2. 일반 연구 논문 : 선행지식이 교재처리에 미치는 효과

문선모,손욱태 경상대학교 중등교육연구소 1992 중등교육연구 Vol.4 No.-

敎材構造의 巨視方略訓練과 敎材組織이 敎材處理에 미치는 效果

文善模 한국교육학회 1988 敎育學硏究 Vol.26 No.1

강화에 의한 학습동기유발

문선모,김병길 경상대학교 경남문화연구소 1978 慶南文化硏究 Vol.1 No.1

Students must be motivated for effective learning. But when students are not motivated or learning motives of students are weak, teachers are to become to face the problem: how to motivate students? This is one of the most important problems for teachers to solve. The purpose of this study was to solve the problem by reinforcement theory. First, we considered learning motivation by environmental reinforcement: attention, affection, submissiveness of others, token system, punishment, and knowledge of results. Second, we discussed about learning motivation by self-reinforcement: curiosity, drive to achieve competence, and identification.

선행지식과 교재친숙도가 독해의 사고구술 반응에 미치는 효과

문선모,남경임 한국교육과정평가원 2009 교육과정평가연구 Vol.12 No.3

The purpose of this study was to investigate the effects of prior knowledge and text familiarity on think-aloud responses in reading comprehension. The thinkaloud training procedure was based on traditional direct instruction including direct explanation, guided practice and independent practice. In experiment a mixed, between-subjects, within-subjects, design was used. One between-subjects factor was level of prior knowledge (high․low). Two withinsubjects factors were text familiarity (more-familar․less-familiar) and types of think-aloud responses (rehearsal․elaboration․organization․prediction․text response․ comprehension monitoring). The criterion variable was the frequencies of think-aloud responses used in subject's think-aloud protocols. All subjects were 18 junior high school students selected randomly on the basis of levels of prior knowledge about the theme of stimulus material. Stimulus materials were two expository texts. One was more-familiar and the other was less-familiar, but the length of the texts was similar in ranging from about 169 to 188 words. While thinking aloud on reading expository text, junior high school students produced comprehension monitoring comments dominantly in their protocols. In particular, elaboration for more-familiar text and comprehension monitoring for less-familiar text were appeared more. Comprehension monitoring and elaboration comments may be based on activated prior knowledge. Students with high prior knowledge produced more think-aloud comments. These facilitative effects of prior knowledge appeared regardless of text familiarity. 중학교 3학년 학생들을 피험자로 하여 설명적 교재의 독해 시에 교재처리 과정을 관찰할 수 있 는 과정측도로서 사고구술 반응에 선행지식과 교재친숙도가 미치는 효과를 검증하였다. 사고구술 절차는 직접설명, 안내된 연습 및 독자 연습의 직접수업법에 기반을 두었다. 사고구술 반응은 피험 자의 사고구술 프로토콜 분석에서 시연․정교화․조직화․예측․교재반응․이해점검으로 분류되었 다. 그 결과 중학생은 이해점검 논평을 가장 많이 하였다. 특히 내용이 친숙한 교재의 경우 정교화 가 그리고 친숙치 않은 교재의 경우는 이해점검이 많이 나타나, 사고구술 반응유형은 교재친숙도와 상호작용효과를 보였다. 선행지식이 많은 학생이 적은 학생보다 사고구술 반응을 더 많이 하였다. 선행지식의 촉진효과는 교재친숙도와 관계없이 나타났다. 본 연구결과는 독해방략의 읽기지도에 유 용한 시사를 줄 것이다.

