자원기반 학습환경에서 탐구훈련모형의 활용이 탐구능력과 과제수행능력에 미치는 영향 = The Effects of Inquiry Training Model on the Inquiry Skill and Task Performance in the Resource-Based Learning Environment

다국어 초록 (Multilingual Abstract)

This study investigates the effects of inquiry training model on the inquiry skill and task performance in the resource-based learning environment with internet resources. There are two research questions: (1) Is there any effect of inquiry training model on the students`` inquiry skill in the resource-based learning environment? (2) Is there any effect of inquiry training model on the students`` task performance in the resource-based learning environ-ment? The subjects for this study were 44 college students. Subjects were randomly assigned into two group-control and experimental group. Students in experimental group used in-quiry training model and students in control group did not. Pre-test on inquiry skill using IQI(Inquiry Quotient Inventory) were conducted. After three-weeks of self-study along with seven synchronous discussion sessions, students`` inquiry skill and task performance abil-ity were evaluated. Results are as follows. First, there is a significant difference between Pre-and pst-IQI scores of experimental group(t=2.92, df=22, p<.05). In other words, students`` inquiry skill has been increased after using the inquiry training model. Therefore, it can be stated that the inquiry training model acts as a catalyst to enhance a inquiry skill in a resource-based learning environment with the internet resources. Second, there is a significant difference between control and experimental group on task performance scores(t=2.63, df=42, p<.05). Experimental group did better on task performance in general as well as in organizational ability of task performance. Organization ability means information gathering, utilization of information sources and reorganization of information. Therefore, it can be concluded that the inquiry training model assists the students in performing various information gathering and organizing activities in a resource-based learning environment On the other hand, there is no significant difference between control and experimental group in content areas of task performance(t=2.01, df=42, p>.05). Content areas were measured by the five-point scale of appropriateness, accuracy of viewpoint, objectivity, self -reflection, and creativity based on the criteria suggested by Wen(1998) and Bos(1998).