두뇌기반 교수 모형에서의 학습동기화 전략 비교 연구
A Comparative Study on Motivational Strategies in Brain-Based Instructional Models
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
본 연구는 학습동기화에 관한 신경과학의 주요 이론과 연구결과들에 대한 타당하고 신뢰성있는 규명을 기반으로, ‘신경과학 미신(neuromyths)’으로 야기될 수 있는 문제점을 극복할 수 있는 학습 동기화 전략 설계의 과학적 토대를 제공하는데 목적을 두고 있다. 인지 신경과학과 인지 신경심리학은 교수-학습 상황에서 실제로 반응하는 활성화된 뇌를 정밀하게 직접 관찰하면서 뇌 연구를 수행하여 학습 활동 관련 두뇌 구조와 인지 과정을 과학적으로 밝혀내고 있다. 이런 관점에서, 학습 동기화에 관한 두뇌기반 연구들도 다각도로 수행되어 더 나은 교육에 공헌할 수 있는 교수학습 처치에 과학적인 기반과 희망을 제공하고 있다. 이에 연구자는 검증된 주요 뇌과학 기반 교수학습 모형들에서 나타난 다양한 학습 동기화 전략에 대한 체계적인 비교 분석을 통해, 신경과학 기반 학습동기화 전략이 효과적인 미래의 교수학습 체제(framework)와 전략에 발전적으로 통합되어 성공적으로 자리매김할 수 있는 기반을 이론과 실제 차원에서 모색하고자 한다. 이러한 두뇌기반 동기화 전략의 비교 분석 결과는, 1) 교수 전략 그 이상의 학습 환경, 2) 수업 전반에 적용되는 지속적 과정, 3) 내·외재적 동기화를 총체적으로 제공, 4) 기반 이론의 중점도에 따라 차별화된 전략으로 접근, 5) 적용되는 교육 상황의 특성에 따라 적합한 방법을 모색, 6) 융합가능한 상호보완성 등으로 제시되었다. 그리고 각 분석 결과에서 나타난 동기화 전략들의 구체적인 특징과 교수 학습 차원의 시사점들을 기존의 동기화 이론들과의 비교와도 병행하여 기술하였다.
Abstract
Based on scrupulous examination of major neuroscience theories and research results, this study purports to inquire a scientific foundation of motivational strategies design that could overcome various pitfalls caused by neuromyths. Cognitive neuroscience and cognitive neuropsychology have unearthed scientifically brain structure and cognitive process related to learning activities, performing the research that looks deep into active brain actually responding to instruction-learning situations. In this respect, the brain-based research about learning motivation could provide an scientific cornerstone for instructional treatment contributing to better education. Therefore, on the basis of systematic comparative analysis on motivational strategies of major brain-based instructional models, researcher for this study tries to investigate a foundation in terms of theory and practice that could effectively integrate with future instructional framework. The results of the comparative research are as follows: The brain-based motivational methodologies are 1) learning environment beyond instructional strategies, 2) on-going process applicable to whole procedure of instruction, 3) systemic provision of intrinsic and extrinsic motivation, 4) offering differential tactics in accordance with focused theoretical basis, 5) searching for the appropriate strategies according to characteristics of applicable educational settings, 6) mutually integrative and complementary. In this regard, this study describes peculiarities and instruction-learning implications of specific motivational strategies in accordance with the results of the analysis, comparing concomitantly other existent motivation theories.
참고문헌 (53)
- Aktas, I, "The effect of the 4MAT learning model on the achievement and motivation of 7th grade students on the subject of particulate nature of matter and an examination of student opinions on the model", Research in Science and Technology Education, 33(1), pp.1~21 (2015)
- Antonenko, P. D., "Handbook of research on educational communications and technology", pp.51~63 (2014), Springer
- Bowman, S. L., "Using brain science to make training stick" (2011), Bowperson Publishing
- Bruer, J. T., "Education and the brain : A bridge too far", Educational Researcher, 26(8), pp.4~16 (1997)
- Bruer, J. T., "Brain science, brain function", Educational Leadership, 56(3), pp.14~18 (1998)
- Bruer, J. T., "Critical Thinking about Critical Periods", pp.209~232 (2001), Brooks Publishing Co
- Busso, D. S., "No brain left behind: Consequences of neuroscience discourse for education", Learning, Media and Technology, 40(2), pp.168~186 (2015)
- Caine, R. N., "Natural learning for a connected world: Education, technology and the human brain" (2011), Teachers College Press
- mind learning principles in action, "12 brain", pp.2009, Caine, R. N.