교재 내 삽입그림의 유형과 제시조건이 설명적 교재의 중심내용 이해에 미치는 효과

문선모,박성옥 한국교육과정평가원 2007 교육과정평가연구 Vol.10 No.2

Two experiments were designed and carried out to investigate the effects of types and presentation conditions of pictures embedded in the expository text on comprehension of main ideas in expository text in six-grade elementary school students. In experiment I two factorial design was used. Two between-subjects factors were four types of pictures embedded in the text and two levels of prior knowledge about the text. First, a whole picture described main points of the whole text and embedded in the end. Second, three paragraph pictures described main points of three paragraphs composed of the text and embedded in the right part of each paragraph. Third, both a whole picture and three paragraph pictures were embedded together. Fourth, no picture was embedded. In experiment Ⅱ a mixed, between-subjects, within-subjects, design was used. Two between-subjects factors were two presentation conditions of paragraph pictures (experimenter-suppliedㆍsubjects-generated) and two levels of prior knowledge (highㆍlow). One within-subjects factor was testing time (immediateㆍone-week delayed). The criterion variables were scores of main points recall and main ideas comprehension. Paragraph pictures or both a whole picture and three paragraph pictures embedded together improved main points recall and main ideas comprehension. Both experimenter-supplied pictures and subjects-generated pictures facilitated comprehension of main ideas in expository text. There was no significant difference between two presentation conditions. Levels of prior knowledge showed significant interaction effects on main points recall between presentation conditions of the pictures and testing time. 6학년 학생들을 피험자로 하여 설명적 교재 내에 삽입ㆍ제시하는 그림의 유형과 제시조건이 설명적 교재의 중심내용 이해에 미치는 효과를 검증하기 위해 두 가지 실험을 수행하였다. 실험 1은 그림유형을 주요 독립변인으로, 선행지식수준을 보조 독립변인으로, 실험 2는 그림제시조건을 주요 독립변인으로, 선행지식수준과 검사시기를 보조 독립변인으로 하였다. 두 가지 설명적 교재를 사용하여 주요점 회상과 중심내용 파악에 미치는 주효과와 상호작용효과를 규명하고자 하였다. 그 결과 설명적 교재 내에 아무런 그림도 제시하지 않거나(무그림), 제시하더라도 글 전체의 주요내용을 그림으로 나타내어 글의 끝부분에 제시하는 것(전체그림)보다는 각 단락의 주요내용을 그림으로 나타내어 각 단락 내의 오른쪽에 제시하는 것(단락그림)이 이러한 단락그림과 전체그림을 함께 제시하는 것(단락그림+전체그림)만큼 주요점 회상과 단락의 중심내용 파악을 촉진하였다. 그러나 전체그림과 무그림 간에는 차이가 없었다(실험 1). 실험자 제공그림과 피험자 생성그림 간에는 통계적으로 유의한 차이가 없었다(실험 2). 그림유형 또는 그림제시조건과 선행지식 간에 상호작용효과는 유의하지 않았다. 그림제시조건과 선행지식과 검사시기 간에 주요점 회상에 미치는 상호작용효과는 유의하였다.

敎師期待와 學生期待가 學業成積에 미치는 效果

文善模,李東煥 경상대학교 1999 學生生活硏究所報 Vol.25 No.-

The purpose of this study was to investigate the effects of teacher expectancy and student expectancy on academic acievement. The hypotheses to be tested were stated as follows: 1) There will be a difference in academic achievement between high-and low-level teacher expectancy of student expectancy on intellectual competence of students or teacher. 2) There will be an interaction effect between levels of teacher expectancy and student expectancy on intellectual competence. 3) There will be a difference in academic achievement between high-and low-level teacher and student expectancy on affective attitudes of students or teacher. 4) There will be an interaction effect between levels of teacher expectancy or student expectancy on affective attitudes. 5) There will be a difference in academic achievement between high-and low-level teacher expectancy or student expectancy on overall behaviors including intellectual competence and affective attitudes. 6) There will bean interaction effect between levels of teacher expectancy and student expectancy on overall behaviors. The subjects of this study were 180 middle school students, and they were randomly assigned to 12 conditions according to high-and low-level of teacher expectancy and student expectancy: 1) high-high level, 2) high-low level, 3) low-high level, and 4) low-low level. The measuring instruments used for study were as follows: 1) Teacher Expectancy Test reconstructed by referring An Analysis Table of Solomon & Kandal and A List of Sears. 2) Student Expectancy Test constructed by referring An Index of Teacher Efficiency of Kim Ch'ung-Haeng. 3) Academic achievements of mathematics (March, April, and May). To test the hypothesesA 2 (teacher expectancy: high and low) ×2(student expectancy: high and low) ×(3) (academic achievements of mathematics: March, April, and May) ANOVA was applied. The main findings of the study were as follows: 1) Teacher expectancy on intellectual competence, affective attitudes and overall behaviors of students affects academic achievements of students. 2) Student expectancy on intellectual competence and overall behaviors of teacher affects academic achievements of students. 3) There were no significant interaction effect between teacher expectancy and student expectancy on intellectual competence, affective attitudes, and overall behaviors of students or teacher.

敎材構造가 敎材理解 및 記億에 미치는 效果의 分析

文善模 慶尙大學校 1984 論文集 Vol.23 No.2

The purpose of this study was to analyze effects of text structures on comprehension and memory of text as reflected in 25 articles of the Journal of Educational Psychology, 1870-1983. Criteria for analysis were (1) text structure variables, (2) other relevant independent variables except particular text structure of independent variables treated in experimental design, (3) dependent variables, and (4) effects of text structures on dependent variables. Major result derived from the study were followings; 1. Major text structure variables studied in 25 articles were logical structure, importance of idea, topical organization, contextual organization, signaling, concept name and concept attribute organization, rhetorical organization, surface structure, and scrambling. 2. Other relevant independent variables except particular text structure wrere treated mainly in terms of characteristics of text materials, conditions of learning and testing, and characteristics of subjects. 3. Dependent variables were treated mostly in terms of amount of recall, amount of recognition, organization of recall, errors of recall, and amount of reproduction. 4. Particular text structure influenced particular dependent variables significantly. But there were different effects of text structures according to task variations.

