ARCS전략을 적용한 구성주의적 수업이 과학개념 획득과 동기유발에 미치는 효과 = (The) effects of the constructivist instructional model using ARCS strategies on the acquisition of scientific conceptions and learning motivation

다국어 초록 (Multilingual Abstract)

The purpose of this research was to investigate the effects of the constructivist instructional model using ARCS(attention, relevance, confidence, satisfaction) strategies on the acquisition of scientific conceptions and learning motivation. The specific questions set up for the study were as follows:
1. Which of these instructional models, the teacher-centered instructional models, the constructivist instructional model, and the constructivist instructional model using ARCS strategies, has the most effective results on the acquistion of scientific conceptions and academic achievement?
2. Which of these three instructional models has the most effective results on learning motivation?
3. According to the level of inquiry abilities, which of these three instructional models has the most effective results on the acquisition of scientific conceptions, academic achievement and learning motivation?
4. Which of these three instructional models has the effective result on retention of scientific conceptions and academic achievement?
The subjects of this study were 240 students sampled from 2nd graders of a middle school in Pusan. The first experimental group(experimental group I) consisted of two classes of students who participated in the traditional teaching program. The second experimental group(experimental group Ⅱ) consisted of two classes of students who participated in the constructivist teaching program(prediction-explanations-observation-discussion-application). The third experimental group(experimental group Ⅲ) consisted of two classes of students who participated in the constructivist teaching program using ARCS strategies.
It took 3 weeks for this experiment. All experimental groups were taught about atmospheric weight, directions of atmospheric pressure, relations of atmospheric pressure and temperature an air convections.
To examine students' pre-conceptions before the instructions, a pre-conceptions test was administered. After the instructions, students' acquisition of scientific conceptions, academic achievement, and learning motivation were measured with a researcher-made post-conceptions test, achievement test and The Course Interest Survey.
The quantitative data analysis consisted of a one way variance. The quantitative data analysis consisted of a 3(instructional models)×2(inquiry abilities levels: high and low) ANOVA on scores of scientific conceptions, academic achievement, learning motivation in crossed and nested designs.
The qualitative data analysis consisted of the rate of misconceptions about atmospheric weight, directions of atmospheric pressure, relations of atmospheric pressure and temperature and air convection.
The results from this study were as follows:
First, the scores of scientific conceptions of students of experimental groupⅡ were significantly higher than those of students of experimental groupⅠ. The scores of scientific conceptions of students of experimental group Ⅲ were significantly higher than those of students of experimental groupⅡ.
The academic achievement of students of experimental groupⅡ and experimental group Ⅲ were significantly higher than that of students of experimental groupⅠ. There were no significant differences in academic achievement between students of experimental groupⅡ and students of experimental group Ⅲ.
Second, the scores of learning motivation of students of experimental groupⅡ were significantly higher than those of students of experimental groupⅠ. The scores of learning motivation of students of experimental group Ⅲ were significantly higher than those of students of experimental group Ⅱ.
Third, the scores of learning motivation conceptions and academic achievement of students of high inquiry abilities levels of experimental groupⅡ and Ⅲ were significantly higher than those of students of experimental groupⅠ. There are no significant differences in the scores of scientific conceptions and academic achievement between students of high inquiry abilities level of experimental group Ⅱ and students of experimental group Ⅲ.
The scores of science conceptions and academic achievement of the students of low inquiry abilities level of experimental group Ⅲ were higher than those of students of experimental group I only.
The scores of learning motivation of students of high inquiry abilities level of experimental group Ⅱ and Ⅲ were significantly higher than those of students of experimental groupⅠ. There are no significant differences in the learning motivation between students of high inquiry abilities level of experimental group Ⅱ and students of experimental group Ⅲ. The scores of learning motivation of students of low inquiry abilities level of experimental groupⅡ were significantly higher than those of students of experimental group Ⅰ, and the scores of learning motivation of students of low inquiry abilities level of experimental group Ⅲ were significantly higher than those of students of experimental groupⅡ.
Fourth, retention of scientific conceptions of students of experimental group Ⅱ and Ⅲ were higher than those of students of experimental groupⅠ. There were no significant differences in the retention of scientific conceptions between students of experimental groupⅡ and Ⅲ. Retention of academic achievement of students of experimental group Ⅲ were higher than those of students of experimental group I only.
The above results therefore implied that; First, the constructivist instructional model using ARCS strategies is more effective method in acquisition of scientific conceptions, academic achievement and learning motivation than the other two methods. Therefore, in order to increase the acquisition of scientific conceptions and to decrease the scientific misconceptions, we need to use the constructivist instructional model and motivation strategies which make learners self check their own preconceptions of science.
Second, the constructivist instructional model using ARCS strategies is more effective than the teacher-centered instructional model or the constructivist instructional model in learning motivation. Furthermore, the constructivist instructional model in more effective than teacher-centered model in four elements of learning motivation. So, we need to develop the effective ARCS strategies in order to use the constuctivist instructional model and to verify it's effectiveness.
Third, as the constructivist instructional model is effective in the acquisition of scientific conceptions to the learners who are high in the inquiry abilities, so it is required we develop various constructivist instructional strategies. On the other hand, as the learners who are low in the inquiry abilities are effective in the acquisition of scientific conceptions, when learning motivation strategies are applied to the constructivist instructional model, so it is required to develop learning strategy which can be applied to the constructivist instructional model.
Fourth, to improve teaching and learning methods, education researchers should carry out studies using many points of view than studies biased constructivism or objectivism. In this respect, we need to contrive how to integrate constructive view points and objective view points.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구의 문제 = 8
• 3. 연구의 가설 = 11
• 4. 용어의 정의 = 13
• 5. 연구의 제한점 = 15
• Ⅱ. 이론적 배경 = 16
• 1. 구성주의 인식론과 교수원리 = 16
• 2. 구성주의적 과학수업 모형 = 28
• 3. 학습에 있어서 동기유발 = 44
• 4. 선행연구에 대한 고찰 = 56
• Ⅲ. 연구 방법 = 64
• 1. 연구 대상 = 64
• 2. 연구 절차와 실험 설계 = 66
• 3. 수업전략 개발 = 69
• 4. 검사도구 개발 = 75
• 5. 자료 처리 및 분석 = 77
• Ⅳ. 결과 및 논의 = 79
• 1. 결과 분석 = 79
• 2. 논의 = 115
• Ⅴ. 요약 및 결론 = 127
• 1. 요약 = 127
• 2. 결론 및 제언 = 129
• 참고문헌 = 132
• 영문요약 = 148
• 부록 = 153