열린 교육의 목표모형 탐색

정숙경 한국교육학회 부산지회 1996 釜山敎育學硏究 Vol.9 No.1

In the face of wide spread of open classroom practices in our elementary schools, this study intended to explore a goal model appropriate for open education in our educational settings, which are oriented to globalization. The past and present of open education as well as its concept were discussed, and then curricular characteristics of open education were specified, and finally, a goal model for Korean open education was presented on the basis of Miles's goal priorities in open education(1975). The conclusions derived from this study are as follows: Firstly, open education started in mid 60s and imported from English infant schools by American educators has a long varied line of antecedents, from Socrates, Rousseau, Pestalozzi, Froebel to progressive education, and is supported by the works of Brunet and Piaget. Open education is a type of education which reflects the idea that individuals are self-regulating open systems capable of exerting freedom and right to choose independently. Secondly, contrasting to traditional classroom which focuses cognitive goals selected in advance, much of the curricular decision are made during the interactions of teacher and students in open classroom. In addition, specific contents and activities are selected by students, who are not required to study same contents nor to acquire same mastery levels among themselves. Thirdly, a goal model appropriate for Korean open education in 90s should represent high cognitive goals as its highest priority, affective goals as next higher priority, and low cognitive goals as lowest priority, since mental processes like problem solving and creativity are considered to be essential in globalized competitions.

대학생 성격검사의 개발

정숙경,최진승 東亞大學校 學生生活硏究所 1997 學生硏究 Vol.20 No.-

Student Counseling and Guidance Center, Dong-A University has long provided services on psychological testing of various types to help students to lead desirable college lives and to effectively prepare for their future careers. Recent rising cost of test sheets as well as shortage of manpower to deal with scoring and interpreting test results prompted to proceed a project which intended to develop a new personality test and to computerize it. To accomplish the purpose of this first study of the project, personality theories were reviewed and personality tests, both domestic and foreign, were analyzed to select factors which appropriately represent personality of college students. 16 factors were chosen and 24 test items for each factor were developed for the preliminary personality test based on these theoretical reviews. This priliminary test was administered to 1,174 college students sampled from Dong-A University, the results were analyzed to examine the appropriateness of both the factors and individual items, and then finally 12 factors and 20 test items for each factor were chosen to establish a new personality test with 240 items in it. Reliability of this test calculated using internal consistency, test-retest reliability, and coefficient of correlation between individual items and factors could be considered rather high. The norm of this new personality test was also established using those same samples.

구성주의의 교육적 함의 탐색

정숙경 東亞大學校 學生生活硏究所 1997 學生硏究 Vol.20 No.-

An emerging trend in instructional research and practices is to provide learning environments which give more, control to learners, on the basis of constructivistic assumption that regards learning as an individual constructing process mediated internally by learners in their experiential contexts. This study attempted to analyze the teaming theories underlying instructional technology and its behavioral and cognitive foundations, each of which is primarily objectivistic, contrasted philosophical assumptions of objectivism with constructivism, and provided implications of constructivism for instructional theories and practices. The conclusions of this study are as follows: 1. Descriptive learning theories that support prescriptive instructional theories underwent a pradigm shift from behaviorism to cognitivism. Behaviorism assumes that learning is a change in the behavorial disposition of an organism which can be shaped by selective reinforcement, and excludes the mental operations in the learning process. On the contrary, cognitivism sees the mind as the agent of learning, and is concerned with what learners know and how they acquire it. Instructional technology envolved with a behaviorist foundation and was influenced by many of the behaviorist's assumptions. Yet, many of the cognitivist's assumptions also are currently accomodated in this area. Even though the two positions have different theoretical assumptions, they are common in that both approaches try to simplyfy the learning tasks in order to make instruction more efficent. Therefore, it can be said that no pradigm shift has occured in instructional theories and practices. 2. The ways individuals conceptualize reality can be devided into objectivism and constructivism. Objectivism believes in the existence of the real world as well as that of reliable knowledge external to humans and assumes that individuals all gain the same understanding, while constructivism belives that reality is in the mind of the knower and the knower constructs or at least interpretes a reality based upon his or her apperceptions. Behavioral psychology, cognitive science, and current instructional technology all are firmly rooted in objectivism. 3. Implications of constructivism for educational practices can be identified concerning two aspects, general direction and curriculum changes. Constructivist values suggest that educational practices should support the development of ability to self-regulate learning by increasing emphasis on the affective domain of learning and by helping learners develop skills, attitudes, and belief that support self-regulation of the learning process. Curriculum changes that could result by accomodating costructivistic assumptions are: Instructional objectives would be negotiated; Task analysis would focus less on prescribing a single, best sequence for learning; The goal of instruction would be less concerned with prescribing mathmagenic strategies; Evaluation of learning would become less criterion-referenced .

