Earticle

초록

한국어

이 연구는 초등 실과에 적합한 프로젝트 학습이 학업성취도에 미치는 효과를 검증하는 데 목적이 있다. 이를 위하여 초등학교 실과 5학년 ‘손바느질하기’ 단원을 프로젝트 학습을 적용하여 인지적, 기능적, 정의적 영역의 학업 성취도에 미치는 효과를 알아보았다. 실험집단에는 2008년 4월 3주부터 5월 1주까지 3주 동안 매주 2-3시간씩 실과 시간에 이춘식의 프로젝트 학습 모형에 따라 작성한 8차시분의 수업지도안을 적용하였다. 비교집단에는 전통적 학습 방식으로 실과 교사용 지도서에 제시된 지도안을 적용하였다. 실험 결과 검증을 위해, t-검증을 실시하였고, 유의 수준은 p<.05로 하였으며, 그 결과는 다음과 같았다. 첫째, 인지적 영역의 학업성취도의 경우 프로젝트 학습을 적용한 실험집단이 전통적 학습을 적용한 비교집단보다 평균이 높게 나타났으며 통계적으로 유의미한 차이가 있었다. 둘째, 기능적 영역의 학업성취도의 경우 프로젝트 학습을 적용한 실험집단이 전통적 학습을 적용한 비교집단보다 평균이 높게 나타났으며 통계적으로 유의미한 차이가 있었다. 셋째, 정의적 영역의 학업성취도의 경우 프로젝트 학습을 적용한 실험집단이 전통적 학습을 적용한 비교집단보다 평균이 높게 나타났으며 통계적으로 매우 유의미한 차이가 있었다.

영어

The purpose of this study was to apply the project approach and to testify the effect of it on the academic achievement in the unit of ‘Sewing by hand’ practical arts education of the elementary school. To attain the purpose of this study, three null hypotheses were suggested. First, there would not be a meaningful difference between experimental group of project approach learning and comparative group of conventional learning in terms students' academic achievement in the cognitive domain. Second, there would not be a meaningful difference between experimental group of project approach learning and comparative group of conventional learning in terms students' academic achievement in the psychomotor domain. Third, there would not be a meaningful difference between experimental group of project approach learning and comparative group of conventional learning in terms students' academic achievement in the affective domain. The object was chose two classes among 5th grade of S elementary school in In-Cheon city, divided experimental group and comparative group, two groups were inspected pretest in order to check up identity between two groups. The project approach was applied to the experimental group, and the conventional learning to the comparative group, posttest design was applied All of the statistical analysis was carried out by SPSS WIN 11.0 program. In order to verify the results of this study, Independant t-test was used as a statistical method, the significant level was less than .05. The results of this study were as follows; First, project approach was effective on the academic achievement in the cognitive domain as compared with the conventional learning in ‘Sewing by hand’ of practical atrs education of the primary school. Second, project approach was effective on the academic achievement in the psychomotor domain as compared with the conventional learning in ‘Sewing by hand’ of practical atrs education of the primary school. Third, project approach was effective on the academic achievement in the affective domain as compared with the conventional learning in ‘Sewing by hand’ of practical atrs education of the primary school. Accordingly, the application of the project approach was more effective than the conventional learning on the academic achievement in the cognitive, psychomotor, affective domain in ‘Sewing by hand’ of practical arts education of the primary school.

목차

요약
 I. 서론
  1. 연구의 필요성 및 목적
  2. 연구의 가설
 II. 이론적 배경
  1. 프로젝트 학습
  2. 실과 교육
  3. 실과 교육과 프로젝트 학습
 III. 연구 방법
  1. 연구 대상
  2. 실험의 설계
  3. 실험 치치
  4. 검사 도구
  5. 자료의 분석
 IV. 연구의 결과
  1. 인지적 영역의 학업성취도
  2. 기능적 영역의 학업성취도
  3. 정의적 영역의 학업성취도
 V. 결론 및 제언
 참고문헌
 ABSTRCT

저자

• 윤인숙 [ Yun, In-Sook | 인천부원초등학교 ]
• 이윤정 [ Lee, Yun-Jung | 경인교육대학교 ] 교신저자

참고문헌