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하브루타 토론활동에 기반한 인공지능 소프트웨어 교육이 예비교사의 융합적 문제해결력에 미치는 효과

Effect of Artificial Intelligence Software Education Based on Havruta Discussion Activities on Pre-service Teachers’ Convergent Problem-Solving Ability

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초록

본 연구는 예비교사의 융합적 문제해결력 향상을 위해 인공지능 소프트웨어 교육에 하브루타 토론활동을 접목시킨프로그램을 개발하여 그 효과를 검증하였다. 연구대상은 편의표집에 의해 표집되었으며 S시 K대학에서 교육공학과목을 수강하는 48명의 예비교사를 실험과 통제집단에 무선으로 할당하여 실험하였다. 실험집단은 하브루타 활동기반 인공지능 소프트웨어 교육에 참여했고, 통제집단은 인공지능 소프트웨어 교육에만 참여하였다. 피험자의 실험처치 후의 효과를 알아보기위해 융합적 문제해결력 연구도구를 사용하였다. 연구결과에 따르면, 실험집단이 통제집단보다 융합적 문제해결력 전체와 하위요소 모두에서 유의한 차이를 보였다. 이는 하브루타 토론활동이 융합적 문제해결력에 긍정적인 영향을 미침을 입증했다. 본연구결과는 인공지능 소프트웨어교육의 효과가 융합적 문제해결력 증진에 도움을 줄 수 있는 구체적인 설계방법을 제시하였다는 데 의의가 있다. 또한 하브루타용 텍스트와 질문을 구체적으로 제시하여 다른 수업에서도 일반화시켜 활용할 수 있도록 구조화시켰다는데 의의가 있다.

Abstract

This study developed a program that combines Havruta discussion activities with artificial intelligence software education to improve the convergence problem-solving ability of pre-service teachers, and verified its effectiveness. The subjects of this study were sampled by convenience sampling, and 48 pre-service teachers taking educational technology courses at K University in S city were randomly assigned to either the experimental and control group. The experimental group participated in artificial intelligence software education based on Havruta activity, and the control group participated only in artificial intelligence software education. To examine the effect of experiment after treatment, research tool for convergent problem-solving ability was used. According to the research results, the experimental group showed significantly higher scores in both the overall and sub-factors of convergent problem-solving ability than the control group did. This proved that the Havruta discussion activity had a positive effect on convergent problem-solving ability. The results of this study are significant in that they suggested specific design methods that can help to improve convergent problem-solving ability during artificial intelligence software education. In addition, it is significant that the text and questions for Havruta were specifically presented and structured so that they can be generalized and used in other classes.

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