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팀기반학습에서 학습성과를 촉진하는 스캐폴딩 전략 개발 및 효과성 검증 연구

Scaffolding Strategies for Facilitating Students’ Learning Outcomes in Team-based Learning

장선영
한국교육공학회 (Korean Society Of Educational Technology)|2021.12|교육공학연구 (Journal of Educational Technology)|제37권 제4호|pp. 983-1014|DOI http://dx.doi.org/10.17232/KSET.37.4.983

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키워드

학업성취도academic achievementself-directed learning자기주도학습능력문제해결능력problem-solving ability팀기반학습team-based learning스캐폴딩 전략scaffolding strategy
주제분류교육학

초록

본 연구의 목적은 팀기반학습에서 학습자의 학습성과를 촉진하는 스캐폴딩 전략을 개발하고 그 효과성을 자기주도학습, 문제해결능력, 학업성취도 측면에서 검증하는 것이다. 연구 목적을 달성하기 위한 연구절차는 다음과 같다. 첫째, 스캐폴딩 전략을 개발하기 위해 선행문헌 분석 및 두 차례에 걸친 전문가 타당성 검토가 수행되었다. 둘째, 팀기반학습에서 스캐폴딩 전략이 학습성과에 미치는 영향을 확인하기 위해 팀기반학습 수업을 수강한 54명의 대학생들을 대상으로 자기주도학습능력, 문제해결능력 검사가 수행되었다. 팀기반학습을 마친 후 학업성취도 점수를 도출하였으며, 학습자들의 학업성취도가 유의미함을 설명하기 위해 학습자들의 성찰일지가 분석되었다. 연구 결과, 첫째, 팀기반학습 주요 단계별 스캐폴딩 전략과 팀기반학습 전체에 적용될 수 있는 37개의 스캐폴딩 전략이 개발되었다. 둘째, 팀기반학습에서 스캐폴딩 전략을 적용한 결과 ‘자기주도학습’ 전체와 하위 요인인 ‘의사소통’ 능력 향상에, ‘문제해결능력’ 전체와 하위 요인인 ‘문제이해 및 표상’과 ‘정당화 및 평가’ 능력에서 유의미한 효과가 있는 것으로 밝혀졌다. 학업성취도 측정 결과 42점 만점 중 평균 30.74점이 나왔으며, 학습자들은 팀기반학습에서 유의미한 학습을 하였다고 언급하였다. 끝으로, 주요 스캐폴딩 전략과 스캐폴딩 전략 사용 시 제언 등이 논의되었다.

Abstract

The purpose of this study is (1) to develop and validate scaffolding strategies for facilitating students’ learning outcomes in team-based learning (TBL), and (2) to analyze the effects of the scaffolding strategies. The research methods are as follows. First, the initial scaffolding strategies were developed based on the literature review. Then, the expert review and validation were conducted twice to confirm the validity of the initial scaffolding strategies. Second, the effectiveness of scaffolding strategies was verified. To study the effect of scaffolding strategies on learning outcomes in TBL, a total of 54 college students who took a TBL class participated. Before and after the scaffolding procedures, they were asked to complete a questionnaire on self-directed learning ability and problem-solving ability. Academic achievement scores were also examined. The reflective journals of learners were examined in order to demonstrate that their academic progress is significant. The results of this study are as follows. First, 37 scaffolding strategies for facilitating students’ learning outcomes in TBL were developed. Second, as a result of applying the scaffolding strategy in TBL, there was a significant effect on the “self-directed learning” and “interpersonal communication ability(a sub-factor of self-directed learning).” In addition, there was a significant effect on the “problem-solving ability,” and “problem understanding and representation(a sub-factor of problem- solving),” and “justification and evaluation (a sub-factor of problem-solving).” The mean of academic achievement was a 30.74 score out of 42. The learners presented their opinion in the reflection journal that they had meaningful learning in TBL. Based on the findings of this study, recommendations were suggested for practitioners on designing and implementation of TBL.

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