철원지역 저소득층 초등학생을 위한 역동적인 협력학습 설계 전략 탐색 = Review on design strategies of dynamic collaborative learning for elementary school children from low income family in Chol-won

국문 초록 (Abstract)

  이 연구는 철원지역 위스타트 교육 프로그램 개발에 효과적으로 활용할 수 있는 역동적인 협력학습의 설계전략을 개발하는데 목적이 있다. 이를 위해 민북 마을 교육 수요자에 대한 기초조사의 결과를 근거로 역동적인 협력학습에 대한 교육 요구를 파악하고, 협력학습에 관련된 제반 이론을 탐색하여 설계 전략의 기본 틀을 구안하였다. 이렇게 만들어진 초기 전략은 형성적 사례연구 과정에 따라 수업 적용을 통하여 문제점을 분석하고, 이를 반영하여 최종적인 교수설계 전략으로 완성되었다. 마지막으로 타당성을 검증하기 위하여 구안된 설계 전략들을 실제 수업에 적용하고 그 효과를 통계적으로 검토하였다. 이처럼 완성된 설계 전략은 “(1) 다양한 학습경로의 확보, (2) 범위 조정, (3) 정지활동, (4) 집단성찰의 강조, (5) 의견충돌의 활용, (6) 오해의 의도적 활용”의 6가지이다. 이 전략의 적용 결과, 교육적 효과성, 효율성, 매력성 측면에서 유용한 것으로 나타났으나, 결론을 통해 설계 전략의 실제 적용에 필요한 주의사항과 개선점을 지적하고 후속연구를 제언하였다.

다국어 초록 (Multilingual Abstract)

  The purpose of this study is to propose an design strategies of dynamic collaborative learning for elementary school children with low income parent in Chol-won and examine the practical usability of the strategies in WeStart education program.<BR>  The strategies were developed based on the following stages. At the beginning stage, questionnaires were used for 72 elementary school children and 65 parents in low income family to collect data to establish basic principles which facilitates the practical usability of the strategies. This study reviewed existing dynamic collaborative learning theories and then integrated the principles of those theories using formative case study to draw design strategies. Through the extensive literature reviews and survey study, basic strategies were developed.<BR>  This paper suggests six essential design strategies such as (1) preparing multiple perspectives, (2) focusing on scale regulation, (3) preserving the grounding, (4) emphasizing the group reflection, (5) inducing the purposeful conflicts, (6) utilizing the misunderstanding.<BR>  The study evaluated the design strategies using quantitative research method to test the validity and the usability in terms of its effectiveness, efficiency, and attractiveness and also reveals some limitations. The limitations and related suggestions were discussed.

목차 (Table of Contents)

• 요약
  Ⅰ. 연구의 개요
  Ⅱ. 이론적 배경
  Ⅲ. 설계 전략 개발의 방향
  Ⅳ. 역동적 협력학습의 설계 전략
  Ⅴ. 설계 전략의 효과 검증
  Ⅵ. 결론 및 제언
  참고문헌
  Abstract
  〈부록〉 설계전략을 적용한 수업 지도안
  

참고문헌 (Reference)

1 "학구적 실패에 대한 내성의 관련연구" 11 (11): 1-19, 1997

2 "지식 생태학과 교육공학 생태학적 교육공학의 정초마련을 위한 시론적 탐색" 21 (21): 159-194, 2005

3 "저소득층 아동의 공부방에 대한 연구" 대전대학교 2004

4 "저소득층 가족의 경제적 어려움이 아동의 자존감에 미치는 영향" 연세대학교 1999

5 "웹에서의 지식구축을 위한 공동저술 활동에 관한 연구" 41 (41): 491-521, 2003

6 "웹기반 가상교육 프로그램 설계를 위한 활동모형 개발" 17 (17): 27-52, 2001

7 "빈곤 아동이 지각한 가정의 심리적 환경과 부적응 행동" 숙명여자대학교 1996

8 "네트웍 기반의 학습에서 협력적 성찰 지원 도구 설계 전략 탐색" 5 (5): 89-106, 2002

9 "Web-Supported Emergent-Collaboration In Higher Education Courses" 3 (3): 94-104, 2000

10 "Using Argument Map Representations to make Thinking Visible for Individuals and Groups" Lