효과적인 비계설정을 위한 수업설계모형 = Instructional Design Model for Effective Scaffolding

다국어 초록 (Multilingual Abstract)

Scaffolding is intrinsically dynamic and adaptive processes depended on contexts of learning environment, learners, and tasks. To design effective scaffolding, there should be systematic analysis and diagnoses on learners ZPD and self-regulation level followed by design of scaffolding strategies and scaffolders. The purpose of the study is to develop an instructional design model for effective scaffolding based on theoretical study. The characteristics of the model are as follows. (1) The instructional design model for effective scaffolding was developed based on the ADDIE model. (2) Scaffolding strategies and some suggestions are provided for each design step: ① Phase I: analyzing need, learning tasks, learners and environment. In this phase, it is necessary to establish specific scaffolding goals. Also learner`s learning obstacles are classified by Gagne`s learning outcomes. For analyzing learners, the study suggests tools for diagnosing learners` self-regulation level and ZPD. ② Phase II: designing of scaffolding strategies. In this phase, the model suggest the way to select scaffolers, select scaffolding strategies based on the learning task, select the level of scaffolding and select media. ③ Phase Ⅲ: Developing the media, assessment tools. In this phase, the model suggest how media and assessment tools are developed for scaffolding. ④ Phase Ⅳ: Implementing scaffolding strategies. In this phase, the model suggest how scaffolding strategies should be implemented. ⑤ Phase Ⅴ: Evaluation. In this phase, the model describe how to evaluate scaffolding design process, implementation process and results of scaffolding strategies. The model has practical implications for the teachers in the education field. The model can help educational experts in designing effective scaffolding strategies.

참고문헌 (Reference)

1 "역동적 평가의 문제와 발전방향" 10 (10): 53-79, 1997b

2 "역동적 평가의 문제와 발전방향" 10 (10): 53-79, 1997b

3 "아동의 수학적 문제해결에서 부모의 비계설정" 11 : 115-134, 1997a

4 "아동의 수학적 문제해결에서 부모의 비계설정" 11 : 115-134, 1997a

5 "비고츠키의 사회 문화적 이론이 유아교육에 주는 시사: 비계설정과 역동적 평가" 12 (12): 123-153, 2000

6 "비고츠키의 사회 문화적 이론이 유아교육에 주는 시사: 비계설정과 역동적 평가" 12 (12): 123-153, 2000

7 "근접발달영역을 고려한 교수-학습방법의 효과성 연구" 고려대학교 1999

8 "근접발달영역을 고려한 교수-학습방법의 효과성 연구" 고려대학교 1999

9 "가상현실 학습 환경에서 학습을 촉진하는 비계설정에 대한 이론적 고찰" 8 (8): 174-190, 2003

10 "가상현실 학습 환경에서 학습을 촉진하는 비계설정에 대한 이론적 고찰" 8 (8): 174-190, 2003

11 "Vygotsky의 중재전략을 반영한 수업사상별 비계활용 방안" 20 (20): 19-49, 2004

12 "Vygotsky의 중재전략을 반영한 수업사상별 비계활용 방안" 20 (20): 19-49, 2004

13 "Using instructional discourse analysis to study the scaffolding of student self-regulation" 37 (37): 17-25, 2002

14 "Using instructional discourse analysis to study the scaffolding of student self-regulation" 37 (37): 17-25, 2002

15 "Tools of the mind: A Vygotskian approach to early childhood education" Prentice Hall 1995

16 "Tools of the mind: A Vygotskian approach to early childhood education" Prentice Hall 1995

17 "The validity of learning potential An Interactional approach to evaluating learning potential" New york; Guilfoerd Press 1987

18 "The validity of learning potential An Interactional approach to evaluating learning potential" New york; Guilfoerd Press 1987

19 "The systematic design of instruction,6th ed" Pearson 2005

20 "The systematic design of instruction" Pearson 2005

21 "The shifting focus of maternal tutoring across different difficulty levels on a problem solving task British Journal of Developmental Psychology" 147-155, 1990

22 "The shifting focus of maternal tutoring across different difficulty levels on a problem solving task British Journal of Developmental Psychology" 147-155, 1990

23 "The role of tutoring in problem solving Journal of Child Psychology and Psychiatry" 89-100, 1976

24 "The role of tutoring in problem solving Journal of Child Psychology and Psychiatry" 89-100, 1976

25 "The metaphor of scaffolding:Its utility for the field of learning disabilities" 31 : 344-364, 1998

26 "The metaphor of scaffolding:Its utility for the field of learning disabilities" 31 : 344-364, 1998

27 "The language of teaching and learning" Heinemann 1988

28 "The language of teaching and learning" Heinemann 1988

29 "The dynamic assessment of related performance" University Park Press 1979

30 "The dynamic assessment of related performance" University Park Press 1979

31 "Synergy: A complement to emerging patterns of distributed Scaffolding" 13 (13): 305-336, 2004

32 "Synergy: A complement to emerging patterns of distributed Scaffolding" 13 (13): 305-336, 2004