理解點檢方略이 敎材回想에 미치는 效果

文善模,黃永信 경상대학교 중등교육연구소 1994 현대교육연구 Vol.6 No.-

The purpose of this study was to investigate the effects of comprehension monitoring strategy on text recall. The hypotheses to be tested were as follows: (1)There will be a significant difference in recall scores of the idea units between types of comprehension monitoring strategy(main idea. detail idea. control). (2) There will be a significant difference in recall scores of the idea units between levels of verbal ability (high vs low). (3) There will be a significant interaction effect in recall scores of the idea units between types of comprehension monitoring strategy and levels of verbal ability. (4) There will be a significant interaction effect in recall scores of the idea units between types of comprehension monitoring strategy and levels of idea unit(high vs low). Subjects of this study 84 female high school students selected randomly on the basis of levels of verbal ability. And they were randomly assigned to experimental conditions. The stimulus material was expository text about Islram. It was consisted of three paragraphs and about 220 words. Each of the three paragraphs in text focused on a separate aspect of the main topic. The first paragraph dealt with the social class. the second with the economy, and the third with civilization. The middle paragraph was modified to contain inconsistent information at main idea or detail idea. To test the hypotheses. 3(types of comprehension monitoring strategy : main idea. detail idea. control) × 2(levels of verbal ability : high vs low) × (2)(levels of idea unit : high vs low) ANOVA was applied for recall scores of the idea units. The main findings of the study were as follows: (1) There was a significant main effect of types of comprehension monitoring strategy on recall scores of the idea units. Main idea comprehension monitoring strategy and detail idea comprehension monitoring strategy had more facilitative effect than control condition. (2) There was a significant main effect of levels of verbal ability on recall scores of the idea units. That is. higher verbal ability condition had more facilitative effect than lower verbal ability condition. (3) There was no significant interaction effect between types of comprehension monitoring strategy and levels of verbal ability on recall scores of idea units. (4) There was a significant interaction effect between types of comprehension monitoring strategy and levels of idea units on recall scores of the idea units,

질문생성교재 · 의미연결성 · 선행지식이 고등학생의 설명적 교재의 중심내용 이해에 미치는 효과

문선모,차시호 이화여자대학교 교과교육연구소 2013 교과교육학연구 Vol.17 No.4

이 연구는 고등학교 2학년 학생들을 실험 참가자로 하여 질문생성 조건과 교재 의미연결성 수준과 선행지식 수준이 설명적 교재의 중심내용 이해에 미치는 효과를 실험ㆍ검증한것이다. 독립변인은 질문생성 조건(사고질문ㆍ기억질문ㆍ무질문), 교재 의미연결성 수준(하위ㆍ상위) 및 선행 지식수준(하위ㆍ상위)이며, 실험요인의 배치는 3 × 2 × 2의 요인설계로 하였다. 세 독립변인 모두 피험자간 변인이었다. 종속변인은 주요점 회상 점수와 글 전체 및 단락의 중심내용 파악 점수였다. 이상의 독립변인들의 주효과와 상호작용효과가 검증되었다. 그 주요 결과는 다음과 같다. 첫째, wh 신호단어를 사용하여 생각을 요구하는 사고질문을 생성하면서 글을 읽는 것은 질문을 생성하지 않고 글을 읽는 것보다 읽은 글 내용의 주요점 회상과 단락의 중심내용 파악을 촉진시켰다. 그리고 기억질문을 생성하면서 글을 읽는 것은 질문을 생성하지 않고 글을 읽는 것보다 단락의 중심내용 파악을 촉진시켰다. 한편, 주요점 회상, 글 전체 및 단락의 중심내용 파악에서는 사고질문 생성 조건과 기억질문 생성 조건 간에는 유의한 차이가 없었다. 둘째, 교재 의미연결성의 높고 낮음의 효과는 주요점 회상에서는 차이가 없었다. 그러나 의미연결성이 높은 교재보다 낮은 교재가 글 전체의 중심내용 파악을 촉진시킨 반면에, 의미연결성이 높은 교재는 낮은 교재보다 단락의 중심내용 파악을 촉진시켰다. 셋째, 질문생성 조건, 교재 의미연결성 수준 또는 선행지식 수준 간의 상호작용효과는 모두 통계적으로 유의하지 않았다. 즉, 사고질문 생성이 무질문 조건보다 주요점 회상과 단락의 중심내용 파악을 촉진시킨 효과는 교재 의미연결성 수준과 선행지식 수준에 관계없이 나타나며, 또한 교재 의미연결성 수준 간에 글 전체 또는 단락의 중심내용 파악이 차이가 있음은 선행지식 수준에 관계없이 나타난다. 이러한 결과들은 Wittrock의 생성학습이론과 Kintsch의 교재이해이론과 상황모형의 관점에서 논의되었다.

