협력적 지식창출 과정의 규명 : 활동이론을 통한 e-learning 설계안 작성 활동의 분석
The Process of Collaborative knowledge Construction Identified by the Activity Theory
0
조회
0
다운로드
25
인용
0
참고문헌
키워드
초록
본 연구는 사회문화적 관점의 활동이론에 근거하여 협력적 지식창출 과정을 밝히고자 하였다. 협력적 지식창출 활동이란 공동의 목적을 지닌 둘 이상의 구성원들이 지속적인 상호작용을 통해 공동의 이해 즉 상호주관성을 형성해 가는 사회적 과정으로 정의하였다. 구체적인 연구문제는 다음과 같다. 첫째, 협력적 지식창출 과정은 어떠한 단계로 구성되어 있는가? 둘째, 협력적 지식창출 과정에서는 어떠한 사회문화적 상호작용이 일어나는가? 이에 대한 답을 구하기 위하여 지식창출 활동으로는 e-러닝 설계안을 작성하도록 하였다. 분석 자료는 e-러닝 설계안을 작성하는 학생들의 자기성찰노트, 사전 설문지와 사후 인터뷰를 통해 수집되었다. 자료 분석은 근거 이론(grounded theory)에서 제시하는 '과정을 위한 코딩' 방법을 사용하였다(Strauss & Corbin, 1998). 연구 결과, 첫째 협력적 지식창출 과정은 (1) 준비, (2) 생성, (3) 전환, (4) 발전, (5) 완성으로 나타났다. 이는 단순히 시간의 흐름에 따라 나타나는 순차적 단계(step)가 아니라 협력적 지식창출 과정에서 나타나는 일종의 발달 단계(phase)의 성향을 갖고 있었다. 둘째, 협력적 지식창출 과정의 사회문화적 상호작용 분석 결과에 따르면, 협력적 지식창출은 인지적 특성과 정서적 특성이 일정한 순서와 체계를 이루고 있어 그물망과 같은 긴밀한 상호작용을 하는 것으로 나타났다. 이는 협력적 지식창출이 개별적 지식창출과 달리 복수 구성원의 참여를 통해 이루어지기 때문인 것으로 보인다. 끝으로, 연구결과를 바탕으로 협력적 지식창출 과정의 촉진 전략을 제시하고자 하였다.
Abstract
The purpose of this study was to investigate the process of knowledge construction at a functional level. Main efforts were put on (1) to identify the phase of the collaborative knowledge construction process and (2) to understand the sociocultural interaction of each collaborative knowledge construction phase. The collaborative knowledge construction process develops through five phases in a cycle: the readiness, the formation, the transition, the elaboration and the completion. Among these, the transition phase, in which learners find out the problem and try to solve it through the diverse social interaction, turns out to be a turning point of the whole collaborative knowledge construction process. Unlike the individual knowledge construction, the collaborative knowledge construction is the integration of the cognitive and the emotive process because more than two participants are involved. Especially, the emotional characteristics such as the performance attitude, the receptive attitude, and the group identity are influential in the activity of the collaborative knowledge construction. For an instance, the mutual trust develops from the mutual inquiry and mutual familiarity to the group identity. In the cognitive aspects, the most advantage of the collaborative knowledge construction proves to be the self-reflection through diverse sociocultural interactions. Moreover, the analysis using the activity theory reveals not only the contradictory but also the reciprocal sociocultural interaction in the collaborative knowledge construction. Based on these, it is possible to infer the strategy to facilitate the collaborative knowledge construction. There are general facilitative strategies and phase-specific facilitative ones.
참고문헌 (36)
- "CSCL에서 SN 데이터 제시가 상호작용 과정과 활동성과에 미치는 영향", 21(1), pp.89~115 (2004)
- "컴퓨터 매개 통신 연구와 사회 연결망 분석 기법", pp.1~17 (2002)
- "Knowledge, knowledge work and organizations: An overview and interpretation", 16(6), pp.1021~1046 (1995)
- "Managing experts and competing through innovation", 6(1), pp.5~31 (1999)
- "Organizing processes in complex activity networks", 7(2), pp.277~300 (2000)
- "Situated cognition and the culture of learning", pp.32~42 (1989)
- "Applying the seven principles of good practice in undergraduate education New Directions for Teaching and Learning" (1991), Jossey-Bass Inc
- "Cross-cultural research in the sociohistorical tradition", 31, pp.137~151 (1988)
- "A cultural-historical approach to distributed cognition", pp.1~46 (1993), Cambridge University Press
- "Learning by expanding:An activity-theoretical approach to developmental research" (1987), Orienta-Konsultit
- "Activity theory and individual and social transformation. In Y. Engestrm, R. Miettinen, & R-L. Punamki", pp.19~38 (1998), Cambridge University Press
- "Developmental studies of work as a testbench of activity theory the case of primary care medical practice perspectives on activity and context", pp.64~103 (1993), Cambridge university press
- "Fostering collaborative knowledge construction with visualization tools", 12, pp.2130~232 (2002)
- "Current activity for the future Children's learning in the zone of proximal development" (1984), Jossey-Bass
- "Using telematics for knowledge construction", pp.169~196 (1999), Dirckinck-Holmfeld Elsevier Science Ltd
- "Activity theory as a framework for project work in learning environments", 40(2), pp.33~37 (2000)
- "Essays in its history and theory" (1977)
- "The dialectics of the abstract and the concrete in Marx's 'Capital'" (1982), Progress
- "Learning:As activity", 42(2), pp.45~51 (2002)
- "A conceptual framework for a web-based knowledge construction support system", 41(4), pp.48~53 (2001)
- "Problems of the development of the mind" (1981), Progress
- "Case study research in education:A qualitative approach" (1988), Jossey-Bass
- "A theory of organizational knowledge creation Understanding the dynamic process of creating knowledge Handbook of organizational learning and knowledge", pp.491~517 (2001), Oxford University Press
- "Proceedings of NSF Workshop", pp.1~5 (2001)
- "Observing sociocultural activity on three planes Sociocultural studies of mind", pp.139~164 (1995), Cambridge University Press
- "Cognition as a collaborative process Handbook of child psychology", pp.679~744 (1998)
- "Knowledge building in TAPPED IN and ChemSense CSCL '99 Worshop on the Design and Assessment of Knowledge-Building Environments 발표 논문" (2001)
- "A sociocultural approach to the study of mind Selected Writings of Sylvia Scribner", pp.266~280 (1997), Cambridge University Press
- "Perspectives on collaborative knowledge-building environments: Toward a cognitive theory of computer support for learning" (2001)
- "A model of collaborative knowledge-building Fourth International Conference of the Learning Sciences", pp.70~77 (2000)
- "Handbook of qualitative research", pp.435~454 (2000), Lincoln Sage Publications Inc
- "Basics of qualitative research Techniques and procedures for developing grounded theory" (1998), Sage Publications
- "Mind in society The development of higher psychological processes" (1978), Harvard University Press
- "A sociocultural approach to socially shared cognition Perspectives on socially shared cognition", pp.85~100 (1991)
- "Sociocultural Studies of Mind", pp.1~34 (1995), Cambridge University Press
- "Using activity theory for the sociocultural case analyses of a teacher professional development program involving technology integration" (2001), Unpublished doctoral dissertation Indiana University