내적 학습 동기 향상을 고려한 일반물리 강의에 의한 공학계열 대학 신입생들의 물리 학습 동기 변화 연구

김주인,유훈 한국물리학회 2024 새물리 Vol.74 No.2

본 연구에서는 공학계열 대학교 신입생 74명을 대상으로 일반 물리학 역학 부분 강의에 의한 물리 학습 동기 변화를 살펴보았다. 내적 학습 동기 향상을 고려한 강의법을 적용한 실험 집단과 교과서와 판서를 통해 이론적 강의를 주로 진행하는 일반적 강의법을 적용한 통제 집단간의 한 학기 동안의 동기 변화를 측정한 결과 실험 집단에서 물리 학습에 대한 내적 동기 요인이 향상되었음을 확인하였다. 이러한 동기 향상은 고등학교 물리2 과목을 이수한 학생들에게 주로 확인되었으며 과학 과목만을 이수한 학생들의 경우 일부 내적 동기가 반대로 저하되는 양극화 현상이 확인되어, 강의 이전의 학습 수준차이는 동기 증가를 위해 제공된 학습자료를 받아들이는 데 있어 차이를 유발할 수 있음을 확인하였다. 또한 실험 집단에서 내적 동기와 성취도 수준 간에 더 높은 상관관계를 보여 내적 동기 향상이 학습 성취도로 이어지는 것을 확인하였다. In this study, changes in motivation for learning physics through mechanics lectures were examined among 74 engineering freshmen. We compared the motivational changes over a semester between an experimental group that was taught using a method considering the enhancement of intrinsic learning motivation and a control group that mainly received theoretical lectures through textbooks and chalkboard writings. As a result, it was confirmed that the intrinsic motivation factors for learning physics were improved in the experimental group. This enhancement in motivation was primarily observed among students who had completed the high school ’Physics 2’ course, whereas students who only completed ’Science’ subjects exhibited divergent levels of intrinsic motivation, with some experiencing a decrease. This indicates that prior physics learning levels can influence the reception of motivation-enhancing materials. Additionally, the experimental group demonstrated a higher correlation between intrinsic motivation and achievement levels, confirming that an increase in intrinsic motivation leads to improved learning achievement.

인문,사회과학편 : 초등학교 체육전담수업 경험이 중학생의 체육학습 의욕에 미치는 영향

김지헌(JiHyeonKim),김승재(SeungJaeKim) 한국체육학회 2006 한국체육학회지 Vol.45 No.6

The purpose of this study was to examine the difference of learning motivation between middle school students who educated by physical education specialist and those who were not. In order to achieve the purpose, 698 1st grade middle school students in Chuncheon were selected for the final analysis. Using the SPSS program(win. 12.0), frequency analysis, t-test, and ANOVA were used to achieve the purpose of this study. The results were as follows. The groups who experienced the class with physical education specialist showed higher learning motivation in 'Learning attitude and method', 'Competence of motor ability', 'Effort' and 'Value of learning' comparing to the unexperienced group in elementary school. The learning motivation of the male student group was much higher in 'Learning attitude and method', 'Competence of motor ability', 'Effort' and 'Value of learning' than the female group. Regarding the period of taking physical education with physical education specialist, the learning motivation in 'Competence of motor ability', 'Effort' and 'Value of learning' was significantly higher in the 4-year experienced groups than in the 1-year experienced groups in elementary school.

