정착수업이 학습부진아동의 주의집중에 미치는 효과 = Effects of Anchored Instruction on The Attention of Children with Low Achievement

국문 초록 (Abstract)

이 연구는 정착수업이 학습부진아동의 주의집중에 미치는 효과를 검증하였다. 연구의 대상은 4학년 학습부진아동 3명이었고, 실험설계는 단일대상연구법 중 ABA 반전설계를 사용하였다. 독립변인은 정착수업이었으며, 종속변인은 주의집중이었다. 연구 대상자들은 4주 동안 17시간의 정착수업을 받았다. 정착수업은 학습준비, 앵커보기, 문제확인, 문제해결, 발표 및 토론의 다섯 단계로 실시되었다. 연구 결과, 정착수업에 참여한 학습부진아동의 주의집중이 향상되었다. 즉, 정착수업은 학습부진아동의 주의집중 향상에 효과적인 교수-학습 방법이었다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of anchored instruction on the attention of children with low achievement. The participants of the study were three fourth-grade children with low achievement. This study employed an ABA design adapted from the AB design of the single subject research. The independent variables was anchored instructions and the dependent variable was attention time. The participants of the study received anchored instruction implemented in 17, forty-minute class hours over 5-week periods. Anchored instruction was implemented in five phases: (a) setting the stage, (b) watching the anchor, (c) identifying the problem, (d) solving the problem, and (e) presentation and discussion. The result of the study was that during the anchored instruction children with low achievement devoted their attention to the class activities. This result indicated that the anchored instruction employed in this study was an effective teaching-learning method to fostering attention of children with low achievement.