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논증 스캐폴드를 활용한 문제기반학습이 의대생의 성찰수준에 미치는 효과

The Effects of Problem-based Learning Using Argumentation Scaffolds on the Level of Reflective Thinking of Medical Students

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한국교육정보미디어학회 (Korea Association for Educational Information and Media)|2018.03|교육정보미디어연구 (Journal of Korean Association for Educational Information and Media)|제24권 제1호|pp. 1-22|DOI http://dx.doi.org/10.15833/KAFEIAM.24.1.001

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reflection논증성찰개념도문제기반학습argumentationconcept mapproblem-based learningToulmin’s model of argumentToulmin의 논증모델
주제분류교육학

초록

성찰적 실천가를 양성하는 것이 의과대학 핵심교육목표 중의 하나로 간주되면서 성찰적 사고를 촉진하기 위한 교수전략이 꾸준히 주목받고 있다. 이에 본 연구는 의대생의 성찰적 사고를 촉진시키기 위한 교수전략으로 논증 스캐폴드를 활용한 문제기반학습을 활용하여, 논증 스캐폴드를 활용한 문제기반학습 전후로 의대생의 성찰적 사고수준에 차이가 있는지를 살펴보았다. 또한 논증 스캐폴드를 활용한 문제기반학습을 보다 더 많이 경험한 4학년과 3학년의 성찰수준에 차이가 있는지도 살펴보았다. 논증 증진방안으로는 Toulmin의 논증모델(Toulmin et al., 1984)과 논증과정에 대한 시각화를 위한 개념도, 이 두 가지를 모두 활용한 논증 스캐폴드를 활용하였다. 본 연구에는 의과대학 3, 4학년 학습자 각각 49명이 참여하였고 학습자들의 성찰수준 측정에는 Mezirow(1997)의 성찰모델을 기반으로 Kember와 동료들(2000)이 개발한 4 수준의 성찰적 사고모델을 활용하였다. 연구결과에 의하면 논증 스캐폴드를 활용한 문제기반 학습이 의대생들의 성찰적 사고를 촉진하는 것으로 드러났다. 또한 논증 스캐폴드를 기반으로 하는 문제기반학습을 더 많이 경험한 것이 학습자들의 성찰적 사고에 긍정적인 영향을 주지만 그 효과는 크지 않은 것으로 드러났다. 따라서 논증 스캐폴드를 활용한 문제기반학습은 성찰적 사고를 촉진하기 위한 효과적인 교수전략으로 활용할 수 있을 것으로 판단된다.

Abstract

Reflective practice is regarded as essential attributes of competent health care professionals, so the teaching strategies to promote reflective thinking are continuously attracting attention in medical education. The purpose of this study was to investigate the effect of the problem-based learning using argumentation scaffolds on the level of reflective thinking of medical students. In addition, whether there are differences in the level of reflective thinking between year 3 students and year 4 students who experienced more the problem-based learning using the argumentation scaffolds was examined. For the argumentation scaffolds, Toulmin's model of argument(Toulmin et al., 1984) and the concept map method were used together. For this, 49 students in the year 3 and year 4 respectively participated in this study. The level of reflective thinking was measured by using the 4 levels of reflective thinking model developed by Kember at el. (2000) based on the reflection model of Mezirow (1997). The results showed that the problem-based learning using the argumentation scaffolds facilitates the reflective thinking of the medical students. In addition, the more the problem-based learning using the argumentation scaffolds is utilized, the more effective it is but the effect is a limited extent. Taken together, the findings suggest that the problem-based learning using the argumentation scaffolds can be used as an effective teaching strategy to promote reflective thinking.

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