여고생의 체육교사신뢰와 체육학습의욕 및 체육수업만족의 구조분석

김승환,조미혜 한국여성체육학회 2020 한국여성체육학회지 Vol.34 No.2

The purpose of this study is to investigate the structural relationship among the physical education teacher-trust, the physical education learning motivation, and the satisfaction of physical education class in high school female students. In order to achieve this purpose, a total 337 questionnaires were used the as final valid sample for high school female students in the Incheon area using the convenience sampling method. For data processing, SPSS ver 18.0 and AMOS 18.0 program were used to verify the fit of the entire model and then individual hypotheses were verified. The result are as follows. First, the physical education teacher-trust for high school female students had statistically positive effect on the satisfaction of physical education class. Second, the physical education teacher-trust had statistically positive effect on the physical education learning motivation. Third, the physical education learning motivation had statistically positive effect on the satisfaction of physical education class. Therefore, in order to increase the satisfaction of physical education class, it was found that trust in teachers and the physical education learning motivation are very important factors. And teachers need to build a relationship of intimacy and trust through ongoing interaction with students. In the future study, research on the development of specific teaching strategies and teaching programs in which high school female students can trust the PE teacher should be conducted. 이 연구의 목적은 여고생의 체육교사신뢰와 체육학습의욕 및 체육수업만족의 구조적 관계를 규명하는 것이다. 이를 위해 편의표본추출법을 사용하여 인천지역의 여자고등학교 학생을 대상으로 설문을 진행하였고총 337부를 최종 유효 표본으로 사용하였다. 자료처리는 SPSS 18.0과 AMOS 18.0 프로그램을 활용하여 전체모형의 적합도를 확인하고 각각의 가설들을 검증하였다. 본 연구의 결과는 다음과 같다. 첫째, 여고생의 체육교사신뢰는 체육수업만족에 유의한 정(+)적인 영향을 미쳤다. 둘째, 여고생의 체육교사신뢰는 체육학습의욕에 유의한 정(+)적인 영향을 미쳤다. 셋째, 여고생의 체육학습의욕은 체육수업만족에 유의한 정(+)적인 영향을 미쳤다. 따라서 여고생의 체육수업만족도를 높이기 위해서는 교사에 대한 신뢰와 체육학습의욕이 매우중요한 요인이며, 교사는 학생과의 지속적인 상호작용을 통해 친밀함과 신뢰의 관계를 형성해야 하는 것으로 나타났다. 마지막으로 후속연구에서는 여고생들이 체육교사를 신뢰할 수 있는 구체적인 교수전략과 수업프로그램 개발 연구가 진행되어야 할 것이다.

액션러닝 기반 교양체육수업 학생들의 학습동기가 창의적 자기효능감 및 셀프리더십에 미치는 영향

하숙례,정영인 한국스포츠학회 2023 한국스포츠학회지 Vol.21 No.2

The purpose of this study is to demonstrate how the learning motivation of students in action learning-based liberal arts and physical education classes affects creative self-efficacy and self-leadership. First, 94.9% of students were found to be satisfied with the academic achievement of the action learning-based liberal arts and physical education class, and it was found that they preferred the Internet/video materials and instructor's educational materials as learning materials. Second, it was confirmed that the learning motivation of action learning-based students had a statistically significant positive effect on creative self-efficacy. Third, the learning motivation of action learning-based students was statistically significant in the self-leadership sub-variable, behavioral centered strategy, constructive thinking strategy, and natural reward strategy. It was found to have a positive effect. Through the results of the empirical analysis, it was confirmed that the academic achievement of the students in the liberal arts and physical education classes to which action learning was applied was very high, and it was verified that the students' learning motivation was a variable that had a significant effect on creative self-efficacy and self-leadership. 본 연구는 액션러닝 기반 교양체육수업 학생들의 학습동기가 창의적 자기효능감과 셀프리더십에 어떠한 영향을 미치는가를 실증하는 데 목적이 있다. 첫째, 액션러닝 기반 교양체육수업에 대한 학업성취도에 대해 94.9%의 학생들은 만족하는 것으로 파악되었고, 학습자료로는 인터넷/동영상자료와 교수자의 교육자료(98.8%)를 선호하는 것으로 나타났으며, 효과적인 수업방법은 실습 위주와 팀 활동식의 수업방법(86.2%)으로 확인되었다. 둘째, 액션러닝 기반 학생들의 학습동기는 창의적 자기효능감에 통계적으로 유의한 정적 영향을 미치는 것으로 확인되었다. 셋째, 액션러닝 기반 학생들의 학습동기는 셀프리더십 하위변인, 행동적 중심 전략, 건설적 사고 전략, 자연적 보상 전략에 통계적으로 유의한 정적 영향을 미치는 것으로 확인되었다. 위와 같은 실증분석 결과를 통해 액션러닝을 적용한 교양체육수업 학생들의 학업성취도가 매우 높다는 것이 확인되었고, 학생들의 학습동기가 창의적 자기효능감과 셀프리더십에 유의한 영향을 미치는 변인이라는 것을 실증하였다.

