실제적 문제해결력 향상을 위한 사례기반 심리스러닝
Case-Based Seamless Learning to Improve Authentic Problem Solving Skills
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초록
실제적인 문제해결력을 향상시키기 위해서 학교 안과 밖의 경험을 서로 연결해주는 심리스러닝(seamless learning)이 필요하다. 그리고 심리스러닝을 지원하는 데 있어서 사례가 유용하게 활용될 수 있다. 학습자가 스스로 사례를 만듦으로써 자신의 경험을 의미 있게 이해하고 다른 사람과 공유할 수 있으며, 교수자로부터 제공받은 사례를 통해 학교에서 학습한 지식을 활용하여 어떻게 실제적인 문제를 발견하고 해결할 수 있는지를 이해할 수 있다. 이 연구에서는 디지털 기술을 활용해서 학습자가 학교 안에서 배운 내용을 학교 밖의 실제적인 맥락에 적용하여 사례를 만들고 공유하는 사례기반 심리스러닝의 교육적 활용 가능성을 탐구하였다. 이를 위해 대학생을 대상으로 사례기반 심리스러닝을 3주 동안 실행하고, 사례기반 심리스러닝의 장점과 제한점에 대한 학습자의 인식과 함께 학습자가 만든 사례의 특성을 분석하였다. 연구 결과, 사례기반 심리스러닝이 학습 흥미와 실제적 문제해결력 향상에 긍정적인 영향을 미치고, 학습에 대한 신념의 변화에도 기여하는 것으로 나타났다. 학습자들은 사례 개발과 동료평가의 어려움을 제한점으로 인식하였고, 개인차를 고려한 교수지원이 필요하다고 하였다. 학습자가 만든 사례는 다양한 주제를 포함하였고, 학교 밖의 실제적인 경험과 학교 안에서 학습한 이론을 반영하였다. 몇몇 사례는 학습자가 일상생활 속에서 마주치는 문제에 대한 독창적인 해결안을 제시하였다. 이 연구는 사례기반 심리스러닝이 실제적인 학습으로서 대학의 교수 및 학습 방법을 개선하는 데 효과적으로 기여할 수 있다는 것을 시사한다.
Abstract
Seamless learning is necessary to enhance authentic problem solving skills through connecting school education with authentic experience out of school. In seamless learning, cases can be effectively used to help students to make a sense of their experience and share it with other students through student-constructed cases and to understand how to find and solve an authentic problem on the basis of what they have learned in school through teacher-provided cases. This study aims to explore educational effectiveness of case-based seamless learning (CBSL) in which students create and share cases through applying what they have learned in school to authentic contexts out of school, using digital technologies. In this study, university students carried out CBSL for three weeks as part of their coursework. This study investigated students’ perceptions on the strengths and limitations of CBSL and the characteristics of student-constructed cases. Students perceived that CBSL had contributed to their learning interest, the improvement of authentic problem solving skills, and the change of beliefs about learning. As limitations of CBSL, students pointed out difficulties in case construction and peer assessment as well as the lack of instructional support on individual differences. Student-constructed cases included a variety of topics that integrate theories learned in school with real-world experiences out of school. A few cases showed creative solutions to problems that students encountered in their everyday lifes. This study implies that CBSL as an authentic learning activity can effectively contribute to the improvement of teaching and learning practice in higher education.
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