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뇌과학기반 생리심리학적 학습환경 및 실행전략의 탐색적 연구

An Exploratory study of the physio-psychological learning environments and implementation strategies on the basis of neuroscience

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한국교육방법학회 (The Korean Journal Of Educational Methodology Studies)|2022.02|교육방법연구 (The Korean Journal of Educational Methodology Studies)|제34권 제1호|pp. 55-87|DOI 10.17927/tkjems.2022.34.1.55

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참고문헌

키워드

수면sleep신체활동physical activity온도CO2learning environments조명lighting학습환경산소 농도daylightEducational neuroscience교육뇌과학채광
주제분류교육학

초록

본 연구는 교수 성패의 관건 중에 하나로 학습자의 뇌 기능에 영향을 미치는 핵심 학습환경 요인을 규명하고, 이에 대한 실천적 안내와 지원을 담은 실행전략 체제를 제시하는 데 목적을 두고 있다. 이를 위한 연구방법은 재구조화 연구에 초점을 둔 개발연구 방법에 부분적으로 기반하여, 문헌분석, 설문, 면담으로 구성되었다(Richey & Klein, 2007). 즉, 문헌연구로 도출된 생리심리학적 학습환경 요소와 그에 따른 실행전략 초안을 학교에 교수자가 직접 적용하면서 제공한 자문을 기반으로 추가 문헌분석을 실시하여 최종안을 수립하는 선순환 과정으로 접근하였다. 모든 문헌분석은 공히 네 단계의 체계적인 국면과 절차가 내포된 질적 내용분석(qualitative content analysis)으로 접근하였다(Jadad, Moher, & Klassen, 1998; Schreir, 2012). 여기서 자료수집은 COSI 모형(Bidwell & Jensen, 2004)에 입각하여 연구 전체 과정에서 적재적소에 순환적으로 실시됐다. 이렇게 개발된 초안을 교육현장에 실행한 교사를 대상으로 설문과 집단면접을 통해 자문을 받았다. 그리고 교수자 자문을 기반으로 도출된 개선점과 현장요구를 반영하여 2차 문헌 분석이 수행되었다. 이에 따라 도출된 생리심리학적 학습환경의 주요 요소는, 1) 신체활동, 2) 수면, 3) 이산화탄소 농도, 4) 온도 쾌적성, 5) 채광 및 조명 등으로 구성되었다. 이 요인들은 상호 필수불가결한 유기적 관계로 통합 적용되어야 더 나은 시너지효과로 소기의 목적을 달성할 수 있다. 그리고 이러한 요소로 인해 학습자에게 발현되는 생리심리학적 변화와 학습효과를 제시했다. 이를 토대로 교수자와 학습자가 더불어 구현하는 데 수행지침(job-aids)이 되는 실행전략을 각 요소별로 설계했다. 이 연구의 총체적이고 체계적인 접근으로 말미암아, 기존의 대부분 연구에서 파편적으로 접근했던 생리심리학적 학습환경과 실행전략의 문제점을 극복하여 학습자의 잠재력을 더 일깨우는 데 일조가 될 것이다. 끝으로 학습환경의 더 나은 패러다임을 위해 본 연구의 제한점과 후속 연구의 필요성을 논의하였다.

Abstract

This research purports to investigate the core constituents of learning environments having an impact on pupil’s brain functions, and suggest a framework of their implementation strategies including practical guide and support. On the basis of partial development research focusing on reconstructive study, the research methodology is composed of literature analysis, survey, and interview(Richey & Klein, 2007). In other words, based on the teachers’ consultation followed by deployment of the prototype deduced by literature analysis in school settings, on-going supplementary literature review and analysis was administered in cyclic and iterative process of completing the final draft. All the phases of literature analysis were conducted with four systematical phases and procedures in qualitative content analysis((Jadad, Moher, & Klassen, 1998; Schreir, 2012). The data collection in accordance with COSI model(Bidwell & Jensen, 2004) was implemented forehandedly throughout the whole procedures. According to the application of the first draft in classroom, the teachers provided with consultation by means of survey and group interview. In consideration of the improvement points and field requirements, secondary literature review and analysis was carried out. As a result of the methodologies, the researcher identifies 5 main elements in terms of physio-psychological environments as follows: 1) Physical activities, 2) Sleep, 3) CO2 concentration, 4) thermal comfort, and 5) daylighting and artificial lighting. These components should be put together as an organic whole for better synergistic effects in order for them to be fruitful in achieving the anticipated performance. In addition, this study proposes students’ physiological and psychological transformations caused by the constituents and their effects on academic accomplishment. At the foundation of the premises induced above, the respective execution strategies are designed so as to be job-aids for joint actualization of teachers and learners. In consequence of a systemic and systematic approach conducted by this study, researcher would express a hope to be a help overcoming the problems and constraints in most of the existing studies exclusively focused on the piecemeal component of the learning environments. Lastly, limitations of the research and corresponding necessities of further studies were addressed with the expectations of outperforming paradigm on physio-psychological learning environments.

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