예비교사의 인식론적 신념과 자기규제학습능력이 구조화·비구조화 문제 해결에 미치는 효과
The Effects of Pre-service Teachers' Epistemological Beliefs and Self Regulated Learning on well-structured and ill-structured Problem Solving
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이 연구의 목적은 예비교사의 인식론적 신념 수준과 자기규제학습능력 수준이 구조화된 문제와 비구조화된 문제 해결에 미치는 효과를 분석하는 것이다. 광주광역시 N대학과 G대학에 재학 중인 사범계 학과 및 교직과정 이수자인 예비교사 154명을 대상으로 연구하였다. 예비교사의 인식론적 신념 수준에 따라 구조화된 문제해결력과 비구조화된 문제해결력에 유의한 차이가 있었다. 구조화된 문제를 해결하는 과정에는 ‘학습에 관한 신념(학습 경직성, 학습능력, 학습속도)’이 보다 높고 정교한 예비교사들이 새로운 해결안을 탐색하고 실행하는 단계에서 높은 점수를 얻었다. 비구조화된 문제를 해결하는 과정에는 ‘지식(지식 확실성, 지식원천)과 학습(학습 경직성, 학습능력, 학습속도)에 관한 본질과 접근방식’이 보다 높고 정교한 예비교사들이 문제 표상, 새로운 해결안 생성 및 선택, 해결안 정당화, 점검 및 평가 단계에서 높은 점수를 얻었다. 예비교사의 자기규제학습능력 수준에 따른 구조화된 문제해결력에는 유의한 차이가 없었다. 그러나 자기규제학습능력 수준에 따른 비구조화된 문제해결력에는 유의한 차이가 있었다. 인지전략 사용 수준이 높은 집단이 그렇지 않은 집단에 비해 비구조화된 문제에 대한 해결안 점검 및 평가 단계에서 높은 점수를 얻었다. 학습과제 특성에 따른 인식론적 신념 및 자기규제학습능력 증진 프로그램을 예비교사 교육에 제공할 필요가 있다.
Abstract
The purpose of this study was to investigate the effects of epistemological beliefs(EB) and self regulated learning(SRL) on problem solving achievement while subjects of 154 pre-service teachers solved well-structured and ill-structured problems. For this purpose, participants had to fill-out a questionnaire concerning EB and SRL, and then conducting the well-structured problem and ill-structured problem solving. The results of the study are as follows: First, on the well-structured problem, the higher group of rigid learning, ability to learn, and speed of knowledge showed more advanced problem solving achievement. Especially, they showed excellent performance and high score in solution development and selection. On the ill-structured problem, the higher group of the nature of knowledge (certainty of knowledge, source of knowledge) and the nature of knowing(rigid learning, ability to learn, speed of knowledge) showed more advanced problem solving achievement. Especially, they showed excellent performance and high score in problem representation, solution development & selection, solution justification, and monitoring & evaluation. Second, there were no a significant difference between well-structured problem solving and SRL level. But, there were a significant difference between ill-structured problem solving and SRL level. Especially, the higher group of cognitive strategies showed excellent performance and high score in solution monitoring and evaluation. These results would provide the necessity of educational program to understand and to improve their EB in teacher education.
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