대학에서의 거꾸로 학습(Flipped learning) 사례 설계 및 효과성 연구: 학습동기와 자아효능감을 중심으로

김남익 ( Nam Ik Kim ),전보애 ( Bo Ae Chun ),최정임 ( Jeong Im Choi ) 한국교육공학회 2014 교육공학연구 Vol.30 No.3

The purpose of this study is to develop a case for flipped learning and implement it to real classroom based on the literature review and case studies. This study is also aimed to provide oversight and monitoring of an intervention study to ensure the effect of flipped learning on motivation and self-efficacy. Furthermore, qualitative data were also explored in order to have a better understanding of the actual teaching and learning circumstance and context. Participants who are involving in a series of flipped learning curriculum of “exercise physiology” for 4 weeks are 39 sophomore students (33 males, 6 females) of physical education at a University in Korea. First, students were asked to take a motivation test and a self-efficacy test prior to and after the experiment and the results were analyzed by the paired ttests. Secondly, qualitative data that were collected through the class observation, in-depth interviews, and semi-structured surveys were analyzed by the qualitative data analysis software package, ATLAS.ti., in order to reveal the groundedness from data and build the conceptual network between nodes. The results indicate that the flipped learning is associated with significant improvements in self-efficacy (p < .01), but not with motivation. Findings suggest that the intervention of flipped learning turned out to be effective to develop self-efficacy for learning. Four major themes emerged from the qualitative data analysis: finding problems of flipped learning; seeking and applying improvement methods; discovering positive effects of flipped learning; and adapting to flipped learning. Overall study participants were found to be influenced by positive effects of flipped learning such as ‘not feeling sleepy in the class (at least)’ and ‘active participation to class’ despite facing strong resistance from class, where initially skepticism appeared. Students managed to get used to the flipped learning by seeking improvement methods and applying meta-cognition in their learning process.

고등학생의 물리 정체성과 이공계 진로 선택

이나리,강남화 한국물리학회 2018 새물리 Vol.68 No.8

In the near future, Korea's demand for science and engineering workforce is expected to exceed supply. The South Korean 2015 Revised Science Curriculum includes science-related career education objectives. Even though physics is a foundational subject for those who choose to work in the science, technology, engineering, math (STEM) field, the percentage of students choosing physics subjects keeps decreasing. This study developed a Physics Identity Survey (PIS) to explore the characteristics of high-school students' physics identity and correlation between physics identity and physics-related career aspiration. The result showed that the average PIS of high-school students was somewhat positive. The correlation between PIS and career aspiration showed a clear positive correlation ($r$ = 0.586, $p$ < 0.01). A t-test indicated that the PIS of male students was significantly higher than that of female students ($p$ < 0.05). The results show that physics teaching and learning strategies to enhance physics identity can increase physics-related career aspiration and suggest the need for qualitative research on the process of physics identity formation and the factors involved. 앞으로 우리나라의 이공계 분야의 인재 수요가 공급을 초월할 것으로 예상되어 이 분야의 인재 양성 필요성이 강조된다. 이를 반영하여 2015 개정 과학과 교육과정에서는 관련 진로 교육을 주요 목표로 포함하고 있다. 그러나 이공계 학습의 기초 교과인 물리를 선택하는 학생의 비율은 지속적으로 감소하고 있다. 이 연구에서는 우리나라 학생의 물리 정체성의 특징 및 물리 관련 진로의향과의 상관관계를 탐색하기 위하여 물리 정체성 검사도구를 개발하고 적용하였다. 연구결과 물리 정체성의 타당한 구성요소로 '인정', '흥미', '물리효능감'이 확인되었고, 물리 교과를 선택한 고등학생 표본을 대상으로 검사한 결과 물리 정체성은 다소 긍정적이며 물리 정체성과 진로의향 사이에는 유의한 정적 상관이 있는 것으로 나타났다. 성별에 따른 물리 정체성을 비교한 결과 남학생이 여학생보다 유의하게 더 높게 나타났다. 이 연구의 결과는 물리 정체성의 각 요인을 강화하는 물리교수 학습전략이 물리 관련 진로의향을 높일 수 있음을 보여준다. 또한 추후 물리 정체성이 형성되는 과정과 영향을 주는 요인 등에 대한 질적 연구의 필요성을 제시한다.

