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시각장애 학생과 일반학생의 영어 학습태도, 학습전략 및 학업성취도에 관한 연구
권혁일 ( Hyug Il Kwon ),박순희 ( Sun Hi Bak ) 대구대학교 한국특수교육문제연구소 2011 특수교육저널 : 이론과 실천 Vol.12 No.4
English education in school is important for both students with visual impairments and sighted students. This study investigated the attitudes, strategies and scholastic achievements of students with visual impairments and sighted students, and analyzed relevant variables for both groups as a means of providing basic data that may contribute to greater effectiveness in English education. The participants of the study were 122 high schoolers (56 students with visual impairments, 66 sighted students) studying in their second year. Scholastic achievements in both groups were measured using the English language evaluation results contained in the “2009 National-Level Scholastic Achievement Evaluation” report. In addition, the researchers used both student attitude and learning strategy questionnaires. The results of the study are summarized as follows: First, no significant differences existed between overall student attitudes to English language learning between students with visual impairments and sighted students, but students with visual impairments rated significantly higher in the sub-category of “attitudes toward English language class”. Second, sighted students rated higher overall than students with visual impairments in their English learning strategies. Significant differences obtained in the sub-categories of meta-cognitive strategies and cognitive strategies. Third, there were significant differences in scholastic achievement between the two groups. The results of the national-level scholastic achievement evaluation report showed that sighted students rated higher overall than students with visual impairments. Fourth, student attitudes and strategies to scholastic achievement in English had overall significant impact only on those students possessing excellent scholastic abilities. Finally, there were significant effects in scholastic achievement among impairment status, learning attitudes and attitudes of curriculum, and meta- cognitive strategies. Learning attitudes, attitudes of curriculum, and meta-cognitive strategies affected their scholastic achievement. It is obvious that metacognitive strategies were the most effective factor. Therefore, in the English classroom, maximum educational support must be provided to raise academic achievement levels through producing effective attitudes and strategies in the learners. This study suggests that instructing learning strategies and attitudes, especially focusing on meta-cognitive strategies, will help both students with visual impairments and sighted students.
전자포트폴리오 적용이 초등학생의 과학교과 탐구능력 및 학업성취도에 미치는 영향
김은영 ( Eun Young Kim ),주동범 ( Dong Beom Ju ),유평준 ( Pyung Jun Yoo ),권혁일 ( Hyug Il Kwon ) 한국초등교육학회 2005 초등교육연구 Vol.18 No.2
The aim of this study was to verify the instructional and learning effectiveness of web-based electronic portfolio in terms of scientific inquiry ability and learning achievement in science of elementary school. 95 students of three classes of an elementary school in Seoul, Korea participated in this study as subjects. Participants were divided into three groups of study: electronic portfolio group, portfolio group and non-portfolio group. The effectiveness of electronic portfolio was investigated by comparing the post-test scores in terms of scientific inquiry and learning achievement of three study groups. The results of this study indicated that the electronic portfolio group outscored the non-portfolio group in scientific inquiry ability post-test, which was statistically significant. The subcategory analysis of scientific inquiry ability indicated that there was significant difference in the scores of observation and classification ability between the two groups. There were, however, no significant differences in the other subcategories of scientific inquiry ability between the two groups. The electronic portfolio group outscored the other two groups(portfolio group and non-portfolio group) in learning achievement post-test, which was statistically significant. Based on the results of this study, following conclusions were drawn. First, electronic portfolio seems to be conducive to the development of scientific inquiry ability of elementary school students. Second, electronic portfolio helps learners to broaden and deepen their understandings of scientific concepts.