Vygotsky 이론에 기반한 이중자극 제시 유무와 중립성 수준이 ‘과학적 개념’을 활용한 자발적 고등사고와 과제성취도에 미치는 효과
Effects of the level of neutrality of the second stimulus in double stimulation based on Vygotsky’s theory on fostering of volitional high-order thinking and task achievement
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본 연구는 Vygotsky 이론을 기반으로 이중자극 제시 유무 및 두 번째 자극의 중립성 수준에 따라 과학적 개념을 활용하는 자발적 고등사고와 과제성취도의 차이를 분석하기 위해 수행되었다. 대학생 45명을 대상으로 이중자극 유무 및 중립성 수준을 달리 처치하여 자발적 고등사고와 과제성취도에 차이가 나타나는지를 측정하여 가설을 검증하였다. 연구 결과는 다음과 같다. 첫째, 이중자극을 제시받은 집단이 통제집단보다 유의하게 높은 과제성취도를 보였다. 둘째, 이중자극을 제시받은 집단이 통제집단보다 자발적 고등사고 사후검사와 지연검사의 조정평균에서 각각 유의하게 높은 점수를 보였다. 셋째, 중립성 수준이 높은 이중자극을 제시받은 집단이 중립성 수준이 낮은 이중자극을 제시받은 집단보다 과제성취도 지연검사에서 사후검사 점수와 유사한 수준을 유지하였다. 넷째, 중립성 수준이 높은 이중자극을 제시받은 집단과 중립성 수준이 낮은 이중자극을 제시받은 집단 간에 과제성취도와 자발적 고등사고 점수에서 유의한 차이는 없는 것으로 나타났다. 본 연구는 이중자극의 제시 유무와 중립성 수준에 따른 자발적 고등사고와 성취도의 차이를 실증적으로 분석했다는 점에서 의의가 있으며, 이중자극을 제시하면 학습자들의 의미화(signification) 활동을 통한 자발적 고등사고가 촉발되고 지속될 가능성이 높아진다는 점을 시사한다. 그러나 이중자극의 중립성 정도가 자발적 고등사고에 미치는 영향에 관해서는 후속연구가 필요하다.
Abstract
This study aims to analyze the effect of double stimulation based on Vygotsky’s theory and the level of neutrality of the second stimulus in double stimulation on the fostering of volitional high-order thinking using scientific concepts and task achievement. The study included 45 students from University C. Volitional thinking and task achievement were analyzed through covariance analysis based on the level of neutrality of double stimulation in pre and post-tests, as well as delayed tests. The research findings are as follows: Firstly, the group exposed to double stimulation, compared to the control group, showed significantly higher scores in task achievement. Secondly, the group exposed to double stimulation showed significantly higher adjusted mean scores in volitional high-order thinking that stimulates use of scientific concepts in both post-tests and delayed tests compared to the control group. Thirdly, the group with a high level of neutrality of double stimulation maintained similar scores in task achievement in the delayed test compared to the group with a low level of neutrality. Fourthly, there was no significant difference in task achievement and volitional high-order thinking scores between the two groups with high and low levels of neutrality of double stimulation.
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