• 한국지구과학회지
• /
• 제25권7호
• /
• pp.565-575
• /
• 2004

이 연구에서는 과학사를 활용한 교수-학습 자료를 개발하고 교육 현장에 적용하여 과학 학업 성취도와 과학과 관련된 태도에 미치는 효과를 중학생의 성취수준에 따라 조사하였다. 여중생 3학년 4개 학급을 대상으로 실험 집단에서 대하여 과학사 활용 수업, 통제 집단에 대하여 전통적인 수업을 실시하였다. 과학사 활용 수업에서는 필수 학습요소와 관련된 과학사를 다양한 방법으로 학생들에게 소개하여, 학습자의 흥미와 STS인식을 유도하였다. 과학사 활용 수업은 전통적인 수업에 비하여 학생들의 과학 학업 성취도와 태도 향상에 효과적인 것으로 나타났다. 이러한 과학사 활용수업은 과학 학업 성취도에서는 상위권에게 유의미한 효과가 나타났으며, 과학과 관련된 태도에서는 상, 중위권에서 긍정적인 효과를 보였다. 이와 관련하여 학습자의 수준을 고려한 교수-학습 자료와 수업 모형 개발은 과학사 활용 수업에 도움을 줄 수 있다.

• 디지털융복합연구
• /
• 제11권12호
• /
• pp.829-834
• /
• 2013

본 연구에서는 수업에서 갖는 성취목표지향성과 자기조절학습전략이 학업성취에 미치는 영향에 대해 살펴봄으로써 효율적인 교수-학습방안을 모색하고자 하였다. 치위생과에 재학 중인 133명의 학생을 대상으로 설문조사를 실시하여 성취목표지향성과 자기조절학습전략의 평균과 표준편차, 성취목표지향성과 자기조절학습전략의 학업성취와의 관계를 분석하고, 성취목표지향성과 자기조절학습전략이 학업성취에 미치는 영향을 분석하였다. 연구결과로 학업성취도를 높이기 위해서는 성취목표지향성의 경향과 자기조절학습능력이 높을수록 학업성적이 높은 것으로 나타나 학생들의 학업성취도에 대한 동기조절훈련과 멘토링 학습을 통한 불안을 해소하고 적극적인 수업 참여 유도가 필요하다고 판단된다.

• 공학교육연구
• /
• 제18권4호
• /
• pp.34-44
• /
• 2015

Mathematical, spatial, and verbal abilities are important for future engineers to succeed in the STEM disciplines. The purpose of the study is to assess engineering students' spatial abilities and analyse the relationship with mathematical achievement, verbal achievement, and gender. On the mental rotation tests, 65% of male students demonstrated a substantial level of spatial abilities. But only 30% of female students exhibited spatial skills at the same level as their male colleagues. The correlations between mathematical - spatial - verbal abilities are found to be negligible. When spatial visualization ability was plotted according to the mathematical achievement level, there was no difference in the mean spatial abilities score. But when mathematical achievement score was plotted according to the spatial abilities, there was a noticeable difference. Regression analysis confirmed that female students' mathematical achievement increased as spatial abilities improved. This phenomenon was not observed for male students. It's because male students' spatial ability already contributed to their mathematics achievement. So spatial ability can be regarded as one factor for the gender differences in mathematics achievement. The gender gap on spatial abilities and math achievement is large among high achieving students. For example, there was a 4.3 to 1 male - female ratio and 3.4 to 1 male - female ratio among students scoring 99th percentile in spatial visualization test and scholastic aptitude test-math.

• 한국과학교육학회지
• /
• 제28권5호
• /
• pp.438-452
• /
• 2008

우리나라 학생들의 학력 수준을 파악하고 연도별로 학력이 어떻게 변화하는지를 파악하여, 이를 토대로 교육과정, 교수 학습, 교육 정책에 유의미한 시사점을 제공하기 위하여 한국교육과정평가원에서는 국가수준 학업성취도 평가를 시행하고 있다. 본 연구에서는 2003년부터 2006년까지 초등학교 6학년, 중학교 3학년, 고등학교 1학년 학생들을 대상으로 시행된 국가수준 학업성취도 평가에서 과학과 학업성취도 평균 점수와 성취수준별 비율의 변화 추이를 분석하였다. $2003{\sim}2006$년 연도별 과학과 성취도 점수를 비교한 결과, 학교급에 상관없이 학생들의 성취도는 증가 또는 감소의 특별한 경향이 보이지 않았다. 연도별 과학과 성취도 점수의 평균과 우수학력에 속하는 성취수준 비율을 성별로 비교한 결과, 초등학교에서는 여학생이 남학생에 비해 더 높았지만 학교급이 높아질수록 남학생이 여학생에 비해 더 높아졌다. 한편 기초학력미달에 속하는 학생의 비율은 모든 학교급에서 남학생이 여학생보다 더 높았다. 그리고 연도별 과학과 성취도 점수의 평균을 지역별로 비교한 결과, 초 중 고등학교 모두 읍 면지역 학생들의 성취수준이 상대적으로 낮게 나타났다. 이러한 결과를 고려할 때 성별, 지역별 점수 차를 줄이기 위하여 교육적 환경을 개선할 필요가 있으며, 학업성취도 평가 연구 결과가 교육과정 및 교육 정책 입안 등 다양한 분야에 활용되도록 추가적인 연구를 진행할 필요가 있다.

• International Journal of Internet, Broadcasting and Communication
• /
• 제7권2호
• /
• pp.79-83
• /
• 2015

The Response to Intervention(RTI) approaches is the method to help students who are at risk for learning difficulties in advance and provide an appropriate level of intervention. In this article, the characteristics of model RTI were reviewed for students with achievement of below basic proficiency level. We considered RTI as supporting system to document students' progress and its applicability for the general educational setting in Korean school. The tier of RTI make it possible the evidence based individual instruction and counseling, differentiated step-by step approach for students with achievement of below basic proficiency level. In conclusion, RTI can be used as educational tools for dealing with improvement of academic subjects learning, behavioral and emotional problem for students with achievement of below basic proficiency level. For building high quality implementing for RTI it is needed the collaboration of teachers, counselors and learning consultants and related educators.

• International Journal of Advanced Culture Technology
• /
• 제11권2호
• /
• pp.210-220
• /
• 2023

We analyzed and compared factors such as changes in the degree of difficulty of concepts presented in Chemistry I textbook, changes in class types (non-face-to-face, face-to-face), etc. on academic achievement by level (upper, middle, and lower). Students from A high school in Gyeongsangnam-do were selected for the subjects of the study. As a result of analyzing the change in the degree of difficulty of concepts, the total score of chemistry I combined by non-face-to-face and face-to-face classes during the second semester was lower than that of the first semester. As a result of analyzing the impact of factors such as changes in conceptual difficulty, changes in class types, etc. on academic achievement by level, students' grades at the 'lower level' by non-face-to-face classes were lower than those by face-to-face classes. In particular, at the lower level of the second semester, there was a large difference in grades between non-face-to-face and face-to-face classes. In the results of these studies, it was found that instructors' active feedback is important to identify difficulties in understanding learning contents for students with low levels of academic achievement and improve them at the same time.

• 대한화학회지
• /
• 제65권1호
• /
• pp.25-36
• /
• 2021

본 연구의 목적은 PISA 2018에서 나타난 우리나라 학생들의 과학 영역 성취의 특징을 분석하는 것이다. 이를 위하여 PISA 2009 ~ PISA 2018 과학 영역에서 우리나라 학생들의 성취 수준별 비율과 성취 수준별 남녀 비율을 살펴보았으며, 평가틀 하위 요소별 정답률을 PISA 2015와 비교하여 살펴보았다. 연구 결과 우리나라는 PISA 주요 성취 상위국에 비하여 하위 성취 수준 학생들의 비율이 높았던 반면, 상위 성취 수준 학생들의 비율은 낮았다. 평균에서 남학생과 여학생의 성취 차이는 거의 없어졌으나, 상위 성취 수준에서 남학생의 비율은 여학생의 비율보다 높은 것이 유지되고 있었다. 또한, 평가틀에서 '맥락'의 '개인적', '역량'의 '과학 탐구의 설계 및 평가', '지식'의 '인식론적' 지식, '인지적 요구'의 '상'에 해당하는 문항의 정답률이 상승하여 PISA 2015에 비해 성취가 향상되었다. 연구 결과를 토대로, 우리나라 학생들의 과학 역량 함양을 위한 교수·학습과 평가의 개선 방안을 제안하였다.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제53권2호
• /
• pp.219-237
• /
• 2014

In this study we desire to deduce implications for mathematics curriculum, teaching- learning, and evaluation from the data of Nation Assessment of Educational Achievement. For this, first we extracted the items written by the same achievement standard over two years from 2010 to 2012. Next we investigated whether the items are the representative items of a certain proficiency level and classified into the case of the items of the same proficiency level and the case of the items of different proficiency levels. Based on these we analysed learning characteristic of the each proficiency level. From the results of the above, we proposed what should be changed in mathematics curriculum, what should be considered in teaching-learning, and what should be paid attention to test item development.

• Educational Technology International
• /
• 제7권1호
• /
• pp.59-79
• /
• 2006

The purpose of this study is to measure the impact of motivation on academic achievement and satisfaction of adult learners in an e-Learning environment, and to come up with strategies to improve the effectiveness of e-Learning for adult learners. In order to find answer, devices were developed, tested for validity and reliability, and use for testing variables for 289 adult learners. To measure the impact of achievement motivation on learning in job training, a multiple regression analysis was performed. The analysis results show that achievement motivation has an impact on academic achievement with significance level .001, but does not have an impact on a learner's satisfaction. Further analyses on the subcategories of achievement motivation show that individual-oriented motivation affects achievement with significance level of .001, while social-oriented motivation does not. From this finding, some strategies to boost individual-oriented motivation are suggested to enhance effectiveness of job training in e-Learning environment. Further strategies to boost individual-oriented motivation should be developed by studying various aspects of e-Learning such as learning environments, learning culture, learning modes and methods, and evaluation.

• 교육시설 논문지
• /
• 제20권5호
• /
• pp.27-34
• /
• 2013

Public outdoor spatial environment and its convenient facilities are playing an important role in providing space for various student activities in university campus. Previous studies have shown that many socio-demographic-economic students' background and motivation have impacted the level of academic achievement. Moreover, research also contended that school facilities at some points also influenced students' academic performance. Thus, the aim of this research was to investigate the relationship between the level of academic achievement and satisfaction of various spatial environment through survey. For that purpose, one university campus was selected and evaluation indexes were categorized into five major components of physical and experimental environment, later supported by factor analysis. Correlation analysis found that extracted factors were significantly interrelated to academic achievement. Further, regression analysis also explored sense of belonging as major predictor of academic achievement. Finally the study suggested that campus plan be approached carefully, because such experimental environment as diverse club activities at outdoor environment is a key element to academic achievement even though rated low scores in satisfaction.