An analysis of Current Science Instruction Adequacy by Micro Instructional Design Theory

내용요소제시이론에 의한 과학교수제시의 적절성 분석 - 과학 I (하) 'V.1.태양계' 단원을 중심으로 -

In this study, a part of high school science instructional materials is evaluated by Instructional Quality Profile(IQP) based on the Merrill's Component Display Theory(CDT). The CDT is based on the Gagne assumption of different conditions of learning for different outcomes. The IQP enables the user to check both the consistency and adequacy of existing cognitive instruction. The IQP can be used to predict student performance, and also to design and develop new insturctional materials. The instructional components are classified according to 5 task levels; An Use-Generalities on Newly Encountered Examples(UGeg), A Remember-Paraphrased -Generalities (RpG), A Remember-Verbatim-Generalities (RvG), A Remember-Paraphrased -Examples (Rpeg), A Remember-Verbatim-Examples(Rveg). And the instructional presentations are classified according to 4 levels: Explain Generalities(EG), Explain examples(Eeg), Inquiry Generalities(IG), Inquiry examples(Ieg). The instructional presentations are determined by instructional components of a related test item, and indexes of the presentation adequacy are calculated by the instructional presentations. The indexes of this study(0.17 - 0.44) were very low and it indicates that the instructional presentations were not adequate to the instructional components of the related text item.