공학교육에서의 Active Learning 교수-학습 모형 개발 연구
A Study on the Development of a Teaching-learning Model for Active Learning in Engineering Education
0
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
The purpose of this study is to development of a teaching-learning model for active learning in engineering education. For this, theadequacy between educational objectives and active learning activities is verified and furthermore an "active learning teaching-learningmodel" is suggested. This suggested teaching-learning model is expected to supplement weakness of traditional lecture-type teaching-learningactivity. Based on the literature review, first, the representative activities of active learning were derived. there are twenty active learningactivities, which compose of five of individual learning activity, five of pair-learning activity and five of group-learning activity, andfive of alternative- learning activity. In addition, a survey on adequacy between designed active learning activities and learning outcomeswere conducted to ten educational experts. Lawshe's content validity calculation method was applied to analyze the validity of thisstudy. Second, five teaching-learning principles, such as thinking, interaction, expression, reflection, and evaluation were derived to developan "active learning teaching-learning model" which supplements lecture-type classes and then the "TIERA teaching-learning model" whichconsists of five stages was designed. Finally, based on the survey on educational experts, adequate active learning activities were proposedto apply in each stage of the "TIERA teaching-learning model" and as a result the TIERA model's active learning activities were developed. The result of this study shows that some activities of active learning are appropriate to induce high cognitive learning skills from thelearners even in traditional lecture-type classrooms and therefore this study suggests meaningful direction to new paradigm of teaching-learningfor engineering education. This study also suggests that instructors of engineering education can turn their traditional teaching-learningactivities into dynamic learning activities by utilizing "active learning teaching-learning model".
Abstract
The purpose of this study is to development of a teaching-learning model for active learning in engineering education. For this, theadequacy between educational objectives and active learning activities is verified and furthermore an "active learning teaching-learningmodel" is suggested. This suggested teaching-learning model is expected to supplement weakness of traditional lecture-type teaching-learningactivity. Based on the literature review, first, the representative activities of active learning were derived. there are twenty active learningactivities, which compose of five of individual learning activity, five of pair-learning activity and five of group-learning activity, andfive of alternative- learning activity. In addition, a survey on adequacy between designed active learning activities and learning outcomeswere conducted to ten educational experts. Lawshe's content validity calculation method was applied to analyze the validity of thisstudy. Second, five teaching-learning principles, such as thinking, interaction, expression, reflection, and evaluation were derived to developan "active learning teaching-learning model" which supplements lecture-type classes and then the "TIERA teaching-learning model" whichconsists of five stages was designed. Finally, based on the survey on educational experts, adequate active learning activities were proposedto apply in each stage of the "TIERA teaching-learning model" and as a result the TIERA model's active learning activities were developed. The result of this study shows that some activities of active learning are appropriate to induce high cognitive learning skills from thelearners even in traditional lecture-type classrooms and therefore this study suggests meaningful direction to new paradigm of teaching-learningfor engineering education. This study also suggests that instructors of engineering education can turn their traditional teaching-learningactivities into dynamic learning activities by utilizing "active learning teaching-learning model".
참고문헌 (21)
- 권성호, "해외 공학교육 사례분석을 통한 교수학습 전략 탐색", 공학교육연구, 11(3), pp.12~23 (2008), 한국공학교육학회[DOI]
- 백영균, "스마트 시대의 교육방법 및 교육공학" (2015), 학지사
- 현대경제연구원, "4차 산업혁명의 등장과 시사점", 경제주평, 216(32) (2016)
- Astin, A., "What matters in college? Four critical years revisited" (1993), Jossey-Bass
- Active learning: Creating excitement in the classroom, "Bonwell, C. C.", ASHE-ERIC Higher Education, ~ (1991)
- Bullard, L., "Effects of active learning on student performance and retention", Paper presented at the 2008 American Society for Engineering Education Conference and Exposition (2008)
- Crimmins, M. T., "High structure active learning pedagogy for the teaching of organic chemistry : assessing the impact on academic outcomes", Journal of Chemical Education, 94, pp.429~438 (2017)
- Dewey, J., "How we think : A restatement of the relation of reflective thinking to the educative process" (1933), D. C. Heath and Co Publishers
- Faust, J. L., "Active learning in the college classroom", Journal on Excellence in College Teaching, 9(2), pp.3~24 (1998)
- Freeman, S., "Active learning increases student performance in science, engineering, and mathematics", Proceedings of the National Academy of Sciences, 111(23), pp.8410~8415 (2014)
- Holley, E. A., "Engaging engineering students in geoscience through case studies and active learning", Journal of Geoscience Education, 65, pp.240~249 (2017)
- Hyun, J., "Students’ Satisfaction on their Learning process in active learning and traditional classrooms", International Journal of Teaching and Learning in Higher Education, 29(1), pp.108~118 (2017)
- Kolb, D. A., "Experiential learning: Experience as the source of learning and development" (1984), Prentice Hall
- Lawshe, C. H., "A quantitative approach to content validity", Personnel Psychology, 28(4), pp.563~575 (1975)
- Lima, R. M., "Active learning in engineering education : a(re)introduction", European Journal of Engineering Education, 42(1), pp.1~4 (2017)
- LoPresto, M. C., "A new comparison of active learning strategies to traditional lectures for teaching college astronomy", Journal of Astronomy & Earth Science Education, 3(1), pp.59~76 (2016)
- "Education at a glance: OECD indicators" (2017)[URL]
- Prince, M., "Does active learning work? a review of the research", Journal of Engineering Education, 93, pp.223~231 (2004)
- Prince, M., "Too many faces of inductive teaching and learning", Journal of College Science Teaching, 36(5), pp.14~20 (2007)
- Riley, J., "Active learning, cooperative active learning, and passive learning methods in an accounting information system course", Issues in Accounting Education, 32(2), pp.1~16 (2017)
- Shambhavi, B. R., "Effective collaborative activities and active learning in engineering education : a case study", Paper presented at the 2016 IEEE 4th International Conference on MOOCs (2016)