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개념학습의 대안적 관점과 교육적 함의

An Alternative View of Concept Learning and its Educational Implications

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한국교육과정평가원 (Korea Institute for Curriculum and Evaluation)|2008.05|교육과정평가연구 (The Journal of Curriculum and Evaluation)|제11권 제1호|pp. 97-118

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참고문헌

키워드

교수 학습concept learninginstructional design개념학습similarity-basedconcept evaluation교수 학습 이론instruction and learning개념교수유사성기반개념평가concept instruction
주제분류교육학

초록

개념은 교수 설계 분야에서 전통적으로 절차나 원리 같은 학습 결과(learning outcomes)의 구성성분이 되지만 별개의 이산적 학습 결과라고 취급해 왔다(Gagne, 1988; Jonassen, 2006; Tessmer et al, 1990). 또 개념학습을 특정대상의 속성을 잘 분리한 후 이를 이용하여 대상을 올바른 범주로 분류하는 것으로 여겨왔다. 이러한 관점이 기초하고 있는 고전적 관점, 원형이론적 관점 등의 유사성 기반 접근은 개념 형성을 지배하는 원리, 개념 변화의 복잡성, 특정 맥락에서 활용되고 있는 개념을 충분히 설명하지 못한다. 이에 반해 개념이 세계를 조망하는 이론에서 나올 수 있다고 보는 이론 기반 접근은 이들을 충분히 설명하면서 개념학습과정이 문제 해결과정에서 개념이 역동적으로 구조적 변화하는 과정이라는 점을 충분히 보여준다. 본고는 이러한 이론기반 관점의 교육적인 함의를 평가, 학습전략, 교수 방법 등으로 제시한다.

Abstract

Traditionally, concepts are considered as discrete learning outcomes, even though they are building blocks of other learning outcomes(Gagne, 1988; Jonassen, 2006; Tessmer et al., 1990). Also concept learning is to separate attributes of specific objects and classify them into categories. These point of views for concepts are called similarity view, including classical view, prototype theory, and exemplar view, does not fully explain concept formation principles, the complexity of conceptual change, concepts in use under the specific contexts. In contrast, theory-based view, which argues that concepts were formed from theories giving perspectives to the world, shows that the process of conceptual change is the dynamical and structural process during the problem solving. This paper presented the educational implications such as evaluation, learning strategy, and instructional methods.

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