ARCS 동기유발 이론을 적용한 실과 수업이 아동의 진로인식에 미치는 효과

Practical Arts Lesson Affect On the Child’s Career Recognition Using the Theory ARCS

This study was inquire about the effects on the child’s recognition of this change, in which the 「Keller’s ARCS」 is used within the practical arts lesson. This study has two parts, literature study and experiment study. Through the literature study, we planed the process of teaching and learning by analyzing the career education at the elementary school and the 「ARCS theory」. Through the experiment study, we analyzed the effect on career recognition of child by applying a process of teaching and learning, which is developed by experiment, to a real lesson. For this, we made a study to 62 students, who were in two of elementary 6th grades classes at Na-ju. About the chapter 8th 「World of work and career」, we gave lessons to the experimental group (31 students) depending on the process of teaching and learning used a 「ARCS」, and gave general lessons to the controlled group (the other 31 students). We made a researching paper of career recognition how to effect on the child’s career recognition, and tested the before researching and after researching. Analyzing the result of these researching, we verified that whether the meaningful differences appeared or not between experimental group and controlled group. In the result of these researching, there is not a meaningful differences in a before researching. But in a after researching, experimental group got a 17.23 scores upper than controlled group average, and there are similar differences within a P<0.01 statistically in a after researching. So, you can find that lessons using the theory of 「ARCS」 is more efficient on the change of child’s career recognition than general lessons. Moreover, result of before and after researching got 28.81 scores upper in an experimental group, and results of these got 10.93 scores in a controlled group. So, we would find that experimental group improved 17.88 scores on a controlled group and two groups also had similar differences about P<0.01 statistically. This means that, 4th domains’s lower-ranked resources at the career recognition appears mindful improving effects by putting a various motives into lessons, and career education of elementary students does not depend on a improvisatory thinking and feeling, but need a investigation and experience which depends on many information about one’s career by oneself and also need a systematic guidance using a interview, a counsel, and a various image data. As a result, I am sure that lessons using the 「ARCS」 is more efficient about changing the elementary students of career recognitive stage positively.