적응적 개인교사 과정 모델의 수학학습에의 활용 연구

왕경수 한국교육개발원 2008 한국교육 Vol.35 No.2

지식경영시스템 사례연구: 은행과 교직분야를 중심으로

왕경수,김현영 대한사고개발학회 2008 사고개발 Vol.4 No.1

개념학습의 대안적 관점과 교육적 함의

왕경수 한국교육과정평가원 2008 교육과정평가연구 Vol.11 No.1

Traditionally, concepts are considered as discrete learning outcomes, even though they are building blocks of other learning outcomes(Gagne, 1988; Jonassen, 2006; Tessmer et al., 1990). Also concept learning is to separate attributes of specific objects and classify them into categories. These point of views for concepts are called similarity view, including classical view, prototype theory, and exemplar view, does not fully explain concept formation principles, the complexity of conceptual change, concepts in use under the specific contexts. In contrast, theory-based view, which argues that concepts were formed from theories giving perspectives to the world, shows that the process of conceptual change is the dynamical and structural process during the problem solving. This paper presented the educational implications such as evaluation, learning strategy, and instructional methods. 개념은 교수 설계 분야에서 전통적으로 절차나 원리 같은 학습 결과(learning outcomes)의 구성성분이 되지만 별개의 이산적 학습 결과라고 취급해 왔다(Gagne, 1988; Jonassen, 2006; Tessmer et al, 1990). 또 개념학습을 특정대상의 속성을 잘 분리한 후 이를 이용하여 대상을 올바른 범주로 분류하는 것으로 여겨왔다. 이러한 관점이 기초하고 있는 고전적 관점, 원형이론적 관점 등의 유사성 기반 접근은 개념 형성을 지배하는 원리, 개념 변화의 복잡성, 특정 맥락에서 활용되고 있는 개념을 충분히 설명하지 못한다. 이에 반해 개념이 세계를 조망하는 이론에서 나올 수 있다고 보는 이론 기반 접근은 이들을 충분히 설명하면서 개념학습과정이 문제 해결과정에서 개념이 역동적으로 구조적 변화하는 과정이라는 점을 충분히 보여준다. 본고는 이러한 이론기반 관점의 교육적인 함의를 평가, 학습전략, 교수 방법 등으로 제시한다.

개념의 학습과 교수

왕경수 全北大學校 敎育大學院 2001 敎育論叢 Vol.21 No.-

Concepts are building blocks of knowledge and provide directions for thinking and behavior. Reigeluth(1995) classified knowledge into 'knowledge of things(descriptive knowledge)' and 'knowledge of changes in things(productive knowledge)'. Concepts belong to descriptive knowledge instead of productive knowledge. Learners' performance levels during concept learning are memorization, understanding, and application. According to classical view, the properties that comprise a concept are singly necessary and jointly sufficient to define the concept. And an object is categorized as an instance of a concept if and only if it contains the defining properties of the concept(Smith, 1999). The classical view fails to explain human subject performance in such a wide variety tasks as categorization, memory retrieval, and indeuctive/deductive reasoning. This failure has lead to a new view of concept which does not offer defining properties of the concept but propose that the properties are to be perceptually salient. The examples to be perceptually salient are called prototypes. In addition to prototype formation, there are such important principles as discrimation and generalization in concept learning. The former means to distinguish an instance of a concept from non-instance, while the latter means to apply the learned concept to previously unencountered example. In concept teaching, there are three stages: presentation, practice, and feedback. During the presentation stage, learners acquire the generality and instance of a concept through being provided prototypical examples and the critical characteristics of the concept. And they practice the concept with the previously unencountered examples and are provided informative and motivational feedback from teachers. In presentation and generalization stage we can use such instructional strategies as routine strategies and enrichment strategies.

