"°úÇй®È­±³À°"

2005-02-25 (Vol 2, No 2)

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°úÇб³À°ÇÐ ÇÐÀ§³í¹® ¿ä¾à°ú Á¾ÇÕÇؼ³

³îÀ̱â¹ÝŽ±¸(PBI) »óȲ¿¡¼­ ¹°¸®Å½±¸

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±Ù·¡ÀÇ °úÇаè´Â °úÇаú ±â¼ú »Ó¸¸ ¾Æ´Ï¶ó ±×°Íµé°ú »çȸ »çÀÌ¿¡µµ ±ä¹ÐÇÑ °ü°è°¡ À־ ¶¼¾î ³õ°í »ý°¢ÇÒ ¼ö ¾ø´Ù´Â ÀνľƷ¡ °úÇÐÀ» º°°³·Î °¡¸£Ä¥ °ÍÀÌ ¾Æ´Ï¶ó ±â¼ú°ú »çȸ¸¦ ¿¬°èÇÏ¿© °¡¸£ÃÄ¾ß ÇÑ´Ù´Â ¿òÁ÷ÀÓ °ð STS ¿îµ¿ÀÌ ÁÖ·ù¸¦ ÀÌ·ç°í ÀÖ´Ù. STS ±³À° ¿îµ¿ÀÇ ¸ñÇ¥´Â, ¡®°úÇÐÀû ¼Ò¾çÀ» °®Ãá ÀϹÝÀÎÀ» ¾ç¼ºÇÏ´Â °ÍÀÌ´Ù(Showalter, 1978). µû¶ó¼­, STSÀû ±³À°ÀÇ ¼ÒÀçµµ ´ç¿¬È÷ ÇнÀÀÚÀÇ °ü·Ã¼º(relevance)À» Áß½ÉÀ¸·Î ÇлýµéÀÇ ½Ç»ýÈ°°ú °ü·ÃµÇ´Â ³»¿ëÀ» ´Ù·ê ¼ö ÀÖ¾î¾ß ÇÒ °ÍÀÌ´Ù. ÇнÀÀÚÀÇ »ýÈ° °ü·Ã¼º ¼ÒÀç Áß ÇÑ °¡Áö°¡ ³îÀÌÀÌ´Ù. Áï, ÀÏ»ó»ýÈ° Áß ³îÀÌ È°µ¿Àº û¼Ò³â±â¿¡ ¸Å¿ì Áß¿äÇÑ ÀÕ½´°¡ µÉ ¼ö ÀÖ´Ù. ±×·±µ¥, ÇÐÀڵ鿡 ÀÇÇϸé, ³îÀÌ°¡ âÀǼº ¹× ¹®Á¦ÇØ°áÀ» À§ÇÑ ¹æ¹ýÀ» Á¦½ÃÇÒ ¼ö ÀÖ´Ù´Â À̷аú û¼Ò³â±âÀÇ »ç°í Ư¡ÀÎ °¡¼³-¿¬¿ªÀû »ç°í°¡ °¡´ÉÇÏ´Ù´Â Á¡¿¡ Âø¾ÈÇϸé, ³îÀ̸¦ ¼ÒÀç·Î Çϴ Ž±¸¸¦ ÅëÇÏ¿© Èï¹Ì¿Í µ¿±âÀ¯¹ßÀº ¹°·ÐÀÌ°í °³³äÇü¼º¸é¿¡¼­µµ ÀÇ¹Ì ÀÖ´Â °á°ú¸¦ ¾òÀ» ¼ö ÀÖÀ» °ÍÀ¸·Î »ý°¢µÇ¾ú´Ù.

µû¶ó¼­, º» ¿¬±¸ÀÇ ¿¬±¸¹®Á¦´Â, 1) PBIÇнÀ »óȲ¿¡¼­ È°¿ë °¡´ÉÇÑ ¹°¸®Å½±¸ÇнÀ ÀڷḦ °³¹ßÇÏ°í, 2) PBIÇнÀ »óȲ¿¡¼­ ¼ö¾÷¿¡ È°¿ëÇÒ ¼ö ÀÖ´Â ¡®³îÀ̱â¹Ý ¹°¸®Å½±¸¸ðÇü¡¯À» °³¹ßÇϸç, 3) °³¹ßÇÑ PBIÇнÀ »óȲ¿¡¼­ È°¿ëÇÒ ¼ö ÀÖ´Â ¹°¸®Å½±¸ÇнÀ ÀڷḦ ¡®³îÀ̱â¹Ý ¹°¸®Å½±¸¸ðÇü¡¯À» »ç¿ëÇÏ¿© ÇöÀå¿¡ Àû¿ëÇÒ ¶§ÀÇ ÇнÀ È¿°ú¸¦ »ìÆ캻´Ù´Â °ÍÀÌ´Ù.

