시각자료와 설명자막의 활용이 청각장애학생의 과학개념 이해에 미치는 효과

The Effects of Application of Visual Materials and Explanatory Captions on Hearing-Impaired Students’ Comprehension of Science Concepts

본 연구는 청각장애학생들의 특성을 고려하여 설명자막을 제작 및 제공함으로써 시각자료와 설명자막의 활용이 청각장애학생의 과학개념 이해에 미치는 효과를 알아보는데 목적을 두고 있다. 이를 위해 시각자료만을 제공받은 집단과 시각자료와 설명자막을 함께 제공받은 집단을 비교하였다. 본 연구의 대상은 청각장애 6학년 학생 16명을 대상으로 하였고, 8명씩 두 집단에 무선 배치하였다. 연구결과, 과학개념에 있어서 시각자료만을 제공했던 집단보다 시각자료와 설명자막을 함께 제공했던 집단의 청각장애학생들이 과학개념을 더 잘 이해한 것으로 나타났다.

The purpose of this study was to investigate the effects of applying visual materials and explanatory captions to hearing-impaired students’ comprehension of science concepts. The subjects of this study were 16 hearing-impaired students in special schools. The subjects were randomly assigned to two groups: the visual-materials-only group and the visual- materials-with-explanatory-captions group. In the measurement of comprehension of science concepts, a post-test was performed at the termination of learning and a follow-up test was performed one week later. The qualitative analysis was used to investigate the effects of captioning experience and the practical use of clue. T-test was used for the data analysis. The results of this study were as follows: First, in the application of learning materials, the visual-materials-with-explanatory-captions group was significantly better than the other group of visual-materials-only group in comprehension of science concepts. Second, all subjects experienced watching the captioned television. The comprehension of science concepts was not related to the frequency nor to the experience in the group in which the subjects watched captioned television. In conclusion, visual materials are beneficial to the comprehension of science concepts. However, these is not enough to help the comprehension for abstract concepts. For the ability of hearing-impaired students’ comprehension of science concepts, we should consider students’ reading level, vocabulary level, appropriate captioning speeds.