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모바일 탐구학습을 위한 수업설계의 개념모형 개발 연구: 테크놀로지 통합을 중심으로

Development of a Conceptual Model of Instructional Design for Mobile Inquiry Learning: Focusing on Technology Integration

임철일|김성욱
한국교육공학회 (Korean Society Of Educational Technology)|2017.06|교육공학연구 (Journal of Educational Technology)|제33권 제2호|pp. 327-364|DOI http://dx.doi.org/10.17232/KSET.33.2.327

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수업설계technology integrationinstructional designconceptual model개념모형테크놀로지 통합모바일 탐구학습mobile inquiry learning
주제분류교육학

초록

본 연구는 모바일 테크놀로지를 통해 발생하는 학습자의 독특한 학습경험을 바탕으로 초․중등교육 맥락에서 모바일 탐구학습을 효과적으로 설계하기 위한 수업설계의 개념모형을 개발하는 것을 목적으로 실행되었다. 특히, 테크놀로지 통합의 관점에서 모바일 탐구학습을 위한 수업설계의 개념모형과 설계원리를 개발하고 이를 타당화하였다. 본 연구는 설계․개발 연구방법을 적용하였으며, 선행문헌 고찰을 통해 모형의 구성요소와 설계원리를 도출한 후 초기 개념모형을 개발하였다. 초기 모형의 타당화를 위해 전문가 검토와 사용성 평가를 실시하였고, 타당화 의견을 반영하여 모형을 지속적으로 개선하였다. 연구결과, 모바일 탐구학습을 위한 수업설계의 개념모형과 13개의 설계원리 및 34개의 상세지침이 개발되었다. 개념모형은 ‘교육과정’, ‘모바일 테크놀로지’, ‘맥락’, ‘정보자원’, ‘모바일 탐구과제’, ‘모바일 탐구학습 활동’의 6개의 구성요소로 이루어져 있으며 수업설계의 개념적 이해를 돕기 위해 각 구성요소들 간의 관계를 시각적으로 나타내고 있다. 또한 본 모형이 테크놀로지 통합 수업을 체계적으로 설계하는데 도움이 된다는 것을 확인하였다. 이상의 연구결과에 기초하여 본 연구의 이론적․실천적 함의를 모바일 학습과 탐구학습, 테크놀로지 통합 수업설계 측면에서 논의하였다.

Abstract

The purpose of this study is to develop a conceptual model of instructional design for helping enhance designing of mobile inquiry learning grounded on unique learning experience generated from using mobile technology in the context of primary and secondary education. Especially, from the perspective of technology integration, this research developed and validated the conceptual model and design principles of instructional design for mobile inquiry learning. Design and development research method was adopted in this study. The initial conceptual model was developed after deriving the components and design principles of the model through literature review. Expert’s review and usability test were conducted to validate the first version of designed model, and the initial model was continuously improved by reflecting the validation opinions. As a result, a conceptual model, 13 designing principles and 34 specific guidelines to design technology integration instruction for mobile inquiry learning were suggested. The conceptual model consists of 6 components; curriculum, mobile technologies, context, information resources, mobile inquiry task, and mobile inquiry learning activities. The conceptual model provides a visual representation of the relationships among the components in order to facilitate the conceptual understanding of instructional design. Also, it verified that this model is helpful to design technology integration instruction systematically. The theoretical and practical meaning of this research on mobile learning, inquiry learning, and designing technology integration instruction were described based on the result of validation.

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