授業方法과 學習者 變因이 地球科學 學業成就에 미치는 效果 = The Effects of Instruction Method and Learner Variables on Academic achievement in Earth Science

다국어 초록 (Multilingual Abstract)

Have examined the interaction effects of instructional methods (expository and discovery)
which are instruction variables and learner’s cognitive styles which are learner variables on instruction achievement of learning content in Earth Science.
The main purposes of this dissertation are to investigate the following issues ; 1) Will instructional methods which are instruction variables have any effects on instruction achievement of learning content(i.e. the domain of knowledges comprehension, application and weather-forecast) in Earth Science ? 2) Will the learner’s cognitive style, which is a learner variable, have any effect on instruction achievement of learning content in Earth Science ? 3) Will instructional methods and learner's cognitive style have any interaction effects on instruction achievement of learning content in Earth Science ?
To prove these questions I have constructed the following hypothesis;
Ⅰ) There is a difference between expository instruction groups and discovery instriction groups in instruction achievement test results.
Ⅰ-1) Compared with total scores, there is a difference between the two groups.
Ⅰ-2) Compared with the scores in the domain of knowledge, expository instruction groups perform better than the discovery instruction groups.
Ⅰ-3) Compared with scores in the domains of comprehension, application and weather-forecasting, discovery instruction groups perform better than expository instruction groups.
Ⅱ) Field-independent groups perform better than field-dependent groups on instruction achievement test results.
Ⅲ) The effect of discovery instruction shows that field-independent groups perform better than field-dependent groups on instruction achievement test results.
The subject of this study were 185 first-graders of a boys' high school and 189 first-grades of a co-ed high school in Kwangju. Ninety-two students of the boys' high school and ninety-five students of the co-ed high school were assigned to the expository instruction group, and another ninety-three students of the boys' high school and ninety-four students of the co-ed high school were assigned to the discovery instruction group.
The Group Embedded Figure Test was then administered the groups in order to assess the
learner’s cognitive style. Subjects who scored in the upper 75%ile were classified as field-independent learners, while those in the lower 25%ile were classified as field-independent learners. Those with scores between the 74th and 24th%ile were classified as medium-learners.
I have included h the statistical analysis 35/25 field-independent subject, 35/43 medium subjects, and 22/27 field-dependent subjects in the expository instruction group at the boys' high school and the co-ed high school, respectively; and 32/27 field-independent subjects, 41/43 medium subjects, and 20/24 field-dependent subjects in the discovery instruction group at the boys'high school and the co-ed high school, respectively.
To test the hypothesis posited above, I have analyzed the scores using the Two-way ANOVA method in the boys'high school and the Three-way ANOVA method in the co-ed high school by SAS Package Program.
The Major results of this study are as follows;
1. There was no significant difference between the expository instruction group and the discovery instruction group on instruction achievement test of the domain of knowledge, but significant difference was revealed between the two groups(discovery instruction is more effective than expository instruction) of the comprehension and application domains.
In the case of weather-forecast, there were significant interaction effects, and significant difference between males and females in instruction achievement tests, discovery instruction also proved to be more effective.
2. The field-independent cognitive style was more effective than the field-dependent cognitive style in instruction achievement of learning content m Earth Science.
3. There was no significant interaction effect on instruction achievement tests between instructional methods which are instruction variables and leaner’s cognitive style which are learner variables of learning content in Earth Science.

목차 (Table of Contents)

• Ⅰ. 緖論
• Ⅱ. 硏究의 內容
• Ⅲ. 理論的 背景
• Ⅳ. 硏究의 方法
• Ⅴ. 硏究의 結果
• Ⅵ. 論議
• Ⅶ. 結果 및 提言