고등학생의 수학 능력 증가 신념이 수학 학습 몰입에 미치는 영향: 학업적 자기효능감, 끈기의 매개 효과를 중심으로

왕경수,가로,무취령 한국교육방법학회 2023 교육방법연구 Vol.35 No.4

본 연구의 목적은 고등학생의 수학 능력 증가 신념이 수학 학습 몰입에 미치는 영향과 학업적 자기효능감, 끈기를 매개로 수학 학습 몰입에 대한 매개 영향 또는 다중적 매개 효과를 검증하는 데 있다. 이를 위하여 수학 능력 증가 신념 척도, 학업적 자기효능감 척도, 끈기 척도, 수학 학습 몰입 척도를 활용하였다. 대상은 K 지역 A 도시의 고등학생으로, 2023년 3월 20일부터 5월 30일까지 참여자를 모집하여 설문 조사를 실시했다. 총 419부의 설문지를 수집하였으며, 그중 393부를 최종 분석하였고 통계 분석은 SPSS 24.0 및 AMOS 26.0을 이용하였다. 측정 도구의 타당성 검증을 거친 후 최종적으로 수학 학업적 자기효능감과 끈기가 수학 능력 증가 신념 및 수학 학습 몰입 간의 매개 효과 및 다중 매개 효과를 검증하였다. 그 결과 첫째, 수학 능력 증가 신념이 수학 학습 몰입에 직접적으로 유의한 영향을 미쳤다. 둘째, 수학 능력 증가 신념과 수학 학습 몰입 사이에 학업적 자기효능감, 끈기의 매개효과 또는 다중 매개효과가 나타났다. 이는 수학 능력 증가 신념이 수학 학습 몰입에 직접적인 영향을 줄 수 있을 뿐만 아니라 학업적 자기효능감 및 끈기가 단일, 다중 매개 역할을 하는 동시에 수학 학습 몰입에 영향을 주는 것으로 볼 수 있다. 이러한 연구를 토대로 학생의 수학 학습 몰입을 향상시키기 위해 교사가 학생의 '수학 능력 향상 증가 신념' 배양, 학업적 자기효능감 촉진, 학생 노력의 지속성 훈련 등 방면에서 교육적 개입이 필요함을 제안하였다. The purpose of this study is to verify the multiple mediating effects between high school students' academic self-efficacy and grit in their growth view of mathematical ability and mathematical learning engagement. To achieve this, a questionnaire survey was carried out with participants from 20th March to 30th May 2023 in K district A. A total of 419 questionnaires were collected, of which 393 were used for analysis. Statistical analysis using spss 24.0 and amos 26.0 software, The study ultimately confirmed the mediating and multiple mediating effects of academic self-efficacy and grit between the growth view of mathematical ability and mathematics learning engagement. The results of the analysis indicate the following: The growth view of mathematical ability significantly influences mathematical learning engagement among senior high school students. The growth view of mathematical ability among senior high school students can significantly influence mathematical learning engagement, either directly or indirectly, through the mediating roles of academic self-efficacy and grit. This implies that the growth view of mathematical ability not only has a direct impact on mathematical learning engagement but also that academic self-efficacy and grit can independently or cooperatively mediate the effects, influencing mathematical learning engagement. Based on these findings, it is suggested that, in order to enhance senior high school students' engagement in mathematical learning, educators can play a role by cultivating students' beliefs in the growth of mathematical abilities, promoting their academic self-efficacy, and fostering their grit.

비구조화된 문제의 해결가 그 교수 설계

왕경수 全北大學校 敎育大學院 2000 敎育論叢 Vol.20 No.-

This study classified problem solving into structured and ill-structured problem solving and clarified their characterictics and differences. And then the learning principles and instructional principles of the ill-structured problem solving were explained from the constructivists point of view(Jonassen, 1991, 1997). Especially, Jonassen's instructional principles were elaborated, based upon 6 steps, 1) articulate problem context 2) introduce problem constraints 3) locate, select, develop cases for learners 4) support knowledge base construction 5) support argument construction 6) assess problem solutions. Also his distinction between structured and ill-structured problem solving were contrasted with Landa's concepts of algorithm and heuristics. Finally, it was mentioned how important ill-structured problem solving as instructional objective was in education and training.