학습유도방안과 연습유형에 따른 읽기자료의 학습효과

정숙경 동아대학교 교육대학원 1995 동아교육논총 Vol.21 No.-

이 연구는 수업전략으로서 새로운 학습내용에 주의를 집중시키는 학습유도방안(목표 및 선행조직자)과 이후 제공되는 연습활동 유형(언어정보 및 지적 기능)이 읽기자료의 학습에 어떠한 효과를 가져오는지를 밝히는데 목적을 둔 연구이다. 실험설계는 2(목표, 선행조직자)×2(언어정보, 지적 기능)요인방안이었고, 연구대상은 87명의 대학생으로 네 조건집단(선행조직자/언어정보, 선행조직자/지적기능, 목표/언어정보, 목표/언어정보, 목표/지적 기능)에 무선배치되어, 각 수업전략이 포함되어 있는 읽기자료를 학습하고 다음날 성취도검사를 받았다. 본 연구에서 얻어진 결과는 다음과 같다. 첫째, 선행조직자가 목표보다 더 효과적인 학습유도방안이었다. 둘째, 지적 기능 연습이 언어정보 연습보다 더 효과적인 연습유형이었다. 세째, 선행조직자/지적 기능 조합이 가장 우수한 학습결과를, 그리고 목표/언어정보 조합이 가장 열등한 학습결과를 초래하였다. The purpose of this study was to investigate the effect of orienting activities and type of practice on reading achievement. Orienting activities and types of practice selected as variables for this study are advance organizers and objectives, verbal information and intellectual skills, respectively. The questions to be explored in this study were as follows: 1.Are there any differences in the effects on reading achievement between advance organizers and objectives? 2.Are there any differences between achievement domains according to orienting activities? 3.Are there any differences in the effects on reading achievement between verbal information and intellectual skills? 4.Are there any differences between achievement domains according to practice types? 5.Is there an interaction effect between orienting activities and practice types? Eighty seven college students were randomly assigned to one of four groups(advance organizer/verbal information, advance organizers/intellectual skills, objectives/verbal information, objectives/intellectual skills)and required to learn instructional design principles from two lessons of reading material. Each material included specific orienting activities(advance organizes or objectives) and different type of practice(verbal information or intellectual skills). The results obtained in this study are as follows: 1.Subjects who were given advance organizers performed significantly better on the knowledge portion of the posttest than those who were given objectives did. 2.Subjects who received intellectual skills practice performed better on the posttest than those who received verbal information practice did, regardless of orienting activities. 3.While the most effective combination of orienting activities and practice types is advance organizers/intellectual skills, the least effective combination of the two instructional strategies is objectives/verbal information.