33 "Supporting the process of literacy understanding Analysis of a classroom discussion national Research Center for the Learning and Teaching of Literature" 1991

34 "Supporting the process of literacy understanding Analysis of a classroom discussion national Research Center for the Learning and Teaching of Literature" 1991

35 "Supporting science Learning and Teaching with software-based Scaffolding" 2006

36 "Supporting science Learning and Teaching with software-based Scaffolding" 2006

37 "Self-regulated learning:where we are today" 31 (31): 445-457, 1999

38 "Self-regulated learning:where we are today" 31 (31): 445-457, 1999

39 "Self regulated learning: the educational legacy of paul R. Pintrich" 40 (40): 85-94, 2005

40 "Self regulated learning: the educational legacy of paul R. Pintrich" 40 (40): 85-94, 2005

41 "Scaffolding:An Important teacher competency in online learning" 47 (47): 39-44, 2003

42 "Scaffolding: An Important teacher competency in online learning" 47 : 39-44, 2003

43 "Scaffolding-by-Design as a model for online learner support" University of Twente 2001

44 "Scaffolding-by-Design as a model for online learner support" University of Twente 2001

45 "Scaffolding design guidelines for learner-centered software environments" 2002

46 "Scaffolding design guidelines for learner-centered software environments" 2002

47 "Scaffolding children's learning: Vygotsky and early childhood education" The National Association for the Education of Young Children 1995

48 "Scaffolding children's learning: Vygotsky and early childhood education" The National Association for the Education of Young Children 1995

49 "Scaffolding Student Learning: Instructional Approaches and Issues" Brookline Books 1997

50 "Scaffolding Student Learning: Instructional Approaches and Issues" Brookline Books 1997

51 "Scaffolding Analysis: Extending Metaphor to Learning Artifacts" 13 (13): 387-422, 2004

52 "Scaffolding Analysis: Extending Metaphor to Learning Artifacts" 13 (13): 387-422, 2004

53 "Rousing minds to life Teaching learning and schooling in social context" Cambridge University Press 1988

54 "Rousing minds to life Teaching learning and schooling in social context" Cambridge University Press 1988

55 "Reading and writing as natural language activities" 168-175, 1983

56 "Reading and writing as natural language activities" 168-175, 1983

57 "Principles of Instructional Design,5th ed" Wadsworth 2005

58 "Principles of Instructional Design,5th ed" Wadsworth 2005

59 "Open learning environments: foundation, methods and models,Reigeluth" Lawrence Erlbaum associates Publishers 2 : 1999

60 "Open learning environments: foundation, methods and models" Lawrence Erlbaum associates Publishers 2 : 1999

61 "Linking dynamic assessment with school achievement An interactional approach to evaluting leraning potential" In C Guilford Press 1987

62 "Linking dynamic assessment with school achievement An interactional approach to evaluting leraning potential" In C Guilford Press 1987

63 "Intervention programs for retarded performance Implication for reform" 1991

64 "Intervention programs for retarded performance Implication for reform" 1991

65 "Instructional implications and applications of sociohistorical psychology" Cambridge University Press 1978

66 "Instructional implications and applications of sociohistorical psychology" Cambridge University Press 1978

67 "Instructional design,3rd Ed" Wiley 2005

68 "Instructional desig,3rd Ed" Wiley 2005

69 "Future online teachers' scaffolding: What kind of advance technology innovations would teachers like to see in future distance training projects" 9 (9): 599-606, 2001

70 "Future online teachers' scaffolding: What kind of advance technology innovations would teachers like to see in future distance training projects" 9 (9): 599-606, 2001

71 "Dynamic assessment in the language classroom" 9 (9): 233-265, 2005

72 "Dynamic assessment in the language classroom" 9 (9): 233-265, 2005

73 "Diagnosing zone of proximal development" Cambridge University Press 1985

74 "Diagnosing zone of proximal development" Cambridge University Press 1985

75 "Cognitive socialization practices across ethnocultural contexts: How much does literacy account for cultural differences in intellectual performance?" 1998

76 "Cognitive socialization practices across ethnocultural contexts: How much does literacy account for cultural differences in intellectual performance?" 1998

77 "Apprenticeship in thinking:Cognitive development in social context" Oxford University Press 1990

78 "Apprenticeship in thinking:Cognitive development in social context" Oxford University Press 1990

79 "A taxonomy of approaches and an outline of strenghths and weaknesses" 113-121, 1989

80 "A taxonomy of approaches and an outline of strenghths and weaknesses" 113-121, 1989

81 "A social cognitive view of self-regulated academic learning" 81 : 329-339, 1989

82 "A social cognitive view of self-regulated academic learning" 81 : 329-339, 1989

83 "A conceptual framework for assessing motivation and self-regulated learning in college students" 16 (16): 385-407, 2004

84 "A conceptual framework for assessing motivation and self-regulated learning in college students" 16 (16): 385-407, 2004

85 "A Scaffolding Design Framework for Software to Support Science Inquiry" 13 (13): 337-386, 2004

86 "A Scaffolding Design Framework for Software to Support Science Inquiry" 13 (13): 337-386, 2004