뇌기반 학습모형과 기독교교육 - 케인과 실위스터를 중심으로 -
Brain - Based Learning Models and Christian Education ― Focusing on Caine & Caine and Sylwester
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이 논문은 다양한 뇌기반 학습모형들 가운데 대표적인 이론으로 간주되는 두 가지모형의 주요 내용을 검토하는 한편, 기독교교육과 연계를 통해서 시사점을 확인하는것을 목표로 삼고 있다. 이를 위해서 일차적으로 인지심리학과 최근의 신경생리학의연구결과를 교육의 차원에서 접근하면서 학습자들을 위한 뇌기반 교육환경의 구성을강조하는 케인(Caine & Caine)의 학습모형을 살펴본다. 그 과정에서 케인이 강조하는뇌기반 학습의 기본 개념들(지식, 패턴화, 병렬처리)과 일부 학습원리, 그리고 학습을가능하게 만드는 조건들(준비된 경험, 느슨하되 빈틈없는 환경, 능동적 참여)까지 내용을 구체적으로 확인할 수 있다. 계속해서 이상적인 뇌기반 교수학습 상황을 구성하기위해서는 교수학습에 참여하는 학습자들의 뇌 발달과 교수학습 상황에서의 역동적인뇌 기능을 제대로 파악하는 게 중요하다고 주장하는 실위스터(Sylwester)의 생물학적뇌기반 학습모형을 계속해서 개관한다. 그것을 통해 생물학적 학습모형의 전제, 정서와 학습 및 주의와 학습의 관계를 확인할 수 있다. 끝으로, 논의를 종합해서 뇌기반학습모형의 시사점을 확인한다.
Abstract
Brain-based learning models have emerged as relatively new theories in the educational and Christian educational realm. Most of them seek to integrate cognitive psychology and neurophysiology with education in order to obtain effective teaching-learning methods. Within the field of brain-based learning theories, two primary models predominate: on what might be called ‘Brain-based learning model(BBLM),’ exemplified by the work of R. Caine & G. Caine and ‘Biological-oriented learning model(BOLM),’ led by Robert Sylwester. Unlike Biological-oriented learning model, Brain-based learning model attempts to improve students’ ability to learn in the teaching-learning process based on recent findings of cognitive psychology. Biological-oriented learning model, however, tends to place more emphasis on biological(neurological) components of the human body(the brain) that is responsible for either enabling and/or generating the meaningful learning experience. On the basis of brain-based learning theories, this paper provides a brief overview of current brain-based learning models(BBLM, BOLM), reviews their several central notions, and suggests implications for Christian education.
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