기업교육에서 스캐폴딩 활용의 문제해결단계별 효과 분석
The Effects of Scaffolding on the Problem Solving Phases in Corporate Education
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본 연구의 목적은 기업교육에서 교수자가 제공하는 스캐폴딩이 문제해결단계별 성취에 미치는 효과를 규명하는 데 있다. 이를 위해 K기업 대리급 총 47명을 실험집단1, 실험집단2, 통제집단에 무작위로 배정한 후, 기업교육 문제해결과정에서 스캐폴딩 활용 교수학습이 문제해결능력에 미치는 영향과 문제해결단계별 효과, 문제해결단계에 따른 점진적 스캐폴딩 제거의 효과를 검증하였다. 실험결과 첫째, 기업교육 문제해결과정에서 스캐폴딩 활용 교수학습 집단이 스캐폴딩을 활용하지 않은 교수학습 집단보다 문제해결단계별 성취가 높았다. 둘째, 스캐폴딩을 활용한 교수학습은 ‘문제분석’ 단계, ‘해결안 도출’ 단계, ‘해결안 점검’ 단계, ‘결론 및 실행계획’ 단계 모두에서 유의미한 효과가 나타났다. 셋째, 스캐폴딩을 문제해결단계에 따라 점진적으로 줄인 교수학습은 스캐폴딩을 문제해결단계 전체에 제공한 교수학습에 비해 효과가 줄어들지 않았다. 이러한 연구결과를 토대로, 기업교육에서 학습자들이 보다 효과적으로 문제를 해결하기 위해서는 스캐폴딩을 문제해결과정에서 적절히 제공해야 하며, 문제해결단계별로 제공해야 할 스캐폴딩의 종류를 선별해야 하고, 스캐폴딩을 제공할 때 학습자의 발달수준 및 문제해결단계에 따라 점진적으로 스캐폴딩을 제거하는 것이 효율적이라는 결론을 도출하였다.
Abstract
The purpose of this study is to identify the effects of scaffolding, provided by instructor, on each problem solving phase of corporate education. The test was conducted to prove the research hypothesis with 47 employees of K corporation. Subjects were randomly assigned into experimental group 1, experimental group 2, and control group. In experimental group 1, all 3 scaffoldings; ‘demonstrating thinking process’, ‘exemplifying solution’, ‘suggesting learners to provide clues’ were applied to the entire problem solving phases and in experimental group 2, scaffolding was gradually faded phase by phase. In control group, no scaffolding instruction was carried out. The results of analysis were as follows: First, in the problem solving phase of corporate education, scaffolded instruction showed higher achievement than instruction without scaffolding. Second, the effect of scaffolded instruction was significant in the entire problem solving phases, the developing solution phase, the solution monitoring phase, and the conclusion and action plan phase. Third, the effects of scaffolding with fading were not less than the effects of scaffolded instruction in the entire problem solving phases The results have conclusions as follows: First, considering the nature of business field where ill-structured and practical issue should be solved, it is effective to provide scaffolding on the problem solving phases so that learners can successfully deal with the problems. Second, providing scaffoldings has significant difference on each problem solving phase. Therefore, it is important to choose and provide proper type of scaffolding on each phase. Third, it is efficient to gradually fade the scaffolding according to learners' development level and problem solving phase. In order for scaffolding to be used more effectively in corporate education field, future research should be conducted on practical use of scaffolding from various aspects, such as instructional methods, contents, target audience, and problem types.
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