자기주도적 학습의 재개념화와 교사중재

정숙경 동아대학교 교육대학원 2001 동아교육논총 Vol.27 No.-

The purpose of this study was to explore an alternative conceptualization of self-directed learning focusing on internal process of learners and the way to actualize it in our teaching-learning practices, as self-directed learning has long been conceptualized with the perspectives of initiativeness of teaching-learning activities. The conceptualization up to the present parallels to behaviorism in that it did not focus on learner’s internal processes and its changes, instead it focuses on the external conditions such as planning, executing, and evaluation of learning processes. Specifically, this study explored a new conceptualization of self-directed learning which focuses on learner’s internal processes, and teacher mediation as a teaching method to realize the new concept of self-directed learning, along with functional errors and inner speech which are relevant variables to teacher mediation. The conclusions derived from this study are as follows: Firstly, self-directed learning has long been conceptualized in terms of initiativeness in teaching-learning environment, and it can be categorized as a macro-conceptualization. On the contrary, a new conceptualization can be categorized as a micro-conceptualization, since it focuses on learner’s internal processes and its changes. This new conceptualization relies its theoretical bases on Vygotsky’s zone of prozimal development, which in now called zone of maxinum response opportunity. Secondly, according to the new conceptualization, self-directed learning is a teaching-learning approach that helps learners to construct their own understanding and meaning, and helps them to reason, problem solve, and think critically about the content. Teacher mediation is a central method to achieve this goal by monitoring the cognitive process of learners and providing appropriate feedbacks to help learners climb next higher rung of the ladder through a gentle student response-teacher reaction interplay. Critical to teacher mediation is on-the-spot adjustment to content flow and complexity on the part of teacher to accomodate learners’ idiosyncratic learning needs. Thirdly, variables related to teacher mediation are functional errors and inner speech. Functional errors are incorrect but meaningful errors of learners, which play a role of logicalstepping stones that promote the level of learners’ understanding. Inner speech is an internalized form of classroom dialogues between student and teacher, and guides learners think and solve problems independently without intervention of teacher. Therefore, in self-directed learning with micro-conceptualization, teacher's scaffolding within learner's zone of maximum response opportunity should be provided using functional errors and learner's inner speech.

作動强化法을 使用한 精神遲滯兒의 行動修正에 관한 考察

鄭淑璟 東亞大學校 敎育大學院 1981 敎育大學院 論文集 Vol.7 No.-

The purpose of this study was to review the theoretical models for and reaearches on behavior modification with the mentally retarded children(MR) in order to find out the fact that behavior modification based on operant techniques can be an effective method for teaching MR proper behaviors. The initial phase of an operant program serves five functions: 1) specifying the goal, 2) defining the operations, 3) recording of observation and data, 4) spotting needs for environmental changes, and 5) identifying the reinforcers. The following items were discussed in terms of the operant techiques: 1) increasing the frequency of behavior by using positive reinforcement, negative reinforcement, and imitation techniques, 2) decreasing the frequency of undesirable behavior by extinction, punishment, and Time Out procedure, and 3) major parameters of reinforcement such as schedule, amount and timing of reinforcement. As an overview of operant techniques, it was discussed that how the simple S-R connections are shaped up to become complex and functional units: 1) stimlus-control and 2) shaping and chaining. There are three limitations in the application of behavior modification to MR: 1) learning theory does not guide the teacher in determining educational goals, 2) a view of exclusively extrinsic motivation is limiting in scope, and 3) operational definition of reinforcement ignores certain cognitive aspects of reinforcement. As a result of this study, it was found that most of the researches reviewed had been greatly successful in changing the bahavior of MR inspite of the fact that the operant techniques have several limitations in practical applications. It is suggested that research in this field be directed toward the generalization and self-control of the mentally retarded childen in the future.

