탐구기반학습에서 성찰적 탐구 지원도구의 설계연구 = The Design Experiments of Reflective Inquiry Supporting Tool in a Inquiry Based Learning

다국어 초록 (Multilingual Abstract)

The purpose of this study is to develop supporting tool for reflective inquiry in Inquiry Based Learning and to apply how reflective inquiry supporting tool in that affect on performance of inquiry based learning in CSCL Environments. The results of this study is as follows: First, reflective inquiry supporting tool has 7 design principles to develop. There are diverse presentation support of node and link, presentation support of context knowledge , visual support of inquiry process and result, support of scaffolding, circulation and reiteration inquiry support of meta-cognition. In addition, reflective inquiry supporting tool has 5 activity principles. There are responsibility of personal aspect and group aspect, support scaffolding, support of guided cross concept, support systematic inquiry activity, and support self-regulated learning and reflection activity. Reflective inquiry supporting tool has reflective inquiry system, task assignment curriculum, participation structure, and interaction promotion as a design framework. Second, the result of the covariance analysis for the portfolio score, in which the prior knowledge, self- regulation skill, and prior-experience of learners were controled as covariance, shows significant differences (F=6.334, p=.015). However, inquiry capability score was not significant(F=.000, p=.989). Third, overallinteraction messages were significantly different among the message types(χ2=72.604, p=.000). The residence analysis showed that the experiment group has more messages about the extracting and applying the result of inquiry whereas the control group has more messages for communication and the definition of the inquiry questions. Forth, in result of the covariance analysis, in which the prior knowledge, self-regulation skill, and prior-experience of learners were controled as covariance, the performance result score of learners`` self- evaluation was significant(F=4.553, p=.038). However, the performance process score(F=.926, p=.341) and the overall score(F=2.540, p=.118) were not statistically significant. Fifth, in result of the covariance analysis, in which the prior knowledge, self-regulation skill, and prior-experience of learners were controled as covariance, every case was significantly different except the usability score.

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