시각자료를 활용한 기술교수가 정신지체 고등학생의 DSLR카메라 사진기술 습득에 미치는 영향

Abstract

This research aims to investigate the effects of instruction using visual materials on a digital single-lens reflex (DSLR) photography skills acquired by high school students with a mental retardation. This research adopted as subjects three students who were recommended by their teacher according to the following standards: (1) fine motor skills enough to press the shutter of a camera, (2) experiences of taking a picture, and (3) basic understanding of saving photo files to a computer and how to use a computer for those files. This research applied a four-stage learning program using visual materials to the acquisition of DSLR photography skills; the four stages (i.e. photographic preparation, photography, computer data storage and file identification) consisted of 25 sub-skills. We supplied a systematic instruction, including least prompts procedures and time delay strategy, to the subjects and examined the effects of the program on DSLR photography skills. We adopted a multiple baseline setting across subjects as a methodology of experimental design. The results showed that the instruction using visual materials has positive effects on DSLR photography skills acquired by high school students with a mental retardation. The concrete factors for the effects are as follows. First, the instruction using visual materials was effective for DSLR photography skills acquired by high school students with a mental retardation. Second, the interference using visual clues (i.e. 25 sub-skills on the acquisition of DSLR photography skills) exerted positive effect on the participants who should listen to, and understand, auditory clues (e.g. a teacher's explanation, etc.) to practice DSLR photography skills. Third, the combined used of the visual clues and the two methods (i.e. time delay strategy and least prompts procedures) was effective. Fourth, the subjects and place of classes and practices exerted positive effects on an increase in performance ratio in that their active reflection of the participants' opinions and preference motivated those participants to acquire DSLR photography skills more successfully. Finally, after the interference, generalized were DSLR photography skills acquired by the three high school students who received the introduction using visual materials. In conclusion, the instruction using visual materials effective for DSLR photography skills acquired by high school students with a mental retardation and for the generalization of the skills. Therefore, this research is significant in the sense that high school students with a mental retardation received photography skills established as a new leisure actvity in the multimedia age.