A Study on the Application of Learning Motivation Model in Geography Course Using Jones(2009)'s MUSIC Model = Jones(2009)의 MUSIC 모델을 이용한 지리수업에 학습동기 모델 적용에 관한 연구

다국어 초록 (Multilingual Abstract)

Abstract
Population, resources, and environment are the three major global issues facing mankind. The problems of uneven resource distribution, environmental pollution and population aging are prominent (Zhu & Zhang, 2019). The selection of industrial and agricultural locations and the construction of transportation are closely related to population, resources and environment (Liu and Han, 2008). How to solve these problems is one of the goals of geography education. Geography education has played an important role in helping students correct their behavior, rationally use resources and protect the environment (Xia, 2003). Therefore, improving geography instructional strategies (IS) and optimizing geography instructional design (ID) have become important topics in geography education.
The MUSIC learning motivation model is the result of the analysis and synthesis of previous motivation theories and strategies. It consists of five components: eMpowerment (M), Usefulness (U), Success (S), Interest (I) and Caring (C). Teachers can improve motivation of learners by designing IS corresponding to each component of MUSIC learning motivation model. In this regard, this study investigated the geography course perception of Oriented Normal Students (ONS), designed corresponding MUSIC strategies for geography instruction according to the survey results, and studied the effects of MUSIC strategy on learning motivation and academic achievement of students. Firstly, a survey was conducted on the perception of geography course from five aspects: the Interest and Initiative of Geography Learning (IIGL), the Goal and Confidence of Geography Learning (GCGL), the Method and Habit of Geography Learning (MHGL), the Application of Geography Knowledge (AGK), the Teacher Instructional Methods and Values (TIMV). Secondly, in order to verify the effectiveness of MUSIC strategy, 88 ONS were assigned to the treatment group and the control group. The MUSIC strategy was applied to the treatment group, and ONS in the control group were taught according to non-MUSIC strategy in ID. The research results are as follows. First, as a result of the perception survey, the learning motivation of ONS is low, there is no clear and specific goal for geography learning, and geography is not considered practical. Second, learning confidence of ONS is not strong, they have not developed correct study habits, and they have a negative attitude towards geography. Third, learning motivation and academic achievement of the treatment group were significantly higher than the control group.
Therefore, the application of MUSIC IS can effectively improve learning motivation and academic achievement of students. At the same time, this study provides a theoretical and practical basis for how to improve learning motivation of students to geography courses, and provides a reference for the design of geography courses in the future.

목차 (Table of Contents)

• Contents
• Abstract ⅲ
• Ⅰ. Introduction 1
• 1. Research Necessity and Purpose 1
• 2. Research Questions 5
• 3. Research Significance 5
• Ⅱ. Theoretical Background 6
• 1. Instructional Design 6
• 1) Definition 6
• 2) Process 7
• 3) Components 9
• 2. MUSIC Motivation Model 11
• 1) M: eMpowerment 12
• 2) U: Usefulness 13
• 3) S: Success 15
• 4) I: Interest 16
• 5) C: Caring 17
• 3. MUSIC Model Instructional Design 18
• 1) Instructional Design Steps 18
• 2) MUSIC Model Measure 22
• 3) Application Studies 25
• 4. MUSIC Model and Learning Motivation Theory 33
• 1) M and Self-determinism Theory·…·…·…·…·…·…·…·…·…·………··33
• 2) U and Utility Theory of Value·…·…·…·…·…·…·…·…·…·…·…… 34
• 3) S and Achievement Motivation Theory·…·…·…·…·…·…·…·…·…··34
• 4) I and Environmental Education Theory·…·…·…·…·…·…·…··…·····35
• 5) C and Theory of Caring·…·…·…·…·…·…·…·…·…·…·…·…·…·…·36
• 5. Current Situation of Geography Education·…·…·…·…·…·…·…·…·…·36
• 1) Importance of Geography Education…·…·…·…·…·…·…·…·…·…···36
• 2) Students Motivation…·…·…·…·…·…·…·…·……·……·……·……·…·37
• 3) Motivation Strategy in ID ·…·…·………·…·……·……·……·……····40
• Ⅲ. Research Methods 43
• 1. Research Design 43
• 2. Research Subject and Data Collection 44
• 3. Research Tools 45
• 1) Perception Questionnaire 45
• 2) MUSIC Motivation Questionnaire 47
• 3) Interview 50
• 4) Achievement Test: Final Exam 51
• 4. Geography Course Design 52
• 1) Course Objectives 52
• 2) Course Contents 52
• 3) Instruction Schedule 53
• 4) MUSIC Model Application Strategy 56
• 5. Data Analysis 58
• Ⅳ. Results 60
• 1. Perception of Geography Learning 60
• 1) Interest and Initiative of Geography Learning 60
• 2) Goal and Confidence of Geography Learning 61
• 3) Method and Habit of Geography Learning 62
• 4) Application of Geography Knowledge 63
• 5) Teacher Instructional Methods and Values 65
• 2. MUSIC Learning Motivation 66
• 1) Each Dimension of MUSIC Model t-test Results 67
• 2) MUSIC Model 70
• 3. Interview 71
• 1) Advantages on MUSIC Strategies 72
• 2) Enlightenment on MUSIC Strategy 75
• 3) Suggestions on MUSIC Strategy 76
• 4. Achievement Test 78
• Ⅴ. Discussion and Conclusion 79
• 1. Summary 79
• 2. Discussion 81
• 1) Application of MUSIC Model 81
• 2) Application of MUSIC Model in ID 81
• 3) Discussion on the Effectiveness of MUSIC Model 82
• 3. Conclusions 84
• 4. Limitations and Suggestions 85
• References 87
• Appendix 104
• 국문초록 147