PBL(Problem-Based Learning) 활용 수업에서 자기규제학습 능력에 따른 성취도, PBL 학습요소별 인식의 차이 및 성취도와 인식차의 관계 분석 = The Relationship of Self-Regulated Learning Capabilities to Academic Achievement and Learning Element Recognition in PBL-Based Instruction

다국어 초록 (Multilingual Abstract)

The purpose of this study was to serve as an empirical basis for determining the impact of the self-regulated learning on achievement and learning element recognition in PBL-based instruction when PBL complied with the learning principles of constructivism is applied to school instruction.
The research questions were posed as below:
1. Does the self-regulated learning capabilities of learners make any difference to their academic achievement in PBL-based instruction?
2. Does the self-regulated learning capabilities of learners make any difference to their recognition of learning elements in PBL-based instruction?
3. Does the self-regulated learning capabilities of learners make any difference in PBL-based instruction to learning factors affecting achievement?
The findings of this study were as below:
First, regarding Research Question 1 about the impact of self-regulated learning capabilities on academic achievement in PBL-based instruction, the learners who had the best self-regulated learning capabilities (hereinafter called the to-ranking group) scored significantly higher in PBL achievement than the learners who had the average and poor learning capabilities(hereinafter called the average-ranking group and the lower-ranking group respectively)(F(2, 158)=10.821, p<.05).
Second, concerning Research Question 2 on the influence of self-regulated learning capabilities on the recognition of learning elements in PBL-based instruction, their opinions on cooperative learning, self-directed learning, process-centered evaluation and instruction satisfaction were not significantly different(p>.05), but their view of the authenticity of the problems varied significantly(F(2, 158)=3.079, p<.05). This showed that self-regulated learning capabilities made them perceive the same situation in different way, even though the problems turned out to be highly authentic by specialists.
Third, as to Research Question 3 about the impact of self-regulated learning capabilities of learners on their recognition of individual learning components influencing achievement, the data collection factor exercised an only significant impact on the achievement of the average group (t=2.32, p<.05). The other learning components didn't have any significant influence on achievement, no matter what their self-regulated learning capabilities were. For every learner, the overall PBL achievement also was found to be affected by the data collection factor, regardless of self-regulated learning capabilities. 20.9%(R2=.209) of the total achievement change in the top-ranking group resulted from their perception of learning components, and this factor brought 18.8%(R2=.188) change to the achievement of the lower-ranking group, and 15.9% change(R2=.159) to that of the average group. The lower-ranking group was more affected in achievement by this factor than the average group. As a whole, the recognition of learning component gave 11.3%(R2=.113) impact on the achievement of the entire learners, regardless of self-regulated learning capabilities.
This finding showed that between the recognition of problem authenticity and of data collection that differed significantly with self-regulated learning capabilities, the academic achievement was directly affected by the data collection factor.
Consequently, it's needed to consider how learners could be able to utilize information more efficiently as a strategy to improve academic achievement.

참고문헌 (Reference)

1 손종식, "학년 및 성별에 따른 자기규제 학습수준과 학업성취 및 지능과의 관계" 1993

2 신민희, "자기조절학습 이론(Self-Regulated Learning Theory): 의미,구성요소,설계원리" 1998

3 "인터넷 학습 자료의 제시 유형과 자기규제학습 수준이 프로그래밍 언어 학습에 미치는 효과" 1998

4 강인애, "왜 구성주의인가? : 정보화시대와 학습자중심의 교육환경" 문음사 2001

5 임정훈, "상호작용 관점에서 조망해 본 웹 기반 교육의 이론적 기저" 한국교육공학회 1999

6 김선자, "구성주의에 의한 초등학교 사회과 수업 설계 및 적용 : 문제중심학습방법(Problem-Based Learning)에 의한 사례연구" 경희대학교 교육대학원 1998

7 김영수, "교육공학의 패러다임" 1997

8 Brooks, David W, "Web-teaching" Kluwer Academic/Plenum Publishers 2000

9 Barrows, Howard, "The tutorial process" Southern Illinois Univ. school of medicine 1988

10 "The role of cognitive engagement in classroom learning and motivation" 1983

11 Zimmermann,B.J., "Self-regulated learning and academic achievement: An overview" 1990

12 Bandura, "Self-efficacy Mechanism in Human Agency" 1982

13 Schunk,Zimmerman, "Self- regulated learningand academic achiev ement" 1989

14 McCombs, "Self- regulated learning and academic achievement : A phenomenological view" 1989

15 Ghatala,Pressley, "Self- regulated learning :Monitoring learning from text" 1990

16 Shin,M.H., "Promoting self- egulation ability : guidelines for instructional design" 1998

17 Bridges, Edwin M, "Problem-based learning for administrators" ERIC 1992

18 Milt er,Stinson, "Problem- based Learning in busines seducation" 1994

19 Duffy,Savery, "Problem based learning: An instructional model and its constructivist framework" 1996

20 Barrows, H. S., "Problem based learning in secondary schools" 1993

21 Pintrich,P.R., "Motivational and self-regulated learning components of classroom academic performance" 1990

22 Pintrich, "Motiv ation and learning strategies interation with achievement" 1986

23 Zimmerman, "Model of self- regulated learning and academic achievement" 1989

24 Ethner, "Enhancing self-efficacy for computer technologies through the use ofpositive classroom experiences" 1994

25 McCombs, "Educational intervention s for enhancing metacognition and self- regulated learning" 1991

26 Vygotsky, "Education psychology" 1997

27 "Development of structured interview for assessing student use of self-regulated learning strategies" 1986

28 Simon,P.R., "Constructive learning : The role of the learner" 1993

29 Martinez- Pon,M.,Zimmerman, "Construct validation of a strategy model of student self-regulated learning" 1988