그림책을 활용한 학습방법 유형이 유아의 파지에 미치는 영향과 인식 = Effects of Learning Methods Using Picturebooks on Retention and Perception in Young Children

다국어 초록 (Multilingual Abstract)

In picturebook-based learning contexts, young children process learning content in various ways, such as repeated reading, solving problems, and recalling information. However, empirical evidence remains insufficient regarding which learning methods are most effective for both short- and long-term retention. Accordingly, this study aimed (a) to explore the patterns of learning methods that young children actually select and use in picturebook-based learning situations and (b) to examine how short- and long-term retention differs by learning method—restudying, free recall, and free recall followed by restudying—thereby empirically clarifying the relationship between early childhood learning-method use and retention development.
Participants were 45 five-year-old children who engaged in picturebook learning and were assigned to one of three groups: a restudying(RS) group, a free-recall(FR) group, and a free-recall-plus-restudying(FR+RS) group. Retention was assessed repeatedly at 7, 30, 60, 90, and 120 days after the initial learning session. In-depth interviews were also conducted to examine children’s prior learning experiences and their perceptions of learning methods for long-term retention.
The results were as follows. First, significant group differences were found on the 7-day (short-term) retention test. Post hoc analyses indicated that the FR+RS group performed significantly better than both the RS and FR groups, whereas no statistically significant difference emerged between the RS and FR groups.
Second, significant group differences were also observed on the 120-day(long-term) retention test, with the FR+RS group maintaining the highest level of retention compared with the other two groups.
Third, analyses of retention changes across retrieval intervals showed that the RS group exhibited a gradual decline over time, whereas the FR group showed an overall decreasing trend with fluctuations, including periods in which retention was maintained or slightly increased at certain time points. In contrast, the FR+RS group consistently maintained higher retention than the other groups across all measurement points.
Fourth, analyses of retention-rate changes in the FR and FR+RS groups revealed a shared pattern of increased retention from immediately after learning to Day 7; however, clear between-group differences in the magnitude of decline emerged after Day 30.
Fifth, interviews indicated that the “learning methods” category appeared most frequently across all groups, with a particularly high proportion of references to retrieval practice and re-retrieval following corrective(right/wrong) feedback.
Sixth, when children’s perceptions were examined in relation to their learning experiences, only about 26.7% of the children reported prior retrieval experiences; in situations of retrieval failure, children in all groups most frequently reported using retrieval practice. In addition, regarding perceptions of effective methods for long-term retention, the “learning methods” category was the most prominent across all groups.
Taken together, these findings indicate that a learning method combining retrieval practice and restudying yields the greatest benefits for both short- and long-term retention in young children. Furthermore, when learning experiences are structured in developmentally appropriate ways, young children may develop not as passive recipients of information but as active, strategic learners who monitor and regulate their own memory processes. This study underscores that, in early childhood learning, not only what is learned but also how learning methods are designed is a key determinant of learning outcomes, and it provides theoretical and practical implications for learning-method instruction and instructional design in early childhood education.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 1
• 2. 연구 문제 4
• 3. 용어의 정의 5
• Ⅱ. 이론적 배경 7
• 1. 학습과 기억 7
• 2. 학습방법별 효과 17
• 3. 학습방법의 사용과 인식 25
• Ⅲ. 연구 방법 36
• 1. 연구 설계 36
• 2. 연구 대상 37
• 3. 연구 도구 38
• 4. 연구 절차 48
• 5. 자료 수집 56
• 6. 자료 분석 57
• 7. 연구 가설 63
• Ⅳ. 연구 결과 64
• 1. 학습방법별 유아의 파지량 비교 64
• 2. 유아의 학습경험과 장기파지를 위한 학습방법에 대한 인식 69
• Ⅴ. 논의 및 제언 118
• 1. 논의 118
• 2. 제언 125
• ⅤI. 결론 127
• 참고문헌 129
• Abstract 145
• 부록 147