능동적 학습(Active Learning)이 예비특수교사의 청각장애교육 교과지식과 용어 습득에 미치는 영향

The Effect of Active Learning on Acquiring Subject Knowledge and Learning Terminology of Pre-service Special Education Teachers

본 연구의 목적은 구두로 동시에 반응하기와 반응카드를 활용한 능동적 학습 참여 여부에 따라 예비특수교사들의 청각장애교육 교과지식 습득과 용어 습득에 차이가 있는지를 살펴보는데 있다. 연구 대상은 B시 P대학교의 ‘청각장애아교육’ 과목을 수강한 특수교육과 학생 42명으로, 이 중 능동적 학습을 적용한 실험집단이 19명, 능동적 학습을 적용하지 않은 통제집단이 23명이다. 교수자는 강의 후반부 15분 동안 수업 시간에 배운 내용에 대해 학생들에게 질문을 하고 구두로 동시에 반응하거나 반응카드를 사용하여 대답하게 하였다. 실험집단에만 7주간 능동적 학습을 적용하였으며, 8주차에 중간고사로 교과지식 습득 수준을 측정하고, 15주차에 SAFMEDS를 활용하여 용어 습득 수준을 측정하여 분석하였다. 그 결과 실험집단의 교과지식 수준과 용어 습득 수준이 통제집단과 비교하여 유의하게 높은 것으로 나타났으며, 실험집단은 교과지식 수준과 용어 습득 수준 간 유의한 정적 상관관계를 보였다.

The purpose of this study was to investigate whether there is a difference in the knowledge acquisition and the terminology learning related to hearing impaired students’ education in college students from department of special education depending on whether or not to being exposed to active learning using choral responding and responding cards. The subjects of this study were 42 students majoring in special education enrolled in ‘Education hearing impaired students’ course at P university in B city: 19 students in experimental group and 23 students in control group. At the end of every lecture, the instructor presented the review questions and asked students to respond verbally as a group(that is, chorally) or using respond cards in the experimental group. Active learning was applied only to the experimental group for 7 weeks. The subject knowledge acquisition was measured by the mid-term test score at the 8th week, and SAFMEDS was used to measure the level of terminology acquisition at the 15th week. Results were as follows: First, it was found that the level of subject knowledge and terminology acquisition for the experimental group were significantly higher than the control group. Second, there was a positive correlation between the level of subject knowledge and terminology acquisition in the experimental group.