본문 바로가기
KERD
논문KCI 등재

뇌 과학 연구 결과에 기초한 예비교사교육의 교수-학습 전략 적용 및 효과에 대한 메타분석

Implementation of the teaching-learning strategies based on the brain science research for pre-service teachers and a meta-analysis on the effects

0

조회

0

다운로드

5

인용

0

참고문헌

키워드

주제분류교육학

초록

본 연구는 급변화하는 미래사회 교육의 질 향상을 위해 뇌 과학 연구 결과에 기초한 예비교사교육의 교수-학습 전략을 실제 교육현장에 적용한 후 그 효과를 검증하여 효과적 교수-학습 전략으로서 제안하고자 하였다. 본 연구에서 적용한 뇌 기반 교수-학습 전략은 그 동안 뇌 기반 연구의 한계점으로 지적되어 온 것을 보완하여 교육학 분야와 뇌 과학 분야 간의 융합연구를 통해 개발되었다. 개발된 뇌 기반 교수-학습 전략의 적용 및 효과분석을 위해 예비유아교사 227명을 대상으로 아동음악, 유아수학교육, 언어지도 교과목 수업에 적용하였으며, 음악교수효능감, 수학교수효능감, 언어지도 교수효능감 증진에 미치는 효과를 검증하였다. 그리고 각 교수효능감 증진과 관련된 선행연구들을 수집하여 본 연구의 뇌 기반 교수-학습 전략의 효과와 함께 메타분석하였다. 뇌 기반 교수-학습 전략의 효과를 메타분석한 결과, 관련 선행연구 결과들과 비교해 효과크기가 가장 큰 것을 알 수 있었다. 따라서 향후 양질의 교사를 양성 및 훈련하기 위한 교사교육의 교수-학습 전략으로 활용가치가 크다고 논의할 수 있었다.

Abstract

This study aimed to suggest the effective teaching-learning strategies for improving the quality of education for the future society. For this, brain-based teaching learning strategies which have been developed for pre-service teachers were implemented and verified its effects. The teaching-learning strategies which used on this study have been developed through interdisciplinary research between brain science and education. For verifying the effects, a total of 227 pre-service early childhood teachers were selected and applied the strategies to their subjects, music education, mathematics education, and language education. And then the effects of each teaching efficacy were verified. And these effects were compared with the results of preceding researches by using meta-analysis method. Accordingly, preceding researches related to each teaching efficacy were collected and their results were used for meta-analysis. The results of meta-analysis indicated that brain-based teaching-learning strategies showed the largest effect size compared to relevant researches. Therefore, it could be discussed that brain-based teaching-learning strategies are of utility great value for teacher education in the future.

참고문헌 (69)

