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본 연구의 목적은 정보화마인드 척도를 개발하고, 개발된 척도를 이용하여 초․중등 학생들의 수준을 평가해보는 것이다. 정보화마인드 척도 개발을 위해 예비검사와 본검사를 실시하고 문항반응이론에 의해 문항분석을 실시한 결과는 오락용 게임이나 인터넷과 관련된 문항들은 정보화마인드를 측정하기에 부적합하며, 정보윤리도 정보화마인드와는 관계가 없음을 알 수 있었다. 한편, 본검사에서의 요인분석 결과는 정보화마인드 척도는 ‘컴퓨터 사용 용도’, ‘정보화에 대한 인식’, ‘컴퓨터에 대한 태도’, ‘컴퓨터 관련 지식’, ‘정보화에 대한 인지’, ‘컴퓨터가 생활에서 차지하는 비중‘의 6개 하위영역들로 구성될 수 있다는 것을 보여주었다. 개발된 척도를 이용하여 초․중등 학생들의 정보화마인드 수준을 평가해본 결과는 성별로는 차이가 없었으나, 학교급별, 컴퓨터 교육기간별, 컴퓨터 사용시간별로 수준 차이가 있다는 것을 알 수 있었다.


This study analyzed a preliminary test and a main test to construct the scale of information mind by using many-faceted Rasch model which was based on Item Response Theory. The preliminary test was administered to 456 students and the test consisted of 44 items, and the main test was to 2,013 students and there were 33 items. The analysis of misfitting items by the item analysis found that using computers for a game or the internet was not related to information mind. Also, the items measuring information morality were found to be misfitting for information mind. The factor analysis showed that six components of 'attitude', 'awareness', 'perception', 'usage', 'knowledge', and 'importance' consisted of information mind. The components could be ordered from 'usage', ‘awareness', 'attitude', 'knowledge', to 'perception' by the level of information mind. That is, the score of 'usage' was highest and that of 'perception' was lowest. The level of 'importance' could not be ordered because the items belonging to the component have different item difficulty measures. The evaluation of students' information mind showed that the level of the primary school students was statistically lower than that of secondary school students. Also, the period of computer education and the amount of time spent for computing were both related to the level of information mind. But there was no sex difference. These results imply that using computers for a game or the internet and educating information morality are not related with information mind. Also, a systematic education for the understanding of information society and the knowledge or skill of computers is required to enhance information mind.