사회적 구성주의 수학 수업 모형 개발 및 적용 연구

왕경수,정혜영,김계연 한국초등교육학회 2004 초등교육연구 Vol.17 No.2

음률을 사용하는 무의미음절 청킹과 EMR아동의 단기기억 활성화

왕경수,김영생,김광재 全北大學校 敎育大學院 2003 敎育論叢 Vol.23 No.-

The purpose of this study was to investigate the effect of senseless syllable chunking used tune on activation of EMR children;s short term memory and their literacy. The research questions were as follows: 1. Is there any difference between ellaboration question and ellaboration explanation about the figures of 5 key consonents to upper/lower EMR children in acquisition of vowel 'ㅏ' syllables? 2. Are the tunes of song effective on chunking vowel 'ㅏ' syllables. 3. To upper/lower EMR children is the senseless syllables chunked effective on chunking other syllables without or with a final consonent like 'ㅇ, ㅁ, ㄴ, ㄹ, or ㅅ' or in each syllable ? Selected were five children who could not read Hangul at all from three grades of an elementary school located in the country of Jollabukdo. The major findings of this study were as follows: 1. There was a significant difference between elllaboration question and ellaberation explanation only for lower EMR children in acquisition of vowel 'ㅏ' syllables. 2. The tunes of song were effective on chunking 19 key syllables including 19 consonents and the vowel 'ㅏ' syllables. 3. To upper/lower EMR children the tunes of songs were effective on chunking 19 key syllables and 7 kinds of 95 syllable tables. In sum, especially only in the case of EMR children, decording letters is critically related to activation of short term memory and so STM-adapted teaching is critically important for them.

멀티미디어 기반 교육에서의 상호 작용 : Merrill의 교수 상호 작용 이론 (Instructional Transaction Theory:ITT)을 중심으로 on the basis of Merrill's Instructional Transaction Theory

왕경수 全北大學校 敎育大學院 2002 敎育論叢 Vol.22 No.-

기존의 멀티미디어 기반교수 설계이론은 지식 자체의 성격에서 기인할 수 있는 교수 학습자의 다양한 상호 작용을 간과하고 교수자와 학습자간, 학습자 상호간, 그리고 학습 환경과 학습자간등으로 나누어서 상호 작용을 처방하고 있다. 멀티미디어 기반 상호 작용을 위한 교수 전략은 지식 객체 요소의 분류를 기반으로 처방되어 질 수 있다(Merrill. 1999). 좀 더 구체적으로 말하면, 실체, 과정, 행위 등과 같은 지식 객체의 종류에 따라서 웹기반 상호작용의 양상을 달리하는, '가정 교사적 혹은 경험적인 수업(tutorial or experiential learning)'이 가능하다. 본고는 이러한 맥락에서 Merrill의 교수 상호 작용 이론(Instructional Transaction Theory: ITT)에 기반을 두고 ITT학습환경의 특징을 먼저 설명하였다. 그 다음에 확인하기 상호작용, 실행하기 상호작용, 해석하기 상호작용 전략을 웹기반 교수-학습 환경에서 어떻게 설계할 수 있고 구현할 수 있는 지를 설명하였다. Traditional instructional theory for multimedia-based instruction does not systematically consider different instructional transaction are possible based upon kinds of knowledge objects. In another word, instructional strategies for transactions between learners and instructional systems can be prescribed according kinds of knowledge objects( Merrill. 1999). The kinds of knowledge objects such as process, entity, action enables us to use different kinds of instructional transactions in order to implement either tutorial or experiential instruction. In this context, this paper explained how to utilize IDENTIFY, EXECUTE, INTERPRET transaction in multimedia-based instruction.

Polya의 문제해결 전략의 적용을 통한 문제해결력 신장

왕경수,송희숙 대한사고개발학회 2008 사고개발 Vol.4 No.1