  1. 권수현, "유치원 교사의 변인에 따른 음악적 개념 인식 및 이해수준과 음악적 개념에 대한 자기인식과 실제이해의 차이", 육아지원연구, 8(2), pp.131~154 (2013), 한국육아지원학회
  2. 김경본, "유아 예비교사와 현직교사의 수학교육 교과내용에 대한 지식비교와 현직교사의 유아수학교육 실천적 지식의 내용에 대한 연구", 유아교육·보육복지연구, 13(1), pp.5~29 (2009), 한국유아교육ㆍ보육복지학회
  3. 김난실, "보육교사의 음악적 개념에 대한 자기인식과 실제이해 간의 관계 및 변인별 차이 분석", 한국교원교육연구, 30(1), pp.281~304 (2013), 한국교원교육학회
  4. 김남희, "예비유아교사의 유아수학교육내용 지식, 수학태도, 수학적 자기효능감에 관한 연구", 생태유아교육연구, 14(3), pp.141~165 (2015), 한국생태유아교육학회
  5. 김선구, "PBL 교수학습을 적용한 예비유아교사를 위한 유아과학교육 수업의효과", 영유아교육연구, 14, pp.57~73 (2011)
  6. 김영숙, "예비유아교사의 유아수학교육에 대한 이미지 변화 연구", 교육혁신연구, 25(2), pp.241~269 (2015), 교육발전연구소
  7. 마지순, "예비유아교사의 모의수업과 현장수업 경험에 대한 의미 탐색", 유아교육연구, 30(1), pp.251~273 (2010), 한국유아교육학회
  8. 융합 연구의 형성과 발전 과정의 고찰을 통한 국내 연구 현황 분석, "박기범", 과학기술정책연구원, ~ (2007)
  9. 박수홍, "체계적 액션러닝(Systematic Action Learning)" (2010), 학지사
  10. 박해미, "현장수업경험이 예비유아교사의 수업기술에 미치는 영향", 열린유아교육연구, 14(6), pp.539~555 (2009), 한국열린유아교육학회
  11. 양수영, "영유아 뇌 기반 교육에 관한 국내 연구동향 분석", 석사, 유아교육학과 유아교육학전공, pp.2012
  12. 양수영, "예비유아교사를 위한 뇌 기반 과학교육 수업모형 개발 및 적용 효과", 박사, 유아교육학과 유아교육학전공, pp.2014
  13. 오성삼, "古典的 메타분석에 대한 補完的 接近方法의 探索", 교육과정평가연구, 6(2), pp.107~124 (2003), 한국교육과정평가원
  14. 윤영순, "민간 어린이집 교사 언어지도 멘토링 사례", 열린유아교육연구, 19(3), pp.53~81 (2014), 한국열린유아교육학회
  15. 이성대, "사회복지분야의 메타분석 논문에 대한 고찰과 제안", 한국콘텐츠학회 논문지, 14(1), pp.209~222 (2014), 한국콘텐츠학회[DOI]
  16. 이지현, "유아수학교육에 대한 유아교사의 신념", 유아교육연구, 23(4), pp.207~226 (2003)
  17. 조채영, "현장수업경험이 예비유아교사의 언어교수효능감과 언어교수행위 변화에 미치는 효과", 유아교육·보육복지연구, 16(1), pp.153~177 (2012), 한국유아교육ㆍ보육복지학회
  18. 최정아, "예비유아교사의 음악적 자아개념, 음악적 개념 인식 및 실제이해, 음악교수 효능감과의 관계에 대한 구조모형 탐색", 미래유아교육학회지, 22(4), pp.257~278 (2015), 미래유아교육학회
  19. 홍승연, "유아영어 뇌기반 교수-학습 모형 개발과 실제 적용에 관한 연구", 석사, 영어언어과학학과 응용영어학전공, pp.2012
  20. 최지영, "뇌기반 과학 교수학습 모형을 적용한 과학 수업이 초등학생의 과학적 창의성과 과학 학습에 미치는 영향", 석사, 초등과학교육, pp.2010
  21. Adeyemo, D. A., "Emotional intelligence and teacher efficacy as predictors of teacher effectiveness among pre-service teachers in some nigerian universities", International Journal of Evaluation and Research in Education, 3(2), pp.85~90 (2014)
  22. Ajda, K., "Different approaches-common implications : Brain based and constructivist learning from a paradigms and Integral model perspective", Journal of Turkish Science Education, 5(3), pp.124~129 (2008)
  23. Althauser, K., "Job-embedded professional development : Its impact on teacher self-efficacy and student performance", Teacher Development, 19(2), pp.210~225 (2010)
  24. Aubusson, P., "Action learning in school: Reframing teacher’s professional learning and development" (2009), Routledge
  25. Berggren, C., "Knowledge integration and innovation" (2011), Oxford University Press
  26. Bleicher, R. E., "Success in science learning and preservice science teaching self-efficacy", Journal of Science Teacher Education, 16, pp.205~225 (2005)
  27. Bleicher, R. E., "Nurturing confidence in preservice elementary science teachers", Journal of Science Teacher Education, 18(6), pp.841~860 (2007)
  28. Bresciani, M. J., "Connecting neuroscientific discoveries with the value of a higher education degree", About Campus, 17(5), pp.27~29 (2012)
  29. Bruer, J. T., "Education and the brain : A bridge too far", Educational Researcher, 26(8), pp.4~16 (1997)
  30. Bruer, J. T., "The myth of the first three years" (1999), Free Press
  31. Bursal, M., "Changes in american preservice elementary teachers’ efficacy beliefs and anxieties during a science methods course", Science Education International, 23(1), pp.40~55 (2012)
  32. Caesar, M. I. M., "The benefits of adopting a problem-based learning approach on students'learning developments in secondary geography lessons", International Education Studies, 9(2), pp.51~65 (2016)
  33. mind learning principles in action: The field book for making connections, teaching and the human brain, "12 brain", pp.2003, Caine, R. N.
  34. Caine, G., "Meaningful learning and the executive functions of the brain", New Directions for Adult and Continuing Education, 110, pp.53~61 (2006)
  35. Caudle, L. A., "Changes in understandings of three teachers'beliefs and practice Across time : Moving from teacher preparation to in-service teaching", Journal of Early Childhood Teacher Education, 33(1), pp.38~53 (2012)
  36. Clotfelter, C., "How and why do teacher credentials matter for student achievement?" (2007), National Bureau of Economic Research
  37. Cohen, J., "Statistical power analysis for the behavioral science" (1988), Lawrence Erlbaum
  38. Connell, J. D., "The global aspects of brain-based learning", Educational Horizons, pp.28~39 (2009)
  39. Darling-Hammond, L., "The flat world and education: How America’s commitment to equity will determine our future" (2010), Teachers College Press
