정의적 학습양식과 교수학습내용영역의 관계 = A Study on the Relationship between Affective Learning Styles and Academic Studies

다국어 초록 (Multilingual Abstract)

The purpose of this study was to find out the affective learning styles proper to each academic studies. The methods used in this study was a qualitative re-analysis of the prior research findings, made from 1980 to 2000, for the relationships between affective learning styles and academic studies, according to the presented conceptual model in this article. The following conclusions were drawn as the research results: First, appropriate learning styles are different according to the learner`s academic studies. In the language science, participative-observative-independent style would be more effective. In the natural science studies and social science studies participative-observative-independent style would be required in the basic science studies, but trial type would be required in sectional or practical science studies. In the engineering part studies and medial studies, participative-trial-independent style would be appropriate. Second, the affective element-type of participation(observation type, trial type) was the essential elements to determine appropriate affective learning styles for academic studies. The positive evaluation for every course was associated with participative type, and independent learning type, but these types couldn`t be the essential elements to identify the relationships between specific academic study and affective learning styles.