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학습 방식과 학습 목표가 학습 후 질문과 이해도에 미치는 영향

How Study Conditions and learning goals Affect Students’ Questioning and Comprehension

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한국인지및생물심리학회 (Korean Society For Cognitive and Biological Psychology)|2016.07|한국심리학회지: 인지 및 생물 (Korean Journal of Cognitive and Biological Psychology)|제28권 제3호|pp. 517-541|DOI 10.22172/cogbio.2016.28.3.007

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참고문헌

키워드

학습자 질문질문 만들기대학 수업학습 방식학습 목표students’ questionquestion generationcollege classstudy conditionsgoals
주제분류심리과학

초록

능동적 학습을 촉진하는 한 방법은 학습자로 하여금 질문을 던지도록 하는 것이다. 그런데 실제 수업 장면에서 학생들은 질문을 많이 던지지 않을 뿐만 아니라, 질문을 던지더라도 피상적인 수준에 머무른다는 것이 반복적으로 확인되었다. 본 연구는 질문의 중요성을 강조하면서 실제로 학습 후에 그 질문이 평가되도록 하면, 질문의 양과 질이 향상되는지 그리고 학습 자료에 대한 이해도 향상되는지를 알아보기 위해 수행되었다. 실험 1에서는 학습 방식과 학습 목표를 각각 두 수준에서 조작한 2x2 요인설계가 사용되었다. 학습 방식은 강의 듣기와 혼자 학습하기의 두 수준으로, 학습 목표는 질문 강조와 이해 강조의 두 수준으로 각각 세분되었다. 이렇게 구분된 4 집단 각각에 대해 학생들이 만들어 낸 질문의 양과 질, 그리고 학습 자료에 대한 이해도를 평가하여 그 차이를 비교하였다. 그 결과 질문의 수와 질은 혼자 학습하며 질문을 강조한 집단이 가장 우수하였고, 이해는 학습 방식에 상관없이 질문을 강조하였을 때가 이해를 강조하였을 때보다 더 우수하였다. 실험 2에서는 실험 1의 결과를 상이한 분야와 난이도의 학습자료로 반복 검증하였다. 실험 1과 2의 결과는 교재로 자습하게 하고 질문을 강조할 때 학생들의 질문의 개수와 질이 가장 높음을 보여주었다. 이는 학생들의 질문을 증가시키고자 할 때 교수자와의 관계나 분위기를 비롯한 환경적인 요인을 개선함과 동시에 적절한 학습 방식과 목표를 가질 수 있도록 하는 것이 중요함을 시사한다.

Abstract

One way to promote active learning is to have students think up questions on the subject matter. However, it has been repeatedly found that students in actual class setting, do not often ask questions and, if they do, usually ask superficial ones. This study was carried out to examine whether the number and quality of students’ questions improve if these questions are included in assessment and whether raising questions results in deeper understanding of the studied material. In Experiment 1, a 2 x 2 factorial design was used, in which two study conditions and two sets of directions were implemented. The two study conditions were listening to a lecture and self-studying. The two sets of directions were emphasis on raising questions and emphasis on comprehension. We compared the number and quality of questions and the level of comprehension among the four groups. Results revealed that the number and quality of questions were highest in self-study/question emphasis group. The level of comprehension was higher in question emphasis groups than in comprehension emphasis groups, regardless of the study conditions. In Experiment 2, we replicated the results of Experiment 1 using more easy learning material in another domain. Implications of these results and directions for future research were discussed.

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