  40. Donche, V., "The development of learning patterns of student teachers : A cross-sectional and longitudinal study", Higher Education : The International Journal of Higher Education and Educational Planning, 57(4), pp.463~475 (2009)
  41. Duman, B., "The effects of brain-based learning on the academic achievement of students with different learning styles", Educational Sciences : Theory and Practice, 10(4), pp.2077~2103 (2010)
  42. Feldman, P., "A collaborative effort : Bridging theory and practice in pre-service preparation", New Educator, 2(4), pp.277~288 (2006)
  43. Fischer, K. W., "Mind, brain, and education: Building a scientific groundwork for learning and teaching", Mind, Brain, and Education, 3(1), pp.3~16 (2009)
  44. Fischer, K. W., "Starting well : Connecting research with practice in preschool learning", Early Education and Development, 23(1), pp.131~137 (2012)
  45. Flynn, J. R., "What is intelligence? Beyond the Flynn effect" (2007), Cambridge University Press
  46. Forssell, A., "School and the future : How teachers and teacher education are articulated in the political debate", Policy Futures in Education, 13(6), pp.712~731 (2015)
  47. Freeman, G. G., "You can lead students to the classroom, and you can make them think : Ten brain-based strategies for college teaching and learning success", Journal on Excellence in College Teaching, 24(3), pp.99~120 (2013)
  48. Glass, G. V., "Primary, secondary and meta-analysis of research", Educational Researcher, 5, pp.3~8 (1976)
  49. Goswami, U., "Neuroscience, education and special education", British Journal of Special Education, 31(4), pp.175~183 (2004)
  50. Gozuyesil, E., "The effect of brain based learning on academic achievement : A meta-analytical study", Educational Sciences : Theory and Practice, 14(2), pp.642~648 (2014)
  51. Hechter, R. P., "Changes in preservice elementary teachers’ personal science teaching efficacy and science teaching outcome expectancies : The influence of context", Journal of Science Teacher Education, 22(2), pp.187~202 (2011)
  52. Hmelo-Silver, D. E., "Problem-based learning: What and how do students learn?", Educational Psychology Review, 16(3), pp.235~266 (2004)
  53. Holt-Reynolds, D., "What does the teacher do? Constructivist pedagogies and prospective teachers' beliefs about the role of a teacher", Teaching and Teacher Education, 16(1), pp.21~32 (2000)
  54. Hook, C. J., "Neuroscience for educators: What are they seeking, and what are they finding?", Neuroethics, 6(2), pp.331~341 (2012)
  55. Jensen, E., "뇌 기반 교육의 원리" (2010), 학지사
  56. Jensen, E., "A fresh look at brain-based education", Phi Delta Kappan, 89(6), pp.408~417 (2008)
  57. Kempermann, G., "Youth culture in the adult brain", Science, 335, pp.1175~1176 (2012)
  58. Kirschner, P., "Why minimally guided learning does not work : An analysis of the failure of discovery learning, problem-based learning, experiential learning and inquiry-based learning", Educational Psychologist, 41(2), pp.75~86 (2006)
  59. Korthagen, F. A. J., "Situated learning theory and the pedagogy of teacher education : Towards an integrative view of teacher behavior and teacher learning", Teaching and Teacher Education : An International Journal of Research and Studies, 26(1), pp.98~106 (2010)
  60. Lee, C., "Reconsidering constructivism in qualitative research", Educational Philosophy and Theory, 44(4), pp.403~412 (2012)
  61. Manganello, F., "Book review : Constructivist instruction : success or fail", Educational Technology & Society, 13(3), pp.281~284 (2010)
  62. OECD, "Learning sciences and brain research" (1999), OECD Publishing
  63. OECD, "Understanding the brain: Towards a New Learning Science" (2002), OECD Publishing
  64. OECD, "Understanding the brain: The birth of a learning science" (2007), OECD Publishing
  65. Pedler, M., "What has action learning learned to become?", Action Learning: Research and Practice, pp.49~68 (2005)
  66. Sousa, D. A., "Brain-friendly learning for teachers", Educational Leadership, 66 (2009)
  67. Sternberg, R. J., "The answer depends on the question : A reply to Eric Jensen", Phi Delta Kappan, 89(6), pp.418~420 (2008)
  68. Tok, S., "Pre-Service Primary Education teachers' changing attitudes towards teaching : A longitudinal study", European Journal of Teacher Education, 34(1), pp.81~97 (2011)
  69. Tseng, K. H., "Attitudes towards science, technology, engineering and mathematics(STEM)in a project-based learning(PjBL)environment", International Journal of Technology and Design Education, 23(1), pp.87~102 (2013)

관련 논문AI추천

이 간행물의 다른 논문 (11건)