수업설계 모형 비교준거에 관한 탐색적 연구

정숙경 東亞大學校 學生生活硏究所 1996 學生硏究 Vol.24 No.-

수업이 효과적으로 이루어지기 위해 요구되는 요인들이 무엇이며 또 어떻게 접근되어야 하는지에 관한 관심과 노력은 1960년대 최초의 수업설계 모형이 제시된 이후 30여년간 지속적으로 증가되어 왔다. 특히 공학을 기반으로 한 각종 교수학습 자료가 수업 설계 원리에 의거하여 제작되고 있으며 (Ely ,1991), 학교 뿐만 아니라 기업체 등 학교교육 외 전문영역에서 인간자원 개발을 촉진시키고자 하는 목적 달성의 수단으로 수업설계를 도입하면서 수업설계 분야는 더욱 성장해 가고 있다 (Anglin,1991). 이와 같이 체계적 수업설계의 적용이 실제적으로 확산되면서 수업설계 분야의 연구 활동도 활발해지고 이에 따라 수업설계 이론 및 관련 모형들이 풍부히 제시되고 있다. Andrews와 Goodson (l 980) 이 주로 체제이론을 기초로 한 40개의 수업설계 모형을 분석하면서 수업설계 모형 비교 들을 제시할 때 이미 실제로는 60여개의 수업설계 모형이 제시되어 있었다. 십 수년이 지난 현재 수업설계 분야에는,종전의 수업설계 패러다임과 는 전혀 상이한 새로운 접근들이 시도되고 있으며 수업설계의 적용 범위 및 수업환경 도 크게 다양화되면서 수백 개에 이르는 수업설계 모형들이 제시되고 있다. While being in the midst of proliferation of instructional design models instructional designers as well as scholars have no valuable procedure for comparing instructional design models especially when alternitives to systems approach emerged recent years. The purpose of the present study is to provide criteria for comparing instructional design models. Specifically, the fundamental components of the instructional design process are reviewed, and criteria for comparing instructional design models are discussed in terms of internal as well as external dimension of instructional design models. The common components of various instructional design models could be reduced to needs assessment, objectives, learner characteristics, instructional strategies, evaluation and feedback. Five of them excluding needs assessment constitute Glaser model(1962) which, for the first time, considered instruction as a system. Needs assessment was added to ID process during 70s to correct problems identified as results of earlier instructional design practices. Comparing criteria based on internal dimension of models discussed are theoretical origins and required expertise. Instructional design models emerged during past three decades since the first model presented in the eartier 60s are mostly based upon systems theory. However, models not based on systems theory are increasingly emerging recent years. Thus, instructional design models can be considered either based on systems or non-systems according to its theoretical origin. Instructional design models also vary in the amount of expertise required by individuals to apply models. Some instructional models provide step-by-step descriptions of the process of designing instruction which are more appropriate for a novice instructional designers to employ, while other models rely on an expert’s intuition and experience to guide the process Many instructional design models originated in a certain context, in response to the particular needs ot that context. Employing a model from a significantly differant context would result in inefficient solution to instructional problems. Instructional contexts could be one of the following four context Kindefgarten education, elementary and secondary education, higher education, and training for business and other non-school organizations. Instructional design models are also intended to plan instruction for different levels of implementation depending on the size of the population targeted by the instruction. The six levels of instructional design include mass-level, institutional-level, course-level, unit-level, lesson-level, and module-level. Thus, the level of application becomes one of important comparing criteria for instructional design models.

