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ISSN : 1225-6692(Print)
ISSN : 2287-4518(Online)
Journal of the Korean earth science society Vol.34 No.2 pp.162-172

플래시 파노라마 기반 가상야외답사의 활용이 중학생의 공간 시각화 능력, 개념 이해와 인식에 미치는 영향

이 기 영*
강원대학교 과학교육학부, 200-701, 강원도 춘천시 강원대학길 1
이 연구에서는 플래시 파노라마 기반 가상야외답사(VFT)를 활용한 야외 지질 답사 활동의 효과를 공간 시각화능력, 개념 이해와 인식 측면에서 분석하고자 하였다. 17명의 강원도 소재 중학교 학생을 대상으로 Kim and Lee(2011)에 의해 제안된 플래시 파노라마 기반 VFT 활용을 위한 3단계 모형을 적용하여 제주도 일대에서 2박 3일간 실제 지질 답사 활동을 수행하였다. 전실험 연구 설계를 적용하여 단일 집단에 대하여 사전과 사후의 공간 시각화 능력과 화산 개념 이해 변화를 각각 분석하였으며, 사후 설문을 통해 VFT 활용 효과에 대한 학생들의 인식을 조사하였다. 플래시 파노라마 기반 VFT 활용 모형을 적용하여 야외 답사 활동을 수행한 결과, 공간 시각화 능력에서는 ‘공간 관계능력이, 화산 개념 이해에서는 ‘지식’과 ‘이해’에서 유의미한 증가를 나타내었다. 또한, 공간 시각화 능력과 화산 개념 이해에서 대부분의 학생들의 향상 지수가 양(+)으로 산출되었다. 한편, 참가 학생들은 플래시 파노라마 기반 VFT 활용에 대해서 높은 흥미와 만족도를 나타내었으며, 야외 답사 활동에서 플래시 파노라마 기반 VFT의 활용에 대해 매우 긍정적으로 인식하는 것으로 분석되었다. 또한 플래시 파노라마 기반 VFT 활용이 인지적, 지리적 요소에서 실제 야외 답사 활동에 많은 도움이 되는 것으로 인식하였다.

The Effects of Flash Panorama-based Virtual Field Trips on Middle School Students’ Spatial Visualization Ability, Conceptual Understanding, and Perceptions

*Corresponding author:

Tel: +82 33 250 6752

Fax: +82 33 242 9598
, Ki-Young Lee*

Division of Science Education, Kangwon National University, Gangwon 200-701, Korea


The purpose of this study is to investigate the effects of flash panorama based virtual field trips (VFT) as asupporting tool for geological field activity on middle school students’ spatial visualization ability, conceptualunderstanding, and perceptions. A total of 17 middle school students participated in a three day long actual geologicalfield trip around Jeju Island where a three phase instructional model is applied for utilization of flash panorama basedVFT, which was proposed by Kim and Lee (2011). With one group pretest posttest pre experimental design, data werecollected using questionnaire and were analyzed to find out a change in students’ spatial visualization ability and volcanicconcept understanding, and their perceptions about the utilization of flash panorama based VFT. Findings are as follows:First, the effect of utilizing flash panorama based VFT in actual field trip revealed that there was meaningful increase in‘spatial relation’ category of spatial visualization ability and ‘knowledge’ and ‘comprehension’ domains of volcanicconcept understanding. Second, majority of students showed positive gain index in both spatial visualization ability andvolcanic concept understanding. Lastly, participating students showed much interest and high satisfaction, and positiveperception on the use of VFT. They also perceived that the utilization of flash panorama based VFT could help incarrying out an actual field trip in terms of cognitive and geographical factors.


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