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초등 실과 바느질 단원의 모듈 수업이 학업 성취도에 미치는 영향
최염숙 韓國實科敎育硏究學會 1999 實科敎育硏究 Vol.5 No.2
For this study to determine the effect of modules instruction of sewing in elementary schools, two fifth-grade classes were selected: one as the experimental group receiving modular sewing lessons, and the other as the control group receiving conventional sewing lessons, for a period of four weeks. The cognitive, functional, and definitive aptitudes of each student from both groups wee assessed right before and after the experiment. The result showed that functional and definitive achievements were higher in the experimental group while cognitive achievement did not indicate any significant difference. In conclusion, a modular sewing lesson, coping with difference in individual learning abilities, was found to be a better educational method in functional and definitive areas, but not in cognitive area.