CSCL에서 개념도 유형이 협력적 지식 구축에 미치는 영향 : 인지적 정보 처리 중심으로
Effects of Different Types of Concept Map on Collaborative Knowledge Construction in Computer-Supported Collaborative Learning : Focusing on Cognitive information processing
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
본 연구는 CSCL에서 개념도 유형이 협력적 지식 구축에 미치는 효과를 검증하고자 하였다. 이를 위해 협력학습 환경으로 IHMC(Institute for Human & Machine Cognition)의 ‘CmapTools' 를 활용하였다. 연구 참여자는 서울 소재 대학에 다니는 62명의 학생들이었고, 이들은 각각 ‘귀납적 유형’, ‘연역적 유형’, ‘무작위 유형’ 개념도 제공 집단에 배치되었다. 이 중에서 최종적으로 54명의 측정결과를 활용하여 상호작용 메시지의 유형 별 빈도 분석 및 ANOVA 분석을 실시하였다. 연구결과에 의하면 학습자의 추론 활동을 고려한 개념도 유형(귀납적, 연역적)이 무작위 유형 보다 생산적인 상호작용을 촉진시켰으며, 개인의 지식 구축과 집단의 공유지식기반 형성에도 더 효과적이었다. 종합하면, 학습자의 추론 활동을 고려한 개념도 유형(귀납적, 연역적)은 학습자의 능동적인 사고 과정과 학습자 간의 유의미한 상호작용 및 내용관련 토론을 촉진시켰으며 그 결과 개인의 지식구축과 집단의 지식구축 모두에 긍정적인 영향을 미쳤음을 알 수 있다. 또한 효과적인 협력학습 환경을 만들기 위해서는 인간의 인지처리체계를 고려해야 한다는 주요한 시사점을 제공해 주고 있다.
Abstract
The purpose of this study was to examine the effect of different types of concept map on the collaborative knowledge construction process and outcomes in computer-supported collaborative learning (CSCL). A collaborative learning environment with blank concept maps built using the CmapTools program was developed. Sixty-two college students were divided into three groups (inductive, deductive and random concept map groups). After removing incomplete data, data from 54 students were used for a frequency analysis of interaction patterns and a series ANOVA. The inference (inductive and deductive) concept map groups showed significantly more productive interactions and more positive influence in both individual knowledge acquisition and knowledge co-construction than the random concept map group. Based on these findings, it can be concluded that inference concept mapping facilitated learners’ active thinking processes and meaningful interactions between learners, and thereby successfully and efficiently led to collaborative knowledge construction. The insight gained through this study may inform instructional designers seeking to enhance their understanding of efficient collaborative learning environment design within a cognitive information processing framework.
참고문헌 (42)
- 권숙진, "CSCL에서 협력적 지식 구축을 지원하는 컴퓨터 기반 협력 스크립트 효과 분석", 박사, 교육공학, pp.2008
- 양미경, "집단지성의 구현을 위한 협력학습의 원리 탐색", 교육방법연구, 23(2), pp.457~483 (2011), 한국교육방법학회[DOI]
- 이용진, "좋은 강의계획서에 대한 교육전문가의 개념도 분석", 교육방법연구, 27(1), pp.1~20 (2015), 한국교육방법학회[DOI]
- 한정선, "CSCL 환경에서 협력학습 지원 도구의 유형이 협력적 지식 구축에 미치는 영향", 교육정보미디어연구, 15(4), pp.203~229 (2009), 한국교육정보미디어학회
- Andriessen, J., "Arguing to learn: Confronting cognitions in computer-supported collaborative learning environments", pp.27~46 (2003), Kluwer Academic
- Adorni, G., "A formal instructional model based on concept maps", Journal of e-Learning and Knowledge Society, 5(3), pp.33~42 (2009)
- Boxtel, C., "Collaborative learning tasks and the elaboration of conceptual knowledge", Learning and Instruction, 11, pp.311~330 (2000)
- Boxtel, C., "Collaborative concept mapping : Provoking and supporting meaningful discourse", Theory into Practice, 41(1), pp.40~47 (2002)
- Buder, J., "The psychology of digital learning: Constructing, exchanging, and acquiring knowledge with digital media", pp.105~122 (2017), Springer International Publishing
- Cannon-Bowers, J. A., "Reflections on shared cognition", Journal of Organizational Behavior, 22(2), pp.195~202 (2001)
- "A multiple view approach to support common ground in geo-collaboration" (2008)[URL]
- Chan, C. K. K., "Peer collaboration and discourse patterns in learning from incompatible information", Instructional Science, 29(6), pp.443~479 (2001)
- Chang, K., "The effect of concept mapping to enhance text comprehension and summarization", The Journal of Experimental Education, 71(1), pp.5~23 (2002)
- Cress, U., "The psychology of digital learning: Constructing, exchanging, and acquiring knowledge with digital media", pp.123~146 (2017), Springer
- Erkens, G., "Coordination processes in computer supported collaborative writing", Computers in Human Behavior, 21, pp.463~486 (2005)
