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하민수(Ha, Minsu),김아름(KIm, Arem),이준기(Lee, Jun-Ki) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.5
이 연구는 과학교육 관련 교육프로그램의 실험연구에 대하여 실험설계, 일반화 가능성, 실험도구, 효과크기의 네 가지에 관점에서 분석과 논의를 하였다. 과학교육 연구를 대표하는 학술지에서 2005년부터 2015년까지 출판된 교육프로그램의 효과연구에 관한 72편의 연구를 선별하고, 연구논문에 보고된 자료들을 미국심리학회에서 출판한 Reporting Research in Psychology: How to Meet Journal Article Reporting Standards를 근거로 분석하였다. 연구 결과 다수의 연구논문에서 참여자의 정보를 보고하지 않고, 자체 개발한 실험도구에 대한 타당도와 신뢰도에 관한 정보를 제시하고 있지 않았다. 통계에서 유의도만 제시할 뿐 효과크기 역시 대부분의 연구에서 제시하지 않았다. 이 연구를 토대로 양적연구방법론을 활용한 실험연구가 보다 과학적으로 이루어질 것을 기대하며, 향후 실험연구를 위한 지침을 마련할 것을 제언한다. The purpose of this study is to analyze interventional studies in science education on the justification of experimental design, the justification of sampling method, the justification of instruments, and the justification of justification of effect size. We selected 72 interventional studies published between 2005 and 2015 by Journal of the Korean Association for Science Education. We analyzed the description, statistical findings, and discussion reported in the articles based on “Reporting Research in Psychology: How to Meet Journal Article Reporting Standards” published by APA. Our finding illustrated that a substantial number of studies omitted the demographic information of participants. Although a significant number of studies did not report the reliability evidence of instruments and used self-developed instruments without any validity evidence. In addition, almost all studies did not report the statistics for effect size. Based on this finding, we suggested that research community should work together to build the standard on reporting statistical findings for the interventional studies.
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융합에 대한 태도 검사도구의 일반화 타당도 분석: 학교급을 중심으로
이준기 ( Jun-ki Lee ),김아름 ( Arem Kim ),신세인 ( Sein Shin ) 전북대학교 과학교육연구소 2019 과학과 과학교육 논문지 Vol.44 No.2
This study aimed to confirm the generalization validity of instrument measuring attitude toward convergence focusing on students’ educational level (elementary, middle, and high school). For this purpose, a total of 636 students of elementary, middle and high school students were participated in this study. Generalization validity was examined by multiple-group analysis based on structural equations modeling and differential item functioning(DIF) analysis based on item response theory. And the validated items were used to compare students' attitudes toward convergence according to gender and educational level. As a result of the analysis, although overall measurement invariance of the instrument was verified, it was found that different item functioning were occurred in the seven items depending on the educational level. In addition, high school students have a lower knowledge and self-efficacy about convergence than elementary and middle school students. In terms of gender, female students had a lower knowledge and self-efficacy about convergence than male students. Given these results, it was suggested that seven items need to be supplement and revise in order to valid measuring of elementary and middle school students’ attitude toward convergence. And various education programs for improving high school and female students’ understanding and self-efficacy of attitude towards convergence is needed.
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