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시험치기 학습전략의 이론적 근거와 활용 실태

Theoretical Rationale and Learning Judgment of Practice Testing

강이철
대한사고개발학회 (The Korean Association For Thinking Development)|2017.12|사고개발 (Korean Journal of Thinking Development)|제13권 제4호|pp. 41-66

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참고문헌

키워드

인출연습학습판단시험치기 학습전략바람직한 어려움Practice testingRetrieval practiceJudgment of learningDesirable difficultyEffortful retrieval

초록

이 연구의 목적은 시험치기 학습전략이 다른 학습전략에 비해 왜 더 효과적인 지에 대한 이론적 근거를 분석하고 그 활용실태를 확인하는데 있다. 많은 선행연 구에 따르면, 학생들은 시험치기 학습전략보다 효과가 낮은 학습전략들을 훨씬 빈번하게 사용하고 있다. 뿐만 아니라, 시험치기 학습전략이 상대적으로 비효과적이 라고 잘못 판단하고 있다. 이 연구는 우리나라 중․고등학교 학생들에게도 이런 결과가 동일하게 나타났음을 설문조사와 교차분석을 통해 확인했다. 이 연구의 내용 으로 첫째, 대규모 피험자를 대상으로 시험치기 학습전략의 긍정적 효과를 실증적 으로 밝힌 연구가 제안하는 구체적인 교육적 처방을 확인하고, 그런 긍정적인 효과를 야기하는 이론적 기반으로 ‘추가 노출 - 과잉 학습’, ‘인출 노력과 바람직한 어려움’, 그리고 ‘전이 적합형 처리과정’과 같은 이론을 분석했다. 둘째, 중․고등학교 학생 531명을 대상으로 학습과정에서 시험치기 학습전략을 얼마나 중요하게 생각하고 얼마나 자주 활용하고 있는지 그 실태를 확인했다. 그 결과, 중요성과 사용빈도가 매우 낮은 학습전략 중 하나로 시험치기 학습전략을 인식하고 있었다.

Abstract

The study investigated various reasons of superior effects of ‘practice testing’ strategy compared to other popular learning strategies through reference review and analyzed ‘judgement of learning’(JOL) on that strategy. Many researches have found that most students judged educationally ineffective learning strategies more effective than practice testing. The study had an attempt to identify those results happened in Korean secondary students.    Two classical studies were introduced to show an empirical evidence on the effect of practice testing, and important theories such as ‘desirable difficulties’ and ‘transfer appropriate processes’ were provided as a fundamental base of the effectiveness. Many recent studies applied learning materials used in real education setting in order to verify the effect of practice testing. The study reviewed those researches and identified educational implications of their results.    On analyzing ‘judgment of learning’ of various learning strategies, 531 secondary students were asked their judgment of the level of importance and frequency of utilization of those learning strategies. The study revealed that students judge the practice testing was the least important and the most infrequent learning strategy. The study suggested several educational recommendations to cope with those situations.

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