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개념도를 활용한 생성적 학습 및 자기 조절 학습 스킬 수준이 지식 습득에 미치는 효과

The Effect of Concept Mapping and Self-Regulated Learning Skills on Knowledge Acquisition

임규연
한국교육공학회 (Korean Society Of Educational Technology)|2009.06|교육공학연구 (Journal of Educational Technology)|제25권 제2호|pp. 1-25

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참고문헌

키워드

Self-regulated learningGenerative learning개념도(Concept map)자기 조절 학습생성적 학습Concept-mapping
주제분류교육학

초록

본 연구에서는 생성적 학습(generative learning)을 지원하는 대표적인 도구인 개념도의 효과에 대해 알아보았다. 구체적으로, 1) 세 가지 유형의 개념도가 학습자의 지식 습득에 미치는 효과를 분석하고, 2) 이 세 가지 유형의 개념도와 학습자의 자기 조절 학습 스킬 수준이 서로 상호작용하는지 분석하였다. 본 연구를 위해 총 두 차례의 실험이 진행되었으며, 연구 설계 및 측정 도구, 진행 절차는 동일하였다. 독립변인은 개념도의 생성도 수준 및 학습자의 자기 조절 학습 스킬 수준이었으며, 개념도의 생성도는 전문가가 사전에 개발한 개념도, 학습자가 빈칸을 채워 넣는 개념도, 학습자가 개발하는 개념도의 세 가지 수준으로, 자기 조절 학습 스킬은 높고 낮음의 두 가지 수준으로 나뉘었다. 1차 실험과 2차 실험의 차이는 개념도의 지시문 및 사전 훈련이었다. 2차 실험에는 생성을 촉진하기 위한 지시문 및 개념도를 개발할 때 Novak이 제안한 개념도의 특징을 반영하라는 지시문이 보완되었다. 연구문제 1에 답하기 위한 이원분산분석 결과, 1차 실험에서는 개념도의 생성도 수준은 학습자의 지식 습득에 유의미한 영향을 미치는 것으로 나타났다. 특히 개념도를 직접 개발한 그룹이 전문가의 개념도를 활용한 그룹 보다 유의미하게 높은 성취도를 보여주었으며, 개념도를 직접 개발한 그룹 중 높은 수준의 자기 조절 학습 스킬을 가진 학습자들이 높은 점수를 기록하였다. 2차 실험에서 역시 개념도의 생성도 수준은 학습자의 지식 습득에 유의미한 영향을 미치는 것으로 나타났다. 그러나 1차 연구 결과와는 달리, 전문가의 개념도를 활용한 그룹이 다른 그룹에 비해 유의미하게 높은 성취도를 보여주었으며, 전문가의 개념도를 활용한 그룹 중 높은 수준의 자기 조절 학습 스킬을 가진 학습자들이 높은 점수를 기록하였다. 연구 문제 2와 관련하여 개념도의 생성도 수준과 학습자의 자기 조절 학습 스킬 수준 간의 상호작용은 두 실험에서 모두 통계적으로 유의미하지 않았다.

Abstract

The purpose of this study was to investigate the effects of concept mapping as generative learning strategies on knowledge acquisition. Three different generativity levels were operationalized as treatments: expert-generated concept mapping, partially learner-generated concept mapping, and fully learner-generated concept mapping. Interaction effects between different levels of generativity and learners’ self-regulated learning (SRL) skills was also examined. A series of experiments were performed consecutively: The first one with one hundred eleven undergraduate students, and then the second one with two hundred seventy-seven undergraduate students, respectively. Across the experiments, all the settings and context of the studies, including treatments, measurement instruments, research design and procedures, were identical. Participants were randomly assigned to three different concept mapping groups, and were differentiated by high and low levels of SRL skills. The findings from the first experiment indicated that the participants who worked with the fully learner-generated concept maps significantly performed better than the participants who worked with the expert-generated concept maps. However, the findings from the second experiment suggested that the participants in the expert-generated concept map group significantly outperformed the other groups. Regarding the second research question, no significant interaction between learners’ self-regulated learning skills and different levels of generativity was found.

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