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학습유형별 선과제 수행이 정신모형 정교화 및 인지적 노력에 미치는 영향

The Influence of Pre-task's Execution Types on The Complexity of Mental Model and The Text Reading Time

김혜진|김환남
대한사고개발학회 (The Korean Association For Thinking Development)|2013.04|사고개발 (Korean Journal of Thinking Development)|제9권 제1호|pp. 95-112

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키워드

인지적 노력선개념선과제정신모형 정교화Mental modelPre-conceptionPre-taskText reading

초록

본 연구는 학습유형별 선과제 수행이 정신모형 정교화와 인지적 노력에 미치는 영향을 살펴보고자 하였다. 연구목적을 달성하기 위하여 선과제 수행을 위한 개별학습과 협력학습 집단에 93명의 대학생을 무선으로 배치하고, 사전검사로 대학생의 선개념을 파악하기 위하여 개념도 작성을 실시하였다. 이후 개별학습과 협력학습 집단에 선과제를 제시하고 각각 개별학습과 협력학습의 수행을 유도한 후 학습 텍스트를 독해하도록 하였다. 실험처치와 텍스트 독해가 종료된 후 피험자들이 작성한 개념도를 분석하여 정신모형을 추출하고 수집된 자료를 분석하기 위하여 t 검증을 실시하였다. 분석결과, 협력학습 집단은 개별학습 집단 보다 정신모형 정교성 점수가 통계적으로 유의미하게 높은 것으로 나타났다(t=2.75, p<.01). 또한 협력학습 집단은 개별학습 집단보다 텍스트 독해에 통계적으로 더 많은 학습시간을 투입하는 인지적 노력을 기울인 것으로 나타났다(t=2.06, p<.05).

Abstract

This study was intended to examine the influence of conceptual deficiency's perception by the execution of pre-task's execution types on the complexity of students' mental model. To achieve the purpose of the study, 93 university students were distributed in two groups of individual learning and cooperative learning according to the pre-task's execution type. After the execution of the pre-task was finished, the learning text on the understanding on the stock investment was presented to both groups, and the time required for the reading of the text was measured. Results derived from statistical verification are briefly described as follows. First, the complexity of mental model of cooperative learning group was statistically higher than individual learning group's(t=2.75, p<.01). Second, the text reading time was statistically longer than the individual learning group's(t=2.06, p<.05).

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