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교수 시뮬레이션 개발의 방향 모색: 미국의 사례 분석을 통하여

Research Directions of Teaching Simulations Developing: Through the Analysis of Teaching Simulations for American Teacher Education

정동욱|백영균|김보경
한국교육공학회 (Korean Society Of Educational Technology)|2008.09|교육공학연구 (Journal of Educational Technology)|제24권 제3호|pp. 209-240

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키워드

시뮬레이션교사 교육simulationTeacher education사례CSDteaching simulation교수적 의사결정력교수 시뮬레이션simSchoolETIPSAha! Classroom SIMsinstructional decision making
주제분류교육학

초록

교수 시뮬레이션이란 가상의 교수 환경에서 교수적 의사결정 연습을 할 수 있도록 프로그램된 컴퓨터 시뮬레이션을 의미한다. 본 연구의 목적은 미국의 교사양성 프로그램 및 교사 교육에서 활용되고 있는 교수 시뮬레이션의 사례들을 분석하여 국내 교수 시뮬레이션 개발 연구의 방향 및 시사점을 탐색하는 것이다. 사례 분석을 위한 틀은 선행연구를 기반으로 7가지 분석요소를 선정하여 구성하였으며, 사례 분석은 문헌 자료와 관련 연구자들과의 이메일 교환 및 면담, 시뮬레이션 실행 등을 통하여 수행되었다. 분석된 교수 시뮬레이션 사례는 simSchool, CSD, ETIPS, Ah Classroom SIMs이다. 사례의 분석을 통하여 다음의 네 가지 시사점이 도출되었다. 첫째, 교수 시뮬레이션은 목적에 따라 그 유형이 결정되어야 한다. 둘째, 교수 시뮬레이션 엔진은 이론적 타당성과 더불어 교육 전문가들의 경험적 데이터에 근거하여 설계되어야 한다. 셋째, 의사결정의 대상이 절차적 지식 또는 상황적 지식인지에 따라 교수 시뮬레이션의 인터페이스가 다르게 설계되어야 한다. 넷째, 시뮬레이션 사용자의 필요에 따라 수업의 상황설정이 가능해야 한다.

Abstract

Teaching simulation is a computer simulation programmed to practice instructional decision making in the virtual teaching environment. The purpose of the study is to explore the directions and implications of a study on the teaching simulation developing from the analysis of cases in teacher preparation programs and teacher education in America. The framework of the analysis was constructed by the seven elements drew out from the former researches, and the analysis was performed by collecting literatures, interviews with researchers by email and face to face, and playing the simulations. The cases analyzed are simSchool, ETIPS, CSD, and Aha! Classroom SIMs. Four implications are derived from the analysis. First, the types of teaching simulations need to be determined by the instructional objectives. Second, the engine of teaching simulation need to be designed based on the empirical data of professionals as well as theories on teaching and learning. Third, the interface of teaching simulation need to be designed differently by the type of decision making. Fourth, user adaptability needs to be considered for reflecting user’s needs, teaching experiences, and simulation skillfulness.

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