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논문 기본 정보

자료유형
학술저널
저자정보
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한국생물교육학회 생물교육 생물교육 제46권 제1호
발행연도
2018.1
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80 - 96 (17page)

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The goal of this study is to develop and enforce STEAM program that can stimulate learning motivation based on the ARCS theory of Keller. In this process, researcher collects and analyzes qualitative data about the student’s learning motivation process. The researchers applied the changes in the learning motivation process by applying a qualitative method of study. Three participants were selected through an interview with a faculty teacher and the parents and academic motivation test paper and academic stress, learning motivation, self esteem testing. The STEAM program was developed through reorganization of the curriculum, it was applied to participants. The data were collected through observation and on-depth interview, open questionnaire, output, etc, and analyzed through the process of transcription and coding. Through the reconstruction of the curriculum, a total of 26 lesson programs were developed and applied and analyzed based on focus, attention, relevance, confidence, satisfaction factors. First, the participant ‘A’ was a student with high learning motivation and the participant ‘B’ and the participant ‘C’ had low factors of attention and relevance, and confidence and satisfaction factors were common. The reason if that there is lack of awareness of cognitive ventilation and lack of exploratory attention and lack of target orientation. Second, the participant ‘B’ and the participant ‘C’ joined in the class gradually, because they were able to concentrate the attention of the specific situation, the conceptual output of the problem, the play and experience of the class, and the presentation of their opinions. However, the participant ‘A’ was more likely to influence membership factors than the factors indicated. Third, the participation ‘B’ was changed in the four elements of learning motivation, especially in relation to class satisfaction and relevance. It’s because it is acceptable to express the output by expressing its own opinions and the opportunity to express itself to friends during the emotional experience phase has been given. Fourth, there were individuals with varying degrees of learning motivation for learning motivation. But attention, relevance, confidence and satisfaction factors are positively changing.

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참고문헌 (24)

참고문헌 신청
Berlyne, D. E. / 1965 / Psychology: A Study of a Science (Vol. 5) / McGraw-Hill google schola Keller, J. M. / 1983 / Foundered Onderzoek van bet Onderwijs en Onderwijsleerprocessen / Swets & Zeitlinger B.V :191~202 google schola Keller, J. M. / 1987 / The systematic process of motivational design / Performance and Instruction 26(9):1~8 google schola 기은지 / 2017 / 초등학교 융합인재교육(STEAM) 프로그램 적용 사례 연구 / 학습자중심교과교육연구 17(11):43~68 Crossref Kim, J. / 2009 / The effects of an advance organizer model on elementary school students' learning motivation and learning achievement in algorithm learning google schola

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