지적 호기심 유발을 위한 전략 탐색-대학 수업을 중심으로 = Exploring a Strategy for Inducing Epistemic Curiosity- Based on university curriculum

다국어 초록 (Multilingual Abstract)

This study is intended to explore inducing element of epistemic curiosity and its strategy as a way of promoting perceptual process of the learners in a university curriculum and enhancing internal motivation, being initiated from the issues that university curriculum being progressed mainly based on lectures is restraining the creative thought of the learners and epistemic communication between the professors and students and furthermore, utilization method of inducing elements of epistemic curiosity and its strategy to be applicable for the university curriculum was suggested.
Inducing element and its strategy were investigated based on epistemic curiosity of interest type and that of deprivation type as suggested by Litman(2008). Condition of inducing epistemic curiosity can be classified into the following 4 types.
In order to induce epistemic curiosity of interest type, 'a new stimulant' should be presented and 'diversified contents of learning' should be emphasized. In addition, in order to induce curiosity of deprivation type, 'conceptional conflict' should be induced for the learners and 'uncertainty of information' being felt by the learners should be addressed to them. In order to explore inducing strategy for epistemic curiosity, diversified strategy was suggested by matching it with inducing condition of epistemic curiosity by exploring awakening strategy on the basis of research that is A2 of ARCS, a model of epistemic curiosity, exploring activity and motivation.
In order to make use of inducing element of epistemic curiosity and its strategy in the classroom, epistemic curiosity was suggested as a way of inducing joining motivation, sustained motivation and successive motivation by considering epistemic curiosity as an element of inducing internal motivation. In order to induce joining motivation in advance, a new stimulant should be presented and in order to induce sustained motivation, conceptional conflict should be induced and uncertainty of information should be made to be felt and finally, in order to induce successive motivation, diversified learning should be emphasized.
This study has a limit in terms of the fact that an empirical experiment is not sufficiently implemented in researching relevant literatures.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론
• 1. 연구의 배경 및 필요성 1
• 2. 연구목적 및 연구문제 4
• 3. 용어의 정의 4
• 4. 연구의 범위 및 제한점 5
• Ⅱ. 이론적 배경
• 1. 대학교육과 지적 호기심
• 가. 대학교육의 현 상태 6
• 나. 대학 수업과 지적 호기심 11
• 2. 지적 호기심
• 가. 지적 호기심의 개념 15
• 나. 지적 호기심의 유형 18
• 다. 지적 호기심과 학습 20
• Ⅲ. 지적 호기심 유발 조건 및 전략
• 1. 지적 호기심 유발 조건 22
• 2. 지적 호기심 유발 전략 26
• 2. 지적 호기심 조건 및 전략의 활용 방안 33
• Ⅳ. 결론 및 제언
• 1. 결론 36
• 2. 제언 37
• 참고문헌 39
• 초록 45
• Abstract 47
• 표차례
• <표-1> 수업방법의 활용 비중 별 교수들이 분포 9
• <표-2> 지적 호기심 전략 구분 29
• 그림차례
• [그림 1] 재미의 선 순환적 구조 20
• [그림 2] 지적 호기심 유발 조건 22
• [그림 3] 지적 호기심 유발 전략 탐색 절차 25
• [그림 4] 수업의 흐름과 학습 동기, 지적 호기심유발 전략 33