예비교사들의 학습스타일과 협력적 개념도 작성이 문제해결에 미치는 영향
The Effects of Learning Styles and Collaborative Concept-Mapping on Problem-Solving
0
조회
0
다운로드
6
인용
0
참고문헌
키워드
초록
본 연구는 협력적 문제해결 시 협력적 개념도 작성이 상호설명에 부가적으로 사용되었을 때 학습내용이해와 문제해결에 미치는 영향, 그리고 개별 학습자의 학습선호도에 따라 개념도의 활용이 학습결과에 미치는 차이를 조사하는데 그 목적이 있었다. 본 연구에는 72명의 예비교사들이 사전검사, 웹자료를 기반으로 한 개별학습, 개별학습 내용을 바탕으로 한 협력적 성찰학습, 협력적 문제해결, 그리고 사후검사에 참여했다. 개념도 작성과 상호 설명이 협력적 성찰과정에 함께 사용되었을 때의 효과를 알아보기 위해 처치집단과 통제집단의 협력적 문제해결과 학습내용이해에 대한 사후검사 결과를 비교하였다. 처치 집단에서는 두 명이 한 조가 되어 구성주의에 관한 웹기반 학습내용에 대해 주어진 질문에 상호설명을 주고받은 후 집단의 개념도를 함께 작성하도록 하였으며, 통제 집단에서는 상호개념도를 작성하지 않고 주어진 질문에 대한 상호설명만을 주고받도록 했다. 또한, 개별학습자의 학습스타일 선호도와 학습전략의 상호작용 효과를 알아보기 위해 시각적, 청각적, 그리고 조작적 특성에 입각한 개별 학습스타일 선호도를 측정했다. 연구결과에 따르면, 개념도 작성과 상호설명을 동시에 사용한 처치집단이 상호설명만을 사용한 통제집단보다 주어진 시나리오 문제를 더 잘 해결하였다. 본 연구는 개념도 작성이 상호 설명과 함께 동시에 사용되었을 때, 협력적 문제해결에 더 효과적임을 제안하며, 특히 개념도를 직접 작성하게 하는 전략은 청각이나 시각보다는 조작적 학습스타일의 선호도가 높은 학습자에게 더 효과적일 수 있음을 제안한다.
Abstract
The study investigated the effects of concept-mapping on collaborative problem solving, when it was used in addition to the reciprocal explanation, and particular correlation effects between concept-mapping and individual learning styles. 72 pre-service teachers grouped in dyads participated in the series of pre-test, individual learning activity with web-based reading materials, collaborative reflection activity under different treatments, collaborative problem-solving and post-test. Under treatment groups, subjects grouped in a dyad drew a concept map alternatively after exchanging reciprocal explanation on the reading materials. Under reciprocal explanation groups, on the other hand, subjects reciprocally explained their understanding on the reading materials without drawing a concept-map. The individual learning styles were also assessed to find out the correlation effects between learning styles, concept- mapping treatment. Learning styles were classified into visual, auditory, and tactile for the experiment. The results reported that the groups with concept-mapping solved the given scenario problem significantly better than the control groups. Although there were the positive correlation effects between tactile learning styles and concept-mapping but negative correlation effects between concept-mapping and auditory as well as visual without statistical significance. Regarding the correlation effects between learning styles, there were significant negative interaction effect between auditory and visual learning styles and significant positive interaction effect between tactile and visual learning styles. The study suggests the effectiveness of concept-mapping for collaborative problem-solving, particularly for learners who prefer tactile learning styles.
