대학생의 학습 목적 글쓰기에서 지식 구성의 양상 고찰 - 혼합 연구 방법론의 적용 -
Knowledge constitution in undergraduate students' writing - to - learn - A mixed - methods study -
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이 연구는 글쓰기의 범교과 학습 도구로서의 속성에 주목하여, 대학생 필자들의 담화 종합에 의한 학습 목적 글쓰기의 하위 행위들의 빈도 분포와 관계를 분석하고, 이를 통해 새로운 지식 구성의 양상을 확인하는 것을 목적으로 한다. 이를 위하여, 13명의 대학생들이 학습 목적의 분석적 글쓰기를 수행하였으며, 이들이 학습에 참조한 자료들, 글 결과물, 그리고 글쓰기 과정에 대한 서면 질의-응답 자료들이 수집되었다. 변환적 설계에 의한 혼합 연구 방법에 의해, 먼저 4개 대분류, 16개 코드명에 의거한 질적 자료 코딩이 이루어졌으며, 코딩 결과는 빈도 분석과 동시출현 빈도 분석을 통해 양화되었다. 또한 양적 분석 결과에 대한 추가적인 질적 해석을 통해, 학습 목적 글쓰기에서 새로운 지식의 구성 양상을 그 적절성 여부와 결부 지어 분석하였다. 그 결과, 학습한 자료를 글쓰기에서 얼마나 변형시킬지 여부가 학습의 적절성과 어느 정도 상관관계가 있으며, 직관적 사고가 발달한 학습자의 경우 자신의 견해를 도출하는 일에 유의해야 함을 논의하였다.
Abstract
This paper aims to focus on writing as a learning method and to analyze undergraduate students' execution of writing-to-learn by discourse synthesis. For this purpose, 13 undergraduate students were participated and they performed an analytic writing as writing-to-learn. Students' written outputs, their references for learning, and written reports on the process were collected. A mixed methods approach was applied in terms of a transformative design; qualitative coding, quantification, and quantitative and qualitative analysis were performed in sequence. ATLAS.ti, the QDA software, was used for a strict and convenient analysis. Coding was done by sixteen codes in four categories: source-selection, invention, way of inference, and others. As a result, it should be noted that how much learners transform learning materials into their writing relates to the appropriateness of learning and that intuitive learners need to be cautious when they expose their own opinions in their writing.
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