1. 사전검사 = 26
• 2. 사고양식 검사 = 26
• 3. 자료 제시 = 26
• 4. 사후 검사 = 28
• C. 자료 처리 및 분석 = 28
• V. 결과 해석 및 논의 = 29
• A. 결과 및 해석 = 29
• 1. 사고양식의 차이에 따른 학업성취도의 비교 = 29
• 2. 자료제시방법의 차이에 따른 학업성취도의 비교 = 32
• B. 논의 = 33
• VI. 요약 결론 및 제언 = 35
• A. 요약 및 결론 = 35
• B. 제언 = 37
• 참고문헌 = 39
• 부록 = 43