언어기반진단도구를 활용한 모형중심 교수방법의 효과 탐색
An Investigation of the Effect of Model-Centered Instruction Using Language Diagnosis Tool
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학습을 시작하기 전이나 학습의 과정 중에 전문가의 문제해결과정이나 결과에 대한 정신모형을 제시하는 모형중심 교수방법은 비전문가인 학습자의 문제해결과정에 도움을 줄 뿐만 아니라 학습을 용이하게 할 수 있다. 본 연구의 목적은 교수설계를 위한 방법을 습득하고 이에 대한 정신모형을 개발하는데 있어 모형중심 교수방법(Model-Centered Instruction: MCI)과 협동학습의 효과를 탐색하기 위한 것이다. 연구의 수행을 위하여 교직과정을 이수하고 있는 126명의 대학생들이 7주 동안의 실험에 참여하였다. 학생들은 두 개의 독립변인(모형중심/비모형중심 교수방법과 협동/개별학습)에 대해 네 집단으로 나뉘어져 수업을 받고 두 번의 학습지도안을 작성하였으며 마지막으로 자신들이 학습한 교수설계에 대한 내용에 대해 정신모형을 나타낼 수 있도록 하는 질문에 응답하였다. 모형중심 교수방법의 집단에게는 전문가의 학습지도안 모형이 주어졌으며, 이에 근거하여 교수자로부터 코칭과 스캐폴딩이 주어졌다. 협동학습을 하는 집단에게는 짝과 함께 학습지도안을 작성하고 같은 클래스 동료들에게 자신의 학습지도안을 발표하고 질의 응답할 수 있는 기회가 주어졌다. 학습지도안은 18개의 항목으로 구성된 학습지도안 평가 루브릭에 의해 점수화되었다. 정신모형의 개발정도는 전문가의 정신모형과 유사함의 정도로 평가되었는데 이를 위하여 언어기반 진단도구인 T-MITOCAR 프로그램이 사용되었다. 연구결과는 모형중심 교수방법이 비 모형중심 교수방법에 비해 교수설계 과제수행(학습지도안의 작성)에 있어 도움이 되는 것으로 나타났으며, 협동학습이 개별학습에 비해 도움이 되는 것으로 나타났다. 또한 전문가의 모형으로부터 어느 정도 학습을 성취한 후 학습자 스스로 문제해결을 실시하는 탐색의 단계로서 두 번째 학습지도안을 작성하였을 때는 개별학습 집단 중 특히 모형중심 교수방법을 사용한 집단의 점수가 다른 집단에 비해 월등히 높은 것으로 나타났다. 그러나 전문가와의 비교를 통한 교수설계의 정신모형 개발정도는 집단간에 차이를 나타내지 않았다. 마지막으로 비전문가인 학습자들에게 전문가의 모형과의 비교를 통한 모형중심 교수방법의 필요성과 학습자들이 자신의 정신모형을 다른 동료집단과의 비교 분석을 통해 명료화하고 성찰할 수 있는 기회의 필요성을 선행연구와 관련지어 논의 하였다.
Abstract
This study investigated the effect of model-centered instruction(MCI) in both individual and collaborative contexts. The study focuses on learning effectiveness in developing mental model of instructional design, and acquiring instructional design skill by making lesson plans when an expert model is presented and a cognitive apprenticeship model is applied within a collaborative context. This study included a total of 126 undergraduate students. Three times during the learning activities, all participants were asked to make two lesson plans(lesson plan A and B) on social studies topics for middle school students. According to the treatment condition, students in the MCI group were given an expert lesson plan to use while they complete their task-making a lesson plan. Then, the students in the MCI group had instruction developed according to the modeling, coaching, and scaffolding. During this process, the students were asked at each stage of the instruction to compare their mental models for making a lesson plan to an expert model for that same lesson plan task. To assess the quality and improvement of the mental model of instructional design, the learners’ mental model about instructional design was compared with the expert model. The similarities between the expert’s model and the students’ model were calculated by the T-MITOCAR program which is a language-based diagnosis tool. The results indicated that the use of model-centered instruction with an expert model was effective in improving learners’ instructional design skills. Therefore, this study provides support for the basic theoretical assumptions that novice learners need a chance to modify their mental models by comparing them with expert models as well as collaborative learning with their peers for effective learning.
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