자기조절학습 수준에 따른 인식론적 신념의 차이
A Difference of Epistemic Beliefs between High and Low Level of Self-Regulated Learning
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인식론적 신념(epistemic beliefs)은 지식과 앎의 본질에 관한 개인의 신념으로서 자기조절학습에 영향을 미치고 있다. 인식론적 신념이 통합적인 자기조절학습에 어떤 영향을 미치고 있는가를 알기 위하여 초등학교 6학년 학생을 대상으로 통합적인 자기조절학습 수준 상, 하 집단을 선정하여 인식론적 신념(지식의 확실성 신념, 지식의 구조 신념, 앎의 원천 신념, 그리고 앎의 정당화 신념)에 차이가 있는가를 알아보았다. 연구 결과 자기조절학습 수준 상, 하집단간에 지식의 본질과 앎의 본질에 대한 인식론적 신념에서 차이가 있었다. 즉 자기조절학습 수준이 높을수록 지식의 확실성에서 잠정적 지식, 지식의 구조에서는 통합된 지식 신념, 앎의 원천에서는 개인의 합리적 작업, 그리고 앎의 정당화에서는 개인의 비판적 판단과 같은 세련된 인식론적 신념을 가지고 있으며, 자기조절학습 수준이 낮을수록 지식의 확실성에서 확실한 지식, 지식의 구조에서는 단순한 지식, 앎의 원천에서는 전문가의 권위, 그리고 앎의 정당화에서는 권위의 무조건적 수용 같은 소박한 인식론적 신념을 가지고 있다. 끝으로 인식론적 신념과 자기조절학습에 대한 연구방향을 제시하였다.
Abstract
A Difference of Epistemic Beliefs between High and Low Level of Self-Regulated Learning The purpose of this study was to test a difference of children's epistemic beliefs between high and low group of self-regulated learning. Epistemic beliefs consist of the nature of knowledge(certainty of knowledge, simplicity of knowledge) and the nature of knowing(source of knowledge, justification of knowing). The subjects of this study were 100 elementary school children. The scale of epistemic beliefs consisted of 48 items and the scale of self-regulated learning consisted of 90 items. Main findings of this study were as follows: 1. The high level children of self-regulated learning had more naive epistemic beliefs(certainty of knowledge: tentative knowledge, simplicity of knowledge: integrated knowledge, source of knowledge: reason or logic, justification of knowing: empirical or rational justification) than the low level children of self-regulated learning. 2. The low level children of self-regulated learning had more sophistigated epistemic beliefs(certainty of knowledge: certain knowledge, simplicity of knowledge: simple knowledge, source of knowledge: omniscent authority, justification of knowing: authority figure) than the high level children of self-regulated learning.
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