- Coch, D., "Neuroscience in education: The good, the bad and the ugly", pp.33~46 (2012), Oxford University Press
- Cordova, D. I., "Intrinsic motivation and the process of learning : Beneficial effects of contextualization, personalization, and choice", Journal of Educational Psychology, 88(4), pp.715~730 (1996)
- Dekker, S., "Neuromyths in Education : Prevalence and predictors of misconceptions among teachers", Frontiers in Psychology, 3(429), pp.1~8 (2012)
- Diamond, I., "Neuroscience and education: issues and opportunities" (2009), Teaching and Learning Research Programme
- Dolcos, F., "Neural correlates of emotion-cognition interactions : A review of evidence from brain imaging investigations", Journal of Cognitive Psychology, 23(6), pp.669~694 (2011)
- Fischer, K. W., "Mind, brain, and education: Neuroscience implications for the classroom", pp.9~24 (2010), Solution Tree Press
- Gagné, R. M., "Principles of instructional design" (2005), Thomson Learning Inc
- Goleman, D., "The brain and emotional intelligence: New insights" (2011), More Than Sound LLC
- Heidenhain, G, "Developing people and systems for the future: An accelerated learning approach", Paper presented at the Annual Conference of American Society for Training and Development (2011)
- Hardiman, M., "The Brain-targeted teaching model for 21st century schools" (2012), Corwin
- Hardiman, M., "Cerebrum", pp.3~11 (2010), Dana Press
- Haworth, C., "Reading and Generalist genes", Mind, Brain, and Education, 2(4), pp.173~180 (2007)
- Howard-Jones, P. A., "Neuroscience and education : myths and messages", Nature Reviews Neuroscience, 15(12), pp.817~824 (2014)
- Immordino-Yang, M. H., "Mind, brain, and education: Neuroscience implications for the classroom", pp.69~83 (2010), Solution Tree Press
- Jensen, E., "Brain-based learning" (2008), Corwin Press
- Keller, J. M., "Motivational Design for Learning and Performance: The ARCS model approach" (2010), Springer
- Knowles, M. S., "The adult learner: The definitive classic in adult education and human resource development" (2015), Routledge
- Krishnan, S., "What have we learned about learning? : Reflections from developmental psychology and cognitive neuroscience", Einstein Journal of Biology and Medicine, 29(1), pp.26~31 (2013)
- Kuhlmann S., "Effects of oral cortisol treatment in healthy young women on memory retrieval of negative and neutral words", Neurobiology of Learn and Memory, 83(2), pp.158~162 (2005)
- McCullough, J., "Accelerated learning techniques for students" (2014), CreateSpace Independent Publishing
- MacLean, P. D., "The triune brain in evolution: role in paleocerebral functions" (1990), Plenum Press
- Meier, D., "The accelerated learning handbook" (2000), McGraw-Hill, Inc
- Pawlak, R., "Tissue plasminogen activator in the amygdala is critical for stress-induced anxiety-like behavior", Nature Neuroscience, 6(1), pp.168~174 (2003)
- Rekart, J. L., "The cognitive classroom: Using brain and cognitive science to optimize student success" (2013), Rowman and Littlefield Publishers, Inc
- Rose, C., "Accelerated learning for the 21st century: The 6-step plan to unlock your master-mind" (1997), Dell Publishing
- Saleh, S, "The effectiveness of Brain-Based Teaching Approach in dealing with the problems of students’ conceptual understanding and learning motivation towards physics", Educational Studies, 38(1), pp.19~29 (2012)
- Samuels, C. A., "Project aims to bridge neuroscience and schools : Research on brain differences in made accessible to educators in search of insights into students", Education Week, 28(7), pp.1~2 (2008)
- Scholey, A. B., "Cognitive demand and blood glucose", Physiology and behavior, 73(4), pp.585~592 (2001)
- Scholey, A. B., "Oxygen and cognitive performance : The temporal relationship between hyperoxia and enhanced memory", Psychopharmacology, 140(1), pp.123~126 (1998)
- Scholey, A. B., "Cognitive performance, hyperoxia, and heart rate following oxygen administration in healthy young adults", Physiology and Behavior, 67(5), pp.783~ (1999)
- Scholey, A. B., "Glucose administration prior to a divided attention task improves tracking performance but not work recognition: Evidence against differential memory enhancement?", Psychopharmacology, 202(1), pp.549~558 (2009)
- Simpson, J. R., "The emotional modulation of cognitive processing : An fMRI study", Journal of Cognitive Neuroscience, 12(2), pp.157~170 (2000)
- Smaldino, S., "Instructional technology and media for learning" (2012), Pearson Publishing Company
- Smith, A., "Accelerated learning in practice: Brain-based methods for accelerating motivation and achievement" (2002), Kagan Publishing
- Smith, A., "Accelerated learning user’s guide: Grades K-12" (2005), Crown House Publishing Company
- Sousa, A. D., "Towards an integrative theory of consciousness: Neurobiological and cognitive models", Consciousness Monograph, 11(1), pp.100~150 (2013)
- Sousa, D., "Mind, brain, and education: Neuroscience implications for the classroom", pp.9~24 (2010), Solution Tree Press
- Sparks, S. D., "Teachers need lessons in neuroscience, experts say", Education Week, 31(33), pp.16~17 (2012)
- Taylor, J. B., "My stroke of insight: A brain scientist’s personal journey" (2008), Viking Penguin
- Tokuhama-Espinosa, T., "Mind, brain, and education science: A comprehensive guide to the new brain-based teaching" (2011), W. W. Norton and Company
- Tokuhama-Espinosa, T., "Making Classrooms Better: 50 Practical Applications of Mind, Brain, and Education Science" (2014), W. W. Norton and Company
- Tollenaar, M. S., "The immediate and prolonged effects of cortisol and propranolol on declarative memory retrieval", Neurobiology of Learning and Memory, 91(1), pp.23~31 (2009)
- Worden, J. M., "What does the brain have to do with learning?", Phi Delta Kappa, 92(8), pp.8~13 (2011)
- Woolfe, P., "Brain matters: Translating research into classroom practice" (2001), ASCD