- Fischer, F., "Fostering collaborative knowledge construction with visualization tools", Learning and Instruction, 12, pp.213~232 (2002)
- Fischer, F., "Facilitating the construction of shared knowledge with graphical representation tools in face-to-face and computer-mediated scenarios", Proceedings of Euro-CSCL 2001, pp.230~236 (2001), McLuhan Institute
- Fischer, F., "Knowledge convergence in computer-supported collaborative learning : The role of external presentation tools", Journal of Learning Sciences, 14(3), pp.405~441 (2005)
- Flores, R. P., "Concept mapping in mathematics" (2009), Springer
- Järvellä, S., "What we know about CSCL and implementing it in Higher Education", pp.115~139 (2004), Kluwer Academic Publishers
- Jonassen, D. H., "Explicit methods for conveying structural knowledge through concept maps" (1993), Lawrence Erlbaum Associates
- Kester, L., "Designing support to facilitate learning in powerful electronic learning environments", Computers in Human Behavior, 23, pp.1047~1054 (2007)
- Kinchin, I. M., "Concept mapping and progression in the National Curriculum", Education Today, 51(3), pp.3~7 (2001)
- Kirschner, P. A., "Coercing shared knowledge in collaborative learning environments", Computers in Human Behavior, 24, pp.403~420 (2008)
- Lampert, M., "Research Companion to NCTM's Standards", pp.237~249 (2003), National Council of Teachers of Mathematics
- Lanzing, J., "Cognitive support for learning: Imagining the unknown", pp.47~71 (2004), IOS Press
- Larson, J. R., Jr., "Deep diversity and strong synergy : Modeling the impact of variability in members' problem-solving strategies on group problem-solving performance", Small Group Research, 38(3), pp.413~436 (2007)
- Liu, X., "Using concept mapping for assessing and promoting relational conceptual change in science", Science Education, 88(3), pp.373~396 (2004)
- Rimor, R., "Complexity of Social Interactions in Collaborative Learning: The Case of Online Database Environment, Interdisciplinary", Journal of E-Learning and Learning Objects, pp.6~ (2010)
- Rothchild, I., "Society for the Study of Reproduction" (2006), The Society for The Study of Reproduction, Inc
- Ruiz-Primo, M. A., "Comparison of the reliability and validity of scores from two concept-mapping techniques", Journal of Research in Science Teaching, 38(2), pp.260~278 (2001)
- Ryszard S. Michalski, "Inferential Theory of Learning as a Conceptual Basis for Multistrategy Learning", Machine Learning, 11(23), pp.111~151 (1993)
- Schau, C., "Use of map techniques in teaching statistics courses", The American Statistician, 51(2), pp.171~175 (1997)
- Schau, C., "Use of fill-in concept maps to assess middle school students’ connected understanding of science", Paper presented at the annual meeting of the American Educational Research Association (1997)
- Slof, B., "Fostering complex learning-task performance through scripting student use of computer supported representational tools", Computers & Education, 55(4), pp.1707~1720 (2010)
- Stahl, G., "Transactive discourse in CSCL", Computer-Supported Collaborative Learning, 8, pp.145~147 (2013)
- Stahl, G., "Cambridge handbook of the learning sciences", pp.479~500 (2014), Cambridge University Press
- Suthers, D. D., "An experimental study of the effects of representational guidance on collaborative learning processes", The Journal of the Learning Sciences, 12(2), pp.183~219 (2003)
- Teasley, S. D., "Discourse, tools, and reasoning. Essays on situated cognition", pp.361~384 (1997), Springer Verlag
- Weinberger. A., "Scripts for Computer-Supported Collaborative Learning Effects of social and epistemic cooperation scripts on collaborative knowledge construction", dissertation, pp.2003
- Weinberger, A., "Epistemic and social scripts in computer-supported collaborative learning", Instructional Science, 33, pp.1~30 (2005)
- Weinberger, A., "A framework to analyze argumentative knowledge construction in computer-supported collaborative learning", Computers & Education, 46, pp.71~95 (2006)