¸ÕÀú, û¼Ò³â°ú °ü·Ã¼ºÀ» °¡Áö´Â ³îÀ̸¦ Áß½ÉÀ¸·Î ³îÀ̸¦ ÀüÅë³îÀÌ, µµÀü³îÀÌ, ³îÀÌ°ø¿øÀÇ ³îÀÌ·Î ¹üÁÖÈ­ÇÏ°í À̸¦ Áß½ÉÀ¸·Î ÇÏ´Â ÇнÀ È°µ¿À» ¡®³îÀ̱â¹Ý Ž±¸ÇнÀ¡¯ Áï, ¡®PBI(Play- Based Inquiry)ÇнÀ¡¯À̶ó Á¤ÀÇÇÏ¿´´Ù. ±×¸®°í, PBIÇнÀ ÀڷḦ °³¹ßÇÑ ´ÙÀ½ Àû¿ëÀ» À§ÇÏ¿© ±³¼öüÁ¦°³¹ß ÀϹݸðÇü°ú PSSC, SATISÀÇ ±³¼öüÁ¦°³¹ß ÀýÂ÷¸¦ °íÂûÇÏ°í, ACTIVE PHYSICS ÇÁ·Î±×·¥ÀÇ ±³¼öüÁ¦¸¦ Âü°íÇÏ¿© ³îÀ̱â¹Ý Ž±¸ÇнÀ ÀڷḦ ÇнÀÁö ÇüÅ·Π°³¹ßÇÑ ÈÄ pilot test, ÇöÀå ±³»ç ¹× °úÇб³À° Àü¹®°¡ÀÇ ÀÚ¹®À» ¾ò¾î 16Á¾ÀÇ PBI ÇÁ·Î±×·¥À» °³¹ßÇÏ¿´´Ù. ¶Ç, ÀÌ Áß ÀϺθ¦ Àû¿ëÇϱâ À§ÇÏ¿© ¡¯³îÀ̱â¹Ý ¹°¸®Å½±¸¸ðÇü¡®À» Àü¹®°¡ÀÇ ÀÚ¹®À» ¹ÙÅÁÀ¸·Î °³¹ßÇÏ¿´´Ù. Àû¿ë È¿°ú¸¦ »ìÆ캸±â À§ÇØ Àι®°è °íµîÇб³ K°í 130¸í°ú ÁßÇб³ ¿µÀç±³À°¿ø ¼Ò¼Ó 60¸íÀ» ´ë»óÀ¸·Î PBIÇнÀÀ» À§ÇÑ ³îÀÌ »óȲ¿¡¼­ Ž±¸È°µ¿À» ÇÏ°í ÇнÀ È¿°ú¸¦ »ìÆ캸¾Ò´Ù.

Àû¿ë½ÇÇè °á°ú¿¡ ÀÇÇϸé,
1) PBIÇнÀÈ¿°ú´Â ºñ±³¹Ý¿¡ ºñÇØ µ¿±â, ŵµ ¸é¿¡¼­ À¯ÀǹÌÇÑ Â÷ÀÌ°¡ ÀÖ¾úÀ¸¸ç, °³³ä¸é¿¡¼­µµ ºÎºÐÀûÀ¸·Î È¿°úÀûÀÓÀÌ µå·¯³µ´Ù.
2) ³îÀÌ ÅõÀÔ ½Ã±â, Áï ¼± ³îÀÌ ÈÄ ÇнÀ°ú ¼± ÇнÀ ÈÄ ³îÀÌ À¯Çü Áß °³³äÇнÀÈ¿°ú, ŵµ ¹× µ¿±â ÇнÀ È¿°ú´Â ³îÀÌÀÇ À¯Çü¿¡ µû¶ó ´Ù¸§À» ¾Ë ¼ö ÀÖ¾ú´Ù.
3)PBIÇнÀ »óȲ¿¡¼­ ³îÀÌÇнÀÀº Çü½ÄÀû Á¶À۱⿡ À̸£Áö ¸øÇÑ ÇнÀÀÚ¿¡°Ôµµ È¿°úÀûÀ¸·Î Àû¿ëÇÒ ¼ö ÀÖÀ¸¸ç,
4) PBIÇнÀ È¿°ú´Â Çб³ ¼ºÀû°ú ¹«°üÇÏ°Ô ¼ºÀû ÇÏÀ§ ±×·ì Çлýµé¿¡°Ôµµ Àû¿ëÇϸé È¿°ú¸¦ °ÅµÑ ¼ö ÀÖÀ» °ÍÀ̶ó´Â ½Ã»çÁ¡À» ¾ò¾ú´Ù.

