디지털교과서 검사도구 개발 및 적용 -자기주도적 학습 중심으로- = Development and Application of an Digital Textbook Assessment Tool Focused on Self Directed Learning

다국어 초록 (Multilingual Abstract)

The purpose of this study was to develop the assessment tool for analyzing how digital textbooks are appropriate for self-directed learning, and to suggest improvements of science digital textbook appropriate for self-directed learning based on the digital textbook analysis. In five domains of ‘Diagnosing learning needs’, ‘Formulating learning needs’, ‘Identifying human material resources for learning’, ‘Choosing and implementing appropriate learning strategies’, ‘Evaluating learning outcomes’, we developed 22 digital textbook analysis items for self-directed learning. The validity of the developed items is CVI 0.78, and the reliability of those is Cronbach's α .932. 162 teachers were requested to make an analysis of elementary school fourth grade science digital textbook using the assessment tool. As the result of analysis, Likert scores for the entire question is usually substantially better than the average level of 3.41 points. Synthesizing the suggestions that need improvement offers an opportunity of establishing a learning target for the ‘Establishment of learning target’ and an opportunity of ordering and selecting the learning sequence for the ‘Opportunity for planning learning time and order’ in the introduction of the chapter. In addition, it was suggested that the link of players learning and subsequent learning must be provided in the introduction of the chapter for the ‘Connection with other grade and other subjects’. For the ‘Opportunity for remedial / advanced study plan after learning’, it was suggested that an opportunity for self-inspection to learning content should be provided and that it should be followed by remedial study or advanced study, and for the ‘Connection to external assessment tools’, it was also suggested that it must be linked to the internet sites operated by educational institutes or publishers.

국문 초록 (Abstract)

이 연구의 목적은 디지털교과서의 자기주도적 학습에 대한 적합도를 분석할 수 있는 검사도구를 개발하고, 디지털교과서 분석을 바탕으로 자기주도적 학습에 적합한 과학 디지털교과서의 개선 방안을 제시하는 것이다. ‘학습욕구 진단’, ‘학습목표 설정’, ‘학습을 위한 인적 및 물적 자원 파악’, ‘적절한 학습 전략 선정 및 이행’, ‘학습결과 평가’의 5개 영역에서 22개의 자기주도적 학습을 위한 디지털교과서 분석문항을 개발하였다. 개발된 문항의 타당도는 CVI 0.78, 신뢰도는 Cronbach’s α .932이다. 현장 교사 162인에게 검사도구를 활용한 초등학교 4학년 1학기 과학 디지털교과서 분석을 의뢰하였으며, 분석결과 전체 문항에 대한 리커트 점수 평균은 3.41점으로 보통이상의 수준임을 알 수 있었다. ‘학습목표 설정 기회를 위해 스스로 학습목표를 써볼 기회’를 제공하고, ‘학습시간·순서 계획 기회를 위해 단원 도입에서 학습자들이 스스로 학습 순서를 정하거나 선택할 기회’를 제공해야 한다는 의견이 개선 사항으로 제시되었다. 또한 ‘타학년·타교과와의 연계를 위해 단원 도입 부분에 선수학습과 후속학습의 링크를 제공해야 한다’는 의견, ‘학습 후 보충/심화학습 계획 기회를 위해 학습내용에 대한 자기점검 기회를 제공하고, 이후 보충학습이나 심화학습으로 나아갈 수 있도록 구성해야 한다’는 의견, ‘외부 평가도구와의 연계를 위해 교육기관이나 출판사에서 운영하는 평가 사이트와 링크되어야 한다’는 의견이 제시되었다.

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