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수학 문장제 학습에서 관련 그림제시전략과 인지-메타인지지도 제공 전략이 작동기억 수준에 따라 성취에 미치는 효과

Effects of Related Illustrations and Cognitive-metacognitive Maps on Arithmetic Word Problem Solving of Children with Low Working Memory

김회수|김성욱
한국교육공학회 (Korean Society Of Educational Technology)|2008.12|교육공학연구 (Journal of Educational Technology)|제24권 제4호|pp. 79-110

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참고문헌

키워드

working memoryillustration수학 문장제작동기억관련 그림제시인지-메타인지지도arithmetic word problemcognitive-metacognitive map
주제분류교육학

초록

본 연구는 초등학교 5학년 86명을 대상으로 작동기억이 상대적으로 낮은 학생들에게 추가적인 교수전략을 활용했을 때 수학 문장제 성취가 높아지는가를 검토하였다. 본 연구에서는 언어적 설명식 수업과 다른 두 가지 교수전략의 수학 문장제 성취에 대한 효과를 비교하였다. 두 가지 교수전략으로 본 연구에서는 수학 문장제 해결 학습 시에 문제의 핵심내용을 설명하는 그림 자료와 문제를 동시에 제시하는 관련 그림제시 전략과, 학습자가 문제 해결과정에 관한 전문가의 인지 및 메타인지 활동을 모방할 수 있도록 하는 인지-메타인지지도를 제공하는 전략을 활용하였다. 연구 결과, 학습자의 사전지식 정도와 함께 학습자의 중앙집행장치 작동기억, 두 가지 학습촉진전략이 수학 문장제 성취를 의미 있게 설명하는 것으로 나타났다. 또한 중앙집행장치 작동기억과 언어적 작동기억 하위집단에서는 두 가지 교수전략이 수학 문장제 성취에 효과가 있는 것으로 나타났다. 두 가지 교수전략 중 인지-메타인지지도 제공 전략이 관련 그림제시 전략보다 작동기억 하위집단에 더 효과적인 것으로 나타났다.

Abstract

This study examined the effects of two learning aids, related illustrations and cognitive- metacognitive maps on arithmetic word problem solving in children with low working memory capacity. The subjects were 5th grade 86 students randomly sampled from a elementary school in a city, Republic of Korea. The subjects were given a central executive test, a phonological loop test and a visuospatial sketchpad test developed based on A. Baddeley's working memory theory and were randomly assigned to two experimental groups and the control group. The control group studied arithmetic word problems without learning aids. Integrated group studied arithmetic word problems with the illustrations which represented the problems, and cognitive-metacognitive aid group studied arithmetic word problems with related an expert’s cognitive-metacognitive maps. The research findings showed that students' prior knowledge, two learning aid strategies and central executive explained significantly variance of arithmetic word problem solving performance, and that the two learning aids contributed significantly to performance gain of students with low phonological loop and central executive capacity. In addition, the cognitive-metacognitive map strategy was more effective to arithmetic word problem solving in children with low phonological loop and central executive capacity than the other learning aid strategies.

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