"과학문화교육"

2005-01-25 (Vol 2, No 1)

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과학교육학 학위논문 요약과 종합해설

An examination of theoretical bases and empirical evidence for the existence of the momentum effect in learning scientific concepts

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ABSTRACT of the above thesis submitted in fulfilment of the regulations for the degree of Doctor of Philosophy in The Ohio State University
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Several studies on the validity of the intensive time series design have revealed a post-intervention increase in the level of achievement data. This so called 'momentum effect' has not been demonstrated through the appropriate analysis technique, and has not been explained theoretically.

The purpose of this study was (1) to test the effect of frequent testing upon students' achievement, (2) to find the effect of students' cognitive levels and the levels of test items upon the momentum effect, and (3) to explain the momentum effect in terms of existing learning theories.

As the results, no frequency effect was detected. The frequent testing, which is inevitable in the intensive time-series design, did not influence significantly on the students' achievement. Second, the formal cognitive tendency groups showed longer duration of the momentum effect for the understanding items than for the knowledge items. The opposite was true for the concrete cognitive tendency groups. For the knowledge items, the concrete cognitive tendency groups showed longer duration of the effect than the formal groups. The opposite was again true for the understanding items. However, the significance of the segmented regression lines for the concreter groups were generally low.

To explain the momentum effect, four different theories on human cognition and memory were adopted: (1) Bartlett's constructive theory of learning, (2) Piaget's idea on human cognition, (3) Wittrock's generative learning theory, and (4) Paivio's dual-coding hypothesis.

The result of this study was consistent with the theories; however, the explanation attempted in this study remained in a speculative level, since the studies related to the theories have not actually controlled the same variables used in this study.
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The Ohio State University
1984

Supervisor: V.J. Mayer

권재술 Kwon, Jae-Sool (jskwon@knue.ac.kr)
한국교원대학교

과학문화교육연구소