EBS강좌를 활용한 거꾸로 학습이 중학생들의 수학학습에 미치는 영향

다국어 초록 (Multilingual Abstract)

This study investigated the effects of flipped learning on SET unit which is in the high school course, by applying it to the middle school to the 3rd grade students in Korea from July to August 2017. The participants were five 16-year-old students and they resided in S, K and I city. The class was prepared by using the questionnaire and preliminary interview for the students.
A concept video on EBS platform was shown in advance using SNS(Kakao Talk) during the class. At the beginning of the lesson, the teacher checked and answered the questions about the concepts that students had learned on their own. Afterward, classes were held individually or in pairs by solving the prepared handout and conducting additional activities. At the end of the lesson, the teacher gave the questionnaires to the students to analyze the influences of the flipped learning and characteristics of the students. Finally, personal or group interviews and formative evaluation were conducted when all classes were finished.
This study is carried out using EBS platform to reduce the burden of video production to the teacher and explore how it affects the student.
The objectives of this study are as follows.
First, to analyze the learner traits and treatment interaction of the middle school students when they study SET unit by flipped learning with EBS lecture.
Second, to analyze the effects of the affective and cognitive domains to middle school students when they study by flipped learning with EBS lecture.
We can summarize the characteristics of the students who participated in the flipped learning. The results of this study are as follows.
The students reacted positively to the atmosphere in which they were able to talk and share the opinions freely in class. As mentioned above, the unconstrained atmosphere of the academic class induced discussions naturally and also created cooperative learning and peer learning activities. However, it can be evaluated that the flipped learning is not as efficient as the formal education for top-ranked students and it took a long time to understand the concept exactly.
The flipped learning gave the students a chance to think about a concept or problem more deeply so the expansion of learning led to the expansion of thinking. The concept was elaborated or expanded by each students. And they were able to think not only logically, also creatively in many situations.
The edited EBS lecture made easy to access for students and they become active learners. Especially all of the students who participated in the class answered that providing the videos was helpful for them to study. Sincere students who is enthusiastic about studying showed efficient self-directed learning. However, it was not easy for the students who did not attend to see the videos in each class.
The remarkable changes or influences of the flipped learning on the affective and cognitive domains of the middle school students are as follows.
Confidence in mathematics has risen. The questionnaire and personal interviews resulted that not the interest in mathematics but the confidence was changed. The students evaluated more positively on themselves because they can have their own thoughts to exchange opinions and interacted with the peers.
The students who correctly learned the concept video were able to participate more actively in the class and received high scores in formative evaluation. In order to participate in the class, the students should understand the concept by watching the video. If they did not, it would be very difficult to join.
There was overall difficulty in accepting and understanding the new concept of the SET unit in the class. The students had no chance to learn about the SET unit before. So it was more difficult to fully understand the concept and was verified flipped learning is not effective to acquire the new concept such as symbols which is never learned before. When they study cooperative flipped learning, procedural knowledge such as problem solving technique or strategy would be effective to learn by interacting more often rather than propositional knowledge.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 3
• 3. 연구의 제한 및 한계 4
• Ⅱ. 이론적 배경 5
• 1. 거꾸로 교실의 배경 및 개념 5
• 2. EBS 교육방송을 활용한 교육 12
• Ⅲ. 연구 방법 및 절차 16
• 1. 연구 참여자 16
• 2. 연구 절차 22
• 3. 실험 설계 24
• 4. 측정 도구 34
• Ⅳ. 연구 결과 38
• 1. 참여자별 특성 분석 38
• 2. 수업별 활동 분석 58
• Ⅴ. 결론 및 제언 74
• 1. 요약 및 결론 74
• 2. 제언 77
• 참고문헌 80