생각지도 훈련이 초등학생의 읽기성취와 읽기능력에 미치는 효과

문선모,김민영 이화여자대학교 교과교육연구소 2014 교과교육학연구 Vol.18 No.1

이 연구의 목적은 초등학교 5학년 학생을 실험 참가자로 하여 생각지도 훈련을 실시하기 전과 실시한 후의 읽기성취와 읽기능력에 미치는 효과를 검증하는 것이었다. 또한 생각지도 훈련 효과는 개인차변인으로서 학생의 국어성적 수준에 따라 다를 것인지 상호작용효과도 밝히고자 하였다. 독립변인은 국어성적 수준(하위ㆍ상위)과 검사시기(사전ㆍ사후)이며, 실험요인의 배치는 2 × (2)의 요인설계로 하였다. 국어성적 수준은 피험자간 변인이고, 검사시기는 피험자내 변인이었다. 종속변인은 읽기성취 점수와 사실ㆍ추론ㆍ창의ㆍ종합의 읽기능력 점수이었다. 이상의 독립변인들의 주효과와 상호작용효과가 검증되었다. 그 주요 결과는 다음과 같다. 첫째, 이중거품 지도, 나무 지도, 다중흐름 지도의 세 가지 유형을 중심으로 생각지도를 훈련하면 훈련하기 전보다 훈련 후에 초등학교 5학년 학생의 읽기성취점수가 높아졌다. 이 촉진 효과는 국어성적 수준에 따라 달랐으며, 하위수준 학생에게서 촉진효과가 컸다. 이 촉진효과는 읽는 글의 교재구조를 인식하여 시각화함으로써 적극적 처리를 한 것에 기인한 듯하다. 둘째, 이중거품 지도, 나무 지도, 다중흐름 지도의 세 가지 유형을 중심으로 생각지도를 훈련하면 훈련하기 전보다 훈련 후에 초등학교 5학년 학생의 교재 자체를 이해하는 사실적 읽기능력 점수, 교재에 근거하여 추론하는 추론적 읽기능력 점수, 교재와 관련되기는 하나 독자 나름의 창의적 사고를 평가하는 창의적 읽기능력 점수 및 읽기능력 종합점수가 높아졌다. 대체로 추론ㆍ창의ㆍ종합 읽기능력은 국어성적 수준에 관계없이 촉진되었다. 그러나 사실적 읽기 능력은 하위수준 학생에게서 촉진되었다. 이 촉진효과는 높아진 교재구조에 대한 인식, 생성학습 과정 및 반복처리를 통한 적극적인 참여에 기인한 듯하다. 이러한 결과들은 생각지도가 특히 초등학교의 읽기수업의 하나의 효과적인 방략임을 시사한다. This study investigated the effects of thinking maps training on reading chievement and reading abilities in elementary school students. The thinking maps training was based on the ‘Thinking Maps: A Language for Learning’ by Hyerle and Yeager(2007). Thinking maps applied in this study were three types: Double bubble, tree and multiflow. These maps represent text structures that appear frequently in elementary reading textbooks. The training program consisted of pretests, fifteen training sessions and posttests. The training was based on traditional direct instruction which includes direct explanation, modeling, guided practice and independent practice. A mixed, between-subjects, within-subjects, design was applied. One between-subjects variable was the levels of Korean language achievement (high․low). One within-subjects variable was the testing time (pre․post). The criterion variables were scores of reading achievement and reading abilities. The participants were thirty fifth grade elementary school students selected randomly on the basis of levels of Korean language achievement. They were assigned randomly to two groups. The main findings of this study were as follows: First, the thinking maps training facilitated fifth graders' reading achievement. This facilitative effect was more appeared in the lower level students. These facilitative effects were due to deep processing through the visualization of the text structures. Second, the thinking maps training facilitated fifth graders' reading abilities including the factors of factual, inferential, and creative reading. These facilitated abilities appeared regardless of the students' Korean language achievement. These facilitative effects were also due to active learning, generation learning and repetition processing through the training.