참고문헌 (39)
- "개념도를 적용한 개별점검과 협동점검 학습이 글쓰기 능력에 미치는 영향", 19(1), pp.1~16 (2005)
- "식물의 구조와 기능’에 대한 초등학교 아동들의 지식구조와 학습 성향과의 관계", 22(4), pp.796~805 (2002)
- "개념도를 활용한 문제해결 과제에서의 지식공유과정", 21(2), pp.29~60 (2005)
- "구성주의 관점의 합동적 개념도 전략이 예비유아교사의 과학적 지식과 태도에 미치는 영향", 23(3), pp.111~130 (2003)
- "협동적 개념도 경험이 예비유아교사의 음악적 개념도의 구성과 특성형성에 미치는 영향", 24(4), pp.331~349 (2004)
- "Cognitive structure and the facilitation of meaningful verbal learning", 14, pp.217~221 (1963)
- "How students study and use examples in learning to solve problems", pp.145~182 (1989)
- "Working Memory", 255, pp.556~559 (1992)
- "Collaborative concept mapping provoking and supporting meaningful discourse", 41(1), pp.40~46 (2002)
- "Psychology of learning for instruction(3 Ed.)" (2005), Boston: Pearson, Inc.
- "Using both an auditory and a visual short-term store to increase digit span", pp.507~514 (1984)
- "Heightening reflection through dialogue: A Case for Electronic Journaling and Electronic Concept Mapping in Science Classes", 1(3), pp.321~333 (2001)
- "Learning to teach reading Knowledge growth in elementary and secondary preservice teachers Symposium presented at the Ammual Meeting of American Educational Research Association"
- "Handbook of Individual differences" (1993)
- "Instructional design model for well-structured and ill-structured problem-solving learning outcomes", 45(1), pp.69~95 (1997)
- "Techniques for representing", structural k(wledge) (1993)
- "Concept Mapping as Cognitive Learning and Assessment Tools", 8(3, pp.4) (1997), 289~308
- "Learning to Solve Problems with Technology(2Ed.)" (2003), Upper Saddle River, NJ: Merrill[DOI]
- "Learning to solve problems on the Web: Aggregate planning gin a business management cours", 20(1), pp.49~63 (1999)
- "Modeling with Technology: Mindtools for Conceptual Change.(3Ed.)" (2006), Upper Saddle River, NJ: Merrill[DOI]
- "Ways of evaluating teacher cognition:Interference concerning the Goldilocks principle", 60, pp.419~469 (1990)
- "Viewing or visualizing which concept map strategy works best on problem- solving performance?", 36(2), pp.193~203 (2005)
- "Visual imagery as a prose-learning process Journal of Educational Psychology", pp.49~63 (1974)
- "A split-attention effect in multimedia learning: Evidence for dual-processing systems in working memory", 90(2), pp.312~320 (1998)
- "Learning Style Self-Assessment" (2000)
- "Cognitive principles of multimedia learning: The role of modality and contiguity", 91, pp.358~334 (1999)
- "Tracing conceptual change in preservice teachers", pp.15~26 (1993)
- "a useful tool for science education Journal of Research in Science and Mathematics", pp.221~231 (1990)
- "Learning how to learn" (1984), Cambridge Press
- "The use of concept mapping and knowledge vee mapping with junior high school science students", pp.625~645 (1983)
- "Can good concept mappers be good problem solvers in science? Educational Psychology", pp.113~130 (1992)
- "Cognitive preference and learning mode as determinants of meaningful learning through concept-mapping", pp.232~241 (1989)
- "Modality effects and the structure of short term verbal memory", pp.398~422 (1989)
- "Multiple mental representations of information in physics problems The cognitive psychology of knowledge" (1993)
- "Using vee and concept maps in collaborative settings elementary education majors construct meaning in physical science courses", pp.237~244 (1993)
- "Physics learning with a computer algebra system Towards a learning environment that promotes enhanced problem representations"
- "Concept-mapping as an instructional strategy for high school biology Journal of Educational Research", pp.78~85 (1990)
- "Knowledge Representation: Logical, Philosophical, and Computational Foundations" (2000), Pacific Grove, CA, Cole Publishing Co.
- "Impacts of concept and vee mapping and three modes of class interaction on students' performance in genetics", pp.114~120 (1991)