認知樣式과 授業前ㆍ後方略으로서의 目標에 따른 學習成果 分析
* 본 문서는 배포용으로 복사 및 편집이 불가합니다.
서지정보
ㆍ발행기관 : 한국교육학회
ㆍ수록지정보 : 교육학연구 / 29권 / 4호
ㆍ저자명 : 曺泳男
ㆍ저자명 : 曺泳男
목차
1. 結論2. 理論的 背景
3. 硏究方法
4. 結果
5. 論議 및 結論
참고문헌
ABSTRACT
영어 초록
The purpose of this study was to investigate the effects of the types of cognitive style and the positions of instructional objectives on learning outcome. The main hypotheses tested were: ⑴ There would be no significant difference between preobjective and postobjective group. ⑵ There would be no significant difference between field-dependent and field-independent group. ⑶ There would be no significant interaction effect between the types of cognitive style and learning outcome. ⑷ There would be no significant difference between the position of instructional objectives and the types of learning outcome. ⑸ There would be no significant difference among the types of cognitive style, positions of instructional objectives and the types of learning outcome.Subjects of this study were 80 female junior college students selected on the basis of GEFT (Group Embedded Figure Test). They were assigned to one of four experimental groups; field-dependent with precbjectives, field-independent with precbjectives, field-dependent with postobjectives, field-independent with postobjectives. The dependent variable was the achievement scores on the immediate posttest. To test hypotheses, 2 (types of cognitive style: field-dependent / field-independent) x 2 (positions of instructional objectives: pre / post) x 2 (types of learning outcome: intentional / incidental) repeated-measures ANOVA was applied.
The main findings of this study were as follows:
1. There was no significant difference between pre and post objective group in achievement scores.
2. There was no significant difference between field-dependent and field-independent group in achievement scores.
3. There was a significant interaction effect between types of cognitive style and learning outcome.
4. There was a significant interaction effect between positions of instructional objectives and types of learning outcome.
5. There was a significant three-way interaction effect among types of cognitive style, positions of instructional objectives and types of learning outcome.
참고 자료
없음태그
"교육학연구"의 다른 논문
교육자치제 시대의 학교 의사결정 참여모형에 대한 새로운 시각13페이지
敎育法의 基本原理와 構造에 관한 法哲學的 分析硏究19페이지
親社會的 行動의 育成方法13페이지
地域 및 學校間 敎育隔差 要因分析26페이지
교육학 석사학위 논문에 적용한 통계적 방법의 분석 평가 연구21페이지
컴퓨터 補助 協同學習의 敎育的 活用을 위한 一考察20페이지
自我槪念의 發達的 變‘化에 관한 硏究32페이지
문제 해결 전략의 지도에 관한 연구 동향16페이지
敎育工學 硏究의 社會的 含意10페이지
人本主義 敎育課程에 기초한 敎室過程의 問題点 및 改善戰略27페이지