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남녀공학 중학생들의 과학에 대한 성별, 학급편성별 정의적 특성, 학습동기 및 학습전략에 대한 연구

A Study on the Students' Affective Characteristics, Science Learning Motivation and Learning Strategies according to Gender Difference and Class Division in the Coeducational Middle Schools.,

조은희 (Jo, Eun-Hee, 경상대학교 대학원)

원문보기

  • 발행기관 경상대학교 대학원
  • 지도교수 김봉곤
  • 발행년도 2006
  • 학위수여년월 2006. 2
  • 학위명 석사
  • 소속대학원 및 학과 대학원 과학교육학과
  • 원문페이지 iv, 64
  • 본문언어 한국어
초록/요약moremore
This thesis was performed that analyzed and compared the students' affective characteristics, learning motivation and learning strategies according to gender difference and class division(boy-girl separated/ combined class). The followings are the research results. First, as a result of difference...
This thesis was performed that analyzed and compared the students' affective characteristics, learning motivation and learning strategies according to gender difference and class division(boy-girl separated/ combined class). The followings are the research results. First, as a result of differences analysis in the affective characteristics about the distinction of gender difference and class division, boys show higher results than girls meaningfully in the statistics and separated class shows higher than combined class in the attitude and values in affective characteristics. Second, this is the analyzed results about the differences in the distinction of gender difference, class division in learning motivation. In self-esteem, abilities, efforts, the degree of difficulty of the task, environments, performance- orientation, task-orientation, boys have higher results than girls meaningfully in the statistics. Exceptionally, in learning methods, separated class shows higher than combined class meaningfully in the statistics. Third, this is the analyzed results about the distinction of gender difference, class division about learning strategies. In deep learning strategies, superficial, active, passive strategies, deep learning strategies are higher in boys than in girls, and superficial strategies are higher than girls than in boys. Active strategies are higher in separated class than in combined class. Fourth, there is the analyzed result of the relation in learning motivation elements and affective characteristics. Their attitude and values and task-orientation have a high correlativity. Fifth, there is the analyzed result of the relations in learning motivation elements and learning strategies. Performance- orientation and superficial strategies, task-orientation and deep learning strategies have an each high correlativity.
목차moremore
Ⅰ. 서론 = 1
1. 연구의 필요성 = 1
2. 연구의 목적 = 4
...
Ⅰ. 서론 = 1
1. 연구의 필요성 = 1
2. 연구의 목적 = 4
3. 연구의 제한점 = 4
Ⅱ. 이론적 배경 = 5
1. 용어의 정의 = 5
1) 정의적 특성 = 5
2) 학습동기 = 7
3) 학습전략 = 8
2. 선행 연구 = 9
Ⅲ. 연구 내용 및 방법 = 11
1. 연구 내용 = 11
2. 연구 방법 = 11
1) 연구 대상 = 11
2) 설문지 제작 및 실시 = 12
3) 설문 문항의 신뢰도 = 13
4) 분석 방법 = 16
Ⅳ. 결과 및 고찰 = 17
1. 전반적 분석 = 17
2. 성별 및 학급편성 방법에 따른 정의적 특성의 차이분석 = 18
3. 성별 및 학급편성 방법에 따른 학습동기의 차이분석 = 23
4. 성별 및 학급편성 방법에 따른 학습전략의 차이분석 = 36
5. 정의적 특성과 각 변인들 간의 상관관계 분석 = 43
6. 학습동기요소와 학습전략 간의 상관관계 분석 = 50
Ⅴ. 결론 및 제언 = 59
1. 결론 = 59
2. 제언 = 62
참고문헌 = 63
부록 = 65