인문,사회과학편 : 지각된 체육학습환경과 교사 피드백이 고등학생의 내적동기에 미치는 효과

이경환(KyoungHwanLee) 한국체육학회 2010 한국체육학회지 Vol.49 No.2

The purpose of this study was to investigate the effects of the perception of physical education learning environment and teacher's feedback on intrinsic motivation among high school students. 571 students (293 males, 278 females) were participated and responded to a set of questionnaires; Physical Education Learning Environment Scale, Perception of Teacher's Feedback Questionnaire, and Intrinsic Motivation Scale. Data were analyzed through exploratory factor analysis, reliability, confirmatory factor analysis for the scales, descriptive statistics, one-way MANOVA, correlation analysis, and hierarchical regression analysis. The results of the regression analysis showed that perceived challenge, perceived threatening, and positive general feedback were significant variables predicting male students' intrinsic motivation, whereas perceived challenge, perceived threatening, perceived competitiveness, and positive general/non-verbal feedback were predictors of female students' intrinsic motivation. In conclusion, it can be said that both male and female students will experience interest and do their effort when they perceived physical education learning environment as challenge.

인문,사회과학편 : 중학생의 자기결정동기, 학업적 자기효능감, 자기주도적 학습력 및 체육수업몰입 간의 구조적 관계

김종환(JongHwanKim) 한국체육학회 2011 한국체육학회지 Vol.50 No.5

The purpose of this study was to investigate structural relationship of self-determination, academic self-efficacy, self-directed learning ability and physical education among middle students. The sample consists of 478 in incheon who was chosen randomly using the cluster sampling. Data were analyzed using Cronbach`s α, Pearson correlation analysis, factor analysis, confirmatory factor analysis, and structural equation model(SEM). The research findings were as follows: first, the four latent variables were allowed to correlate with one another. the measurement model had appropriate reliability and validity. Second, the model that was excluded ``self-determination motivation→academic self-efficacy``, ``self-determination motivation→self-directed learning ability``, ``self-determination motivation→physical education flow``, ``academic self-efficacy→self-directed learning ability``, ``academic self-efficacy→physical education flow``, ``self-directed learning ability→physical education flow`` path was satisfied, fitness. Third, self-determination motivation had direct and indirect effects on academic self-efficacy, self-directed learning ability, physical education flow.

문제중심학습법과 강의중심학습법이 정형물리치료학에서 학업동기 및 학업성취도에 미치는 효과

문옥곤(Ok-Kon Moon),왕중산(Joong-San Wang) 한국엔터테인먼트산업학회 2013 한국엔터테인먼트산업학회논문지 Vol.7 No.2

The purpose of this study was to investigate if the Problem-Based Learning(PBL) method using patient case study would be effective in increasing the learning motivation and achievement of a college student compared to that of conventional Lecture-Based Learning(LBL) in orthopaedic manual physical therapy class. For that purpose, 44 students were applied at one college during 4 weeks in the second semester of 2012. They were classified into PBL group(N=22) and LBL group(N=22). Paired T-test was carried out to check the effectiveness of the teaching method. Homogeneity test was used to in setting up the PBL and LBL group for this study. According to the comparative study between pre and post test of PBL group and LBL group, That showed statistically significant difference in the learning motivation. while neither showed statistically significant difference in the learning achievement. Those findings indicate that PBL method is more effective in increasing the goal of learning motivation of college student than the LBL approach. Thus they need to expand and apply the PBL method to other subjects.

영어받아쓰기 지도가 지체장애 학생의 영어듣기능력과 영어학습동기 향상에 미치는 효과

김민주(Min-Ju Kim),정은희(Eun-Hee Jeong) 조선대학교 교과교육연구소 2008 敎科敎育硏究 Vol.29 No.1

This study has a purpose of providing foundational data in order for the middle school students with physical disabilities to get more efficient and appropriate English education, by executing a dictation learning program for those students as a study subject so as to grope for the improvement of their English listening skill and motivation. This study used a test method pre-and post-test design, with the subject of three third-year students at the E middle school for students with physical disabilities in G City, from June 4th till July 24th of 2007, to find out if the dictation learning program had improved the students’ English listening skill and motivation. As a tool for testing their English listening skills pre-and post-test design, 20 questions were used, which had been extracted from the English Listening Evaluation Sheet jointly managed by the 15 Ministries of Education (City-Province) nationwide. The tool for testing their English learning motivations pre-and post-test design was designed by modifying and complementing the ELMS of Ha, Jong-sun(2004). The dictation learning program consists of four types, and each of them used five different dictation test sheets which had been designed. The results acquired from this study are as follows. First, it is proved that applying dictation to the English learning activities has a positive effect on improving listening skill. As students take dictation constantly, they can have the discrimination of sounds, the receptive capacity of sounds, and the skill that connects sounds with spelling, so their overall listening skill can be improved. Secondly, listening practice through dictation improves the learners’ motivation to learn English. It was proved that as the number of the practice performed increases, the learners like learning English more.