스캐폴딩 유형에 따른 스토리텔링 활용 웹기반 협력학습의 교육적 효과
The Effects of Scaffolding Types on Learning When Using Web-based Collaborative Storytelling Methods
0
조회
0
다운로드
8
인용
0
참고문헌
키워드
초록
본 연구는 스토리텔링 활용 웹기반 협력학습에서 스캐폴딩 유형에 따른 학습 효과를 살펴보았다. 이를 위해 스캐폴딩 유형별로(과제지원 스캐폴딩, 자기점검 스캐폴딩) 스토리텔링 활용 웹기반 협력학습 수업을 설계하고 초등학교 5학년 49명을 두 집단으로 나누어 각 집단 별로 과제지원과 자기점검 스캐폴딩이 적용된 수업을 실시하였다. 연구 결과 자기점검 스캐폴딩을 제공받은 집단이 과제지원 스캐폴딩을 제공받은 집단보다 높은 학업적 자기효능감을 보였다. 스캐폴딩 유형에 따른 두 집단의 전반적인 학업성취도의 차이는 나타나지 않았으나, 서술․논술형 평가 문항에서 자기점검 스캐폴딩을 제공받은 집단이 과제지원 스캐폴딩을 제공받은 집단보다 높은 성취도를 보였다. 반면, 과제지원 스캐폴딩은 협력학습 결과물인 수학 이야기 완성도에 긍정적인 영향을 미친 것으로 드러났다. 비구조적인 문제의 해결과 학업적 자기효능감 향상을 위해서는 메타인지를 지원하는 자기점검형 스캐폴딩이 더 효과적일 수 있지만, 과제지원형 스캐폴딩은 인지적 부담을 완화시켜 과제완성도를 높여주는 역할을 한 것으로 판단된다.
Abstract
The goal of this study is to explore the effects of scaffolding types on learning when using web-based collaborative storytelling methods. This study demonstrates that a significant difference could not be found between the effects of scaffolding types (self-monitoring / task-supporting) on overall academic achievement. However, for descriptive and essay type assessment items the group provided with self-monitoring scaffolding showed significantly higher scores than the group provided with task-supported scaffolding. Self-monitoring scaffolding had a positive impact on overall academic self-efficacy compared to task-supporting scaffolding. On the contrary, task-supporting scaffolding had a relatively positive impact on the quality of student generated mathematical stories which was an outcome of collaborative learning. Self-monitoring scaffolds that stimulate metacognition appears to be more effective for solving unstructured problems and increasing academic self-efficacy, while task supporting scaffolds can lower the cognitive load of the learner and increase the quality of task completion.
참고문헌 (46)
- 강명희, "WISE(Web-based Inquiry Science Environment) 프로그램을 활용한 과학수업에서 스캐폴딩 유형에 따른 학업성취도와 과학탐구능력의 차이 검증", 교육방법연구, 21(1), pp.1~19 (2009), 한국교육방법학회
- 권종겸, "스토리텔링 수학 교수․학습에 대한 초등 현직교사와 예비교사의 인식 분석", 수학교육 논문집, 27(3), pp.283~299 (2013), 한국수학교육학회
- 권혁일, "디지털 스토리텔링이 초등학생의 수학 학업성취도 및 태도에 미치는 효과", 교육과학연구, 39(3), pp.139~170 (2008), 교육과학연구소
- 김경, "웹 기반 PBL(Problem-Base Learning)에서 배경지식 수준과 메타인지 지원 도구의 제공여부가 PBL 활동에 미치는 영향", 컴퓨터교육학회 논문지, 5(2), pp.29~38 (2002), 한국컴퓨터교육학회
- 김동현, "초등 수학 교과에서 웹기반 협력적 디지털스토리텔링이 학업성취도 및 학업흥미에 미치는 영향", 학습자중심교과교육연구, 14(4), pp.23~48 (2014), 학습자중심교과교육학회
- 김숙자, "디지털스토리텔링 기법의 효과성 검증연구 : 초등영어 이해력을 중심으로", 박사, 영어학, pp.2009
- 김아영, "학업적 자기효능감 척도 개발 및 타당화 연구", 교육학연구, 39(1), pp.95~123 (2001)
- 이지영, "스토리텔링과 수업기술" (2013), 사회평론
- 송해덕, "멀티미디어 기반 문제중심학습 환경에서 스캐폴딩 설계원리 탐색", 열린교육연구, 18(3), pp.149~164 (2010), 한국열린교육학회
- 임정훈, "웹기반 가상수업의 상호작용 과정에서 발생하는 학습자의 인지적, 심리적 변화: 사례연구", 교육공학연구, 14(3), pp.331~357 (1998)
- 임철일, "교육공학" (2011), 한국방송통신대학교출판부
- 장선영, "웹기반 문제해결학습 환경에서 스캐폴딩 유형이 문제해결단계에 미치는 효과", 석사, 교육공학, pp.2005
- 장선영, "웹기반 프로젝트중심학습 환경에서 과제해결능력을 촉진시키는 스캐폴딩 설계모형 개발 연구", 교육공학연구, 28(2), pp.371~408 (2012), 한국교육공학회[DOI]
- Azevedo, R., "Scaffolding self-regulated learning and meta-cognition - Implications for the design of computer based scaffolds", Instructional Science, 33(5), pp.367~379 (2005)
- Cho, K., "The effects of argumentation scaffolds on argumentation and problem solving", Educational Technology Research and Development, 50(3), pp.5~22 (2002)
- Dabbagh, N., "Scaffolding : An important teacher competency in online learning", TechTrends for Leaders in Education and Training, 47(2), pp.39~44 (2003)
- Davis, E. A., "Scaffolding students' knowledge integration : Prompts for reflection in KIE", International Journal of Science Education, 22(8), pp.819~837 (2000)
- Gadanidis, G., "Performing big math ideas across the grades", Teaching Children Mathematics, 17(8), pp.486~496 (2011)
- Ge, X., "An online support system to scaffold real-world problem solving", Interactive Learning Environment, 13(3), pp.139~157 (2005)
- Ge, X., "Scaffolding students' problem-solving processes in an ill-structured task using question prompts and peer interactions", Educational Technology Research and Development, 51(1), pp.21~38 (2003)