초등저학년과 유아 교사들의 문해지도 접근 및 신념

정숙경 東亞大學校 2002 東亞論叢 Vol.39 No.-

The purpose of the present study was to investigate elementary and preschool teachers' literacy approaches and their beliefs related to learning and literacy acquisition. Specifically, teachers' use of literacy approaches and its variances according to children's age, and teachers' beliefs related to learning and literacy acquisition in terms of constructivism were examined. Subjects were 153 first and second grade teachers and 151 preschool teachers sampled from 25 elementary school and 36 preschool located in Busan. A Questionnaire containing 3 categories with 24 likert-scaled questions was developed with the reference of Hopkin(1995), Wortham(1998), Chung(1998), and Yoo(2000) to collect data. Statistical varification was done using MANOVAs. The results were discussed in the perspective of balanced approach between whole language and direct instruction. The conclusions derived from the discussion on the results are as follows: Firstly, while there's no difference in the use of whole-language approach between elementary and preschool teachers, elementary teachers use more skills approach than preschool teachers do. Therefore, young children probably would experience some difficulties in adapting themselves when they enter elementary schools. Secondly, elementary and preschool teachers' use of literacy approaches do not vary according to the age of their children. In the perspective that five-year olders should be provided with more direct instruction on decoding skills than their four-year old counterparts should be, this might be a problematic finding which is desirable to be incorporated into the training programs for prospective and incumbent teachers. Thirdly, the beliefs of elementary and preschool teachers related to learning and literacy acquisition reveals comparable constructivism to their literacy approaches respectively. Therefore, teachers of both parties use literacy approaches with supportive philosophical grounds.

特殊兒 定置制度의 發達에 관한 硏究

鄭淑璟 東亞大學校 1982 東亞論叢 Vol.19 No.1

The purpose of this study is to investigate into the different characteristics of the placement systems for exceptional children both in Korea and America. Exceptional children are those who need special education or special auxiliary services to accomplish educational goal, owing to their conditions of physical or psychological handicappedness. Traditionally these children are segregated by institutionalization or sending them to special schools. Nowadays, however, the trend for placement tends to be going into integration. The results of this study will contribute to finding problems in the areas of Korean special education in general and suggest some ideas of developing most appropriate placement system for exceptional children in Korea. In order to accomplish the purpose of this study, the development of placement system and the factors contributed to such development in two countries were studied and discussed. The data used in this study are from the literature and printed materials related to special education. The results of this study are as follows: The trend in special education placement is toward integration which aims to normailze the lives of exceptional children by placing them in regular classes most of the time, even during special services are being provided. There are eight kinds of placement system in America such as institutions, special schools, special classes, partially integrated special classes, resource rooms, itnerant teachers, teacher consultants, and mainstreaming movement, where as only two are found to be existed in Korea, special schools and special classes. Factors contributed to such development in America are found to be multiple from changes of social climate, political movement to educational resources, while only a little action on the part of the government and private elaborations of some interested individuals have caused the development in Korea. One of the two significant differences between the two countries is that there has not been developed institutional system in Korea, which has attributed in many aspects for the development of special education in America. Another is that there has not yet developed in Korea any system of integration which followed special classes in America. Based on the results of the study, suggestions and perspectives for developing desirable placement system in special education programs in Korea are discussed.

근접발달지대에 기초한 교사중재 수업모형 연구

정숙경 東亞大學校 2003 東亞論叢 Vol.40 No.-

Constructivism believes that knowledge is not transmitted to learners, rather it is constructed by learners during the learning process. Even though constructivism is pervasive in theories and practices of education, instructional model that guides constructivistic approach has not yet been provided. The purpose of this study was to explore an instructional model based on constructivism. Specifically, implications of constructivism and zone of proximal development in education were probed, instructional activities based on zone of proximal development were explored, and an instructional model using teacher mediation was constructed. The conclusions derived in this study are as follows: Firstly, while objectivism contends that there exists absolute realities, constructivism focuses on reflective type of meaning-making construction in the knowledge development of learners. Especially, Vygotsky's social constructionism emphasizes zone of proximal development in which interaction between learner and teacher can be optimally accomplished through scaffolding. Secondly, teacher mediation is on-the-spot adjustment to content flow and complexity on the part of teacher to accomodate learner's idiosyncratic learning needs. Teacher mediation is best accomplished within the zone of proximal development with functional errors and inner speech as its acting rules. Thirdly, an instructional model using teacher mediation was constructed based on the elements of instructional events proposed by Gagne. Nine instructional events were integrated into three phases in this model: motivation and objectives, teacher mediation activities, formative evaluation and enrichment and correction. Teacher mediation activities are implemented through student response-teacher reaction chains with the acting rule of functional errors and inner speech.