플립러닝과 메이커교육을 연계한 확률과 통계 수업 효과성 연구

Study on the Effectiveness of Probability Statistics Class using Flipped Learning Linked with Maker Education

최근 들어 국내 대부분의 공학대학들이 수학을 교양 필수 교과로 지정하면서 창의력과 고차적 사고력의 필요성이 강조되고 있다(송윤희 2012; 박형빈, 이헌수, 2009). 하지만 수학에 대한 기초적 학력이 부족한 다수의 학생들이 수학을 어려워하며 흥미를 느끼지 못해서 수학수업 운영에 있어 어려움이 제기되고 있다. 이를 해결하기 위해 새로운 교수법들이 시도되고 있으며 특히 메이커교육, 플립러닝 등은 대학 교양 수학에서 학업 성취도 및 흥미도에 있어 효과성이 보고되고 있다(방진하, 이지연, 2014; 김남익, 전보애, 최정임, 2014; 이지혜, 윤종영, 2017; Toqeer, 2013; Tawfik, & Lilly, 2015). 본 연구에서는 플립러닝과 메이커교육을 연계한 수학수업에 효과가 있는지 알아보기 위하여 공학대학 학생 100명을 대상으로 기존의 강의식 수업과 문제풀이를 하는 통제집단 및 플립러닝과 메이커교육을 연계한 수업의 실험집단으로 구분하여 연구를 진행하였다. 연구 결과 플립러닝과 메이커교육을 연계한 수업을 받은 실험집단이 통제집단보다 흥미도가 증가했고, 학업성취도도 향상됨을 확인할 수 있었다. 본 연구 결과를 바탕으로 학습자 중심의 교수법들을 연계하여 새로운 학습법 개발에 활용함으로써 다른 교과나 학습주제로 확대되어 활용되기를 기대한다.

As creativity and critical thinking have been recently required in Mathematics, most Universities have designated Mathematics as a compulsory course. However, there are students who rarely learned Mathematics systematically based on basic mathematical knowledge, hence losing interest and struggling with Math. It is challenging to teach these students in running Math course. In order to stimulate interest and improve achievement in Mathematics, several pedagogical approaches such as Maker education and Flipped Learning have received attention. These methods have been applied to Math class at Universities in Korea and the effectiveness has been proven. We selected 100 students and divided them into two groups of 50 students: control and experimental group. In the control group, the students learned Math in the conventional method, which provides knowledge in a classroom. The experiment group took classes based on Flipped Learning and Maker education. Both groups had individually taken 4 classes of 120 min for 4 weeks and after every class, students submitted reports on the evaluation of their activities. We analyzed their reports and checked examinations before and after class to know the effect of Maker education and Flipped Learning on the improvement of achievement and interest in Mathematics. Comparing the reports obtained from two groups, the students who took the classes of Flipped learning and Maker education showed more interest in Mathematics as well as a higher educational achievement than the experimental group, which had been learned in the conventional method. According to this result, the proper combination of several pedagogical approaches that focus on learners can be used to develop a new learning approach in Mathematics and can help the students regain interest and attain educational achievement in Math.