초등학교 실과교육에서의 피드백 적용 효과

The Effects on the Application of Feedback in Elementary Practical Arts Education

The purpose of this study is to find the effects of the academic achievement and change in learning attitude by the application of feedback in the ‘beautiful environment decorating’. To achieve this goal, I examined 90 sixth grade students of D elementary school in Busan. To get this end, I raise a question about whether the use of the feedback and feedback type can make any difference in academic achievement. Next, I also raise a question about whether the use of the teacher-directed feedback and child-directed feedback can make any difference in learning attitude by the level of academic achievement. To answer the two questions, I use the input program of teacher-directed feedback paper and child-directed feedback paper which remake performance assessment paper of Yoon teacher and Nam teacher. ANOVA and Duncan test were used for achievement and t-test for learning attitude. The results of this study are summarized as follows: First, it showed some effects on Practical Arts academic achievement for the feedback (teacher-directed feedback and child-directed feedback) group in comparison with controlled group. However, it did not show any effects on Practical Arts academic achievement for the feedback (teacher-directed feedback and child-directed feedback) type. Second, there was some improvement in the learning attitude of the upper level group that used child-directed feedback paper. And also there was some improvement in the learning attitude of the lower level group that used teacher-directed feedback paper. Therefore this study is meaningful in that it provides teachers and children with helpful ways by showing that the feedback can contribute to the improvement in academic achievement in elementary Practical Arts Education. It is necessary to secure and use feedback which is considered as achievement level to improve learning attitude.