授業方法과 認知樣式이 地球科學 學業把持에 미치는 效果

The effects of instruction methods and cognitive styles on academic retention in earth science

I have examined the interaction effects of instructional methods(expository and discovery) which are instruction variables and learner’s cognitive styles which are learner variables on three-weeks post-instruction retention of learning content in Earth Science. The main purposes of this dissertation are to investigate the following issues; 1) Will instructional methods have any effects on three-weeks post-instruction retention of learning content(i.e. the domain of knowledge, comprehension and application) including weather-forecast in Earth Science ? 2) Will the learner’s cognitive style have any effect on three-weeks post-instruction retention of learning content in Earth Science ? 3) Will instructional methods and learner’s cognitive style have any interaction effects on three-weeks post-instruction retention of learning content in Earth Science ? To prove these questions I have constructed the following hypotheses; Ⅰ) There is a difference between expository instruction groups and discovery instruction groups on three-weeks post-instruction retention test results. Ⅰ-1) Compared with total scores, discovery instruction groups perform better than expository instruction groups. Ⅰ-2) Compared with the scores in the domain of knowledge, expository instruction groups perform better than discovery instruction groups. Ⅰ-3) Compared with scores in the domains of comprehension and application including weather-forecasting, discovery instruction groups perform better than expository instruction groups. Ⅱ) Field-independent groups perform better than field-dependent groups on three-weeks post-instruction retention test results. Ⅲ) The effect of discovery instruction shows that field-independent groups perform better than field-dependent groups on three-weeks post-instruction retention test results. The subjects of this study were 185 first-graders of a boys’high school and 189 first-graders of a co-ed high school in Kwangju. Ninety-two students of the boys’high school and ninety-five students of the co-ed high school were assigned to the expository instruction group, and another ninety-three students of the boys’high school and ninety-four students of the co-ed high school were assigned to the discovery instruction group. The Group Embedded Figure Test was then administered the groups in order to assess the learner’s cognitive style. Subjects who scored in the upper 75%ile were classified as field-independent learners. while those in the lower 25%ile were classified as field-dependent learners. Those with scores between the 74th and 24th%ile were classified as medium-learners. I have included in the statistical analysis 35/25 field-independent subjects, 35/43 medium subjects, and 22/27 field-dependent subjects in the expository instruction group at the boys’high school and the co-ed high school. respectively: and 32/27 field-independent subjects, 41/43 medium subjects. and 20/24 field-dependent subjects in the discovery instruction group at the boys’high school and the co-ed high school, respectively. To test the hypothesis posited above, I have analyzed the scores using the Two-way ANOVA method in the boys’high school and the Three-way ANOVA method in the co-ed high school by SAS Package Program. The major results of this study are as follows: 1. There was no significant difference between the expository instruction group and the discovery instruction group on three-weeks post-instruction retention tests of the domain of knowledge. but significant difference was revealed between the two groups(discovery instruction is more effective than expository instruction) of the comprehension and application domains. In the case of weather-forecast, there were significant interaction effects, and discovery instruction also proved to be more effective in the three-weeks post-instruction retention test. 2. The field-independent cognitive style was more effective than the field-dependent cognitive style