- Ge, X., "A conceptual framework for scaffolding ill-structured problem-solving process using question prompts and peer interactions", Educational Technology Research and Development, 52(2), pp.5~22 (2004)
- Gilbert, N. J., "Collaborative knowledge building : A case study", Educational Technology Research and Development, 50(1), pp.59~79 (2002)
- Hannafin, M., "Instructional design theories and models" (1999), Erlbaum
- Harris, R. B., "Blending narratives : A storytelling strategy for social studies", The Social Studies, 98(3), pp.111~116 (2007)
- Holton, D., "Scaffolding and metacognition", International Journal of Mathematical Education in Science and Technology, 37(2), pp.127~143 (2006)
- Jonassen, D. H., "Computers in the classroom: Mindtools for critical thinking" (1998), Prentice Hall
- Kearney, M., "Towards a learning design for student-generated digital storytelling", Paper presented at The Future of Learning Design Conference (2009)
- Krebs, M., "Learning mathematics using a Wiki", Procedia-Social and Behavioral Sciences, 2(2), pp.1469~1476 (2010)
- Liu, C. C., "Collaborative storytelling experiences in social media: Influence of peer-assistance mechanisms", Computers & Education, 57(2), pp.1544~1556 (2011)
- Liu, C. C., "The effect of story grammars on creative self‐efficacy and digital storytelling", Journal of Computer Assisted Learning (2014)[DOI]
- Makitalo-Siegl, K., "Computer-supported collaborative inquiry learning and classroom scripts : Effects on help-seeking processes and learning outcomes", Learning and Instruction, 21(2), pp.257~266 (2011)
- Mello, R., "The power of storytelling : How oral narrative influences children's relationships in classrooms", International Journal of Education and the Arts, 2(1), pp.44~65 (2001)
- Meritt, D. D., "Story grammar ability in children with and without language disorder : Story generation, story retell, and story comprehension", Journal of Speech and Hearing Research, 30(4), pp.539~552 (1987)
- Moos, D. C., "Monitoring, planning, and self-efficacy during learning with hypermedia : The impact of conceptual scaffolds", Computers in Human Behavior, 24(4), pp.1686~1706 (2008)
- Moreno, R., "Interactive multimodal learning environments", Educational Psychology Review, 19(3), pp.309~326 (2007)
- Ohler, J., "Digital storytelling in the classroom" (2007), St. Martins Press
- Reeves, T., "Authentic activities and online learning. In Quality Conversations", Proceedings of the 25th HERDSA Annual Conference, pp.562~567 (2002)
- Saye, J. W., "Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments", Educational Technology Research and Development, 50(3), pp.77~96 (2002)
- Schiro, M., "Oral storytelling & teaching mathematics: Pedagogical and multicultural perspectives" (2004), Sage Publication
- Schutt, M., "Scaffolding for online learning environment : Instructional design strategies that provide online learner support", Educational Technology, 43(6), pp.28~35 (2003)
- Simons, K. D., "The impact of scaffolding and student achievement levels in a problem-based learning environment", Instructional Science, 35(1), pp.41~72 (2007)
- Smeda, N., "Collaborative learning 2.0: Open educational resources", pp.145~163 (2012), IGI Global
- Xie, K., "Using question prompts to support ill-structured problem solving in online peer collaborations", International Journal of Technology in Teaching and Learning, 4(2), pp.148~165 (2008)
- Xu, Y., "A new approach toward digital storytelling : An activity focused on writing self-efficacy in a virtual learning environment", Educational Technology & Society, 14(4), pp.181~191 (2011)
- Yang, Y. T. C., "Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation : A year-long experimental study", Computers & Education, 59(2), pp.339~352 (2012)
- Yeo, H. I., "Exploring new potentials of blogs for learning: Can children use blogs for personal information management (PIM)?", British Journal of Educational Technology (2013)[DOI]