The Development of Physics Inquiry Learning Materials and Application in the Play-Based Inquiry Context.

Abstract
In this study, the play-one of many relevant objects to the student life-is introduced as a method to embody the effective inquiry learning in the flow of STS(Science, Technology and Society) educational movement for the purpose of making the scientific literal person.

The play activity is one of the most important issues in their everyday lives in later childhood and adolescence. This study is based on with the following assumptions; First, the play theory can provide the method for the problem solving and creativity with the learner especially in the period of adolescence, second, adolescents can make hypothetico-deductive reasoning, and third, therefore it is possible to get significant results in making scientific concepts as well as in giving interests and motivation induction through the inquiry with play.

Therefore, the topics of this study are;
1) to develope the physics inquiry learning materials in PBI(Play-Based Inquiry) contexts.
2) to develop the play-based physics inquiry model being able to be used in physics classes in PBI contexts.
3) to investigate the learning effects when the physics inquiry learning materials are adopted to the classroom activity using the play-based physics inquiry model.
More specific topics are;
a) to find out which group is more effective, the group in PBI context or that of traditional learning method.
b) to find out which group is more effective, LP(Learning-Play) group or PL(Play-Learning) group to know the period to commit the play.
c) to investigate what relation the change of conceptual achievements in PBI contexts has to logical thinking abilities.
d) to investigate what relation the change of conceptual achievements in PBI contexts has to achievements of physics.

To begin with, the plays relevant to the adolescence life are categorized with three parts, i.e., traditional play, competitive play, amusement park play, and then PBI is defined as Play-Based Inquiry, and the learning in such contexts is defined as PBIL.

And after using the model of instruction system design and the development procedure of science education program, i.e., PSSC, SATIS, learning materials have been developed through the developing process and 16 programs have been completed through the pilot tests and consultation of the teachers.
16 developed materials are 6 programs for traditional play, 6 programs for competitive play, and 4 programs for amusement park play.

And also the play-based physics inquiry learning model is developed to adopt the program to the physics class through investigating the existing models and consultations of experts. So two models have been developed, the one is for the traditional plays or competitive plays and the other is for the amusement park plays. The rough inquiry procedure of model is as follows;

formulating a problem through challenge play ->generating a hypothesis ->play inquiry ->analysis of data and test ->organizing the concepts and adopting

In this model, each important step has a motivation strategy, i.e., attention, relevance, confidence, and satisfaction; ARCS motivation strategy of Keller.
To investigate the learning effects, the subjects are 130 students of K-high school and the 60 gifted students of middle school belonging to gifted-educational institution of Pusan Metropolitan City of Education and the data have been collected from the subjects. The 130 students of K-high school are divided into two groups. The experimental group of 64 students learned the concept of vertical projectile motion with air resistance with Jegi play, one of the Korean traditional plays, and learned the frictional force with competitive play climbing the slope. The other group of 66 students, controlled group, learned the same concepts of physics through traditional learning method.
Then experimental group of 60 students, who learned the physics concepts in the context of amusement park play, is again divided into two groups, LP Group and PL Group to investigate the effects of period to commit the play. The former is for early-learning and late-play, the latter is for early-play and late-learning.

The results of this study are as follows;
1. The Play-Based Inquiry Learning has more effective than the traditional teaching method in the aspect of students' learning motivation and attitude.
2. Depending on the types of plays, the effects of the two group, LP and PL, vary in the aspects of concept learning effect, scientific attitude, learning motivation.
3. This program can be adopted to the students who do not reach the formative operation step.
4. In gaining the concept, PBI learning program can be adopted to even the students who have poor school grade irrespective of their school record.

Key words: play, PBI, Play-Based Inquiry, Play-Based Inquiry Learning, PBIL, inquiry model

Jo, O-Gun
Department of Physics, The Graduate School of
Pusan National University, Doctoral Thesis Abstract, 2004

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