본 연구는 중학교 1학년 「소화」단원을 대상으로 가상 실험 수업과 실험 수업을 실행하여 학업성취도 및 과학 수업에 대한 태도에 미치는 효과를 알아보았다. 본 연구의 목적을 위해 학업성취도와 태도 검사, 설문 조사를 하였고 그 자료를 공분산분석, t 검정, 빈도분석 하였다. 본 연구 결과를 통해 얻어진 결론은 다음과 같다. 첫째, 가상 실험 수업 집단과 실험 수업 집단 간에 수업방법에 따른 학업성취도와 과학 수업에 대한 태도는 유의미한 치이가 없었다(p>.05). 이러한 결과는 과학 수업에서 가상 실험 수업이 실험 수업과 유사한 학습 효과를 유발한다는 것을 보여 준다. 둘째, 가상 실험 수업이나 실험 수업에서 성별에 따른 학업성취도는 치이가 없었다(p>.05). 그러나 태도 면에서는 실험 수업의 경우 남학생과 여학생의 유의미한 차이가 있었다(p<.05). 셋째, 개발한 가상 실험 프로그램 학습은 흥미도, 이해도, 학습 도움 정도, 화면 구성 만족도 등에서 학생들의 긍정적인 인식을 유발하고 있으므로 학교현장에서의 활용 가능성을 제시해 주었다, 넷째, 학생들은 가상 실험 수업에서 모둠별 실험보다 개별 실험을 선호하고, 실험 수업에서는 모둠별 실험을 선호하는 것으로 나타났다.
This study is purposed to examine the effects of the virtual lab and the real experimental activity in the lesson of 'Digestion' of the 7th grade students, and to diagnose if it is possible to introduce the virtual lab under the school field. The virtual lab programs We utilized are 'Detection of Nutrients' and 'Which Substance Passes Through Cellophane?', found in Edunet and Scienceall, and 'Function of Saliva' that I developed for the lesson. The subjects of this study were 176 students of the 7th grade in Seoul. They were divided into two groups. One was the group of the real experimental activity in the laboratory, and the other was that of the virtual lab in the computer room. Three different experiments in the lesson of 'Digestion' have been done through three periods. Before and after the experiment, I examined each student's achievement and attitude toward science lessons. After this, I examined only the group of the virtual lab by giving a questionnaire on the virtual lab. The data of this study was analyzed with ANCOVA, T-Test, and Frequencies, by using the SPSS 11.0 program. The conclusion of this study are summarized as follows. First, there was no meaningful difference between two groups in improvement of achievement and students' attitude according to the teaching techniques (p>.05). Second, each group had no meaningful difference in improvement of achievement according to student's gender(p>.05). However, male students' attitude has been improved more meaningfully than female students' attitude in the real experimental activity(p<.05). Third, students responded positively to the virtual lab program which was developed for this study. It shows that the virtual lab program can be useful as a teaching-learning material. Especially it is required to develop various programs because most students want the virtual lab in their future science class. Fourth, students preferred the individual experiment in the virtual lab and they preferred the small group experiment in the real experimental activity. We should consider the form of activity - the individual activity or the group activity, according to the teaching techniques. According to the result of this study, I suggest that we develop high-leveled virtual labs to introduce to each school by experts.
요약 Ⅰ. 서론 Ⅱ. 연구 방법 및 절차 Ⅲ. 연구 결과 및 논의 Ⅳ. 결론 및 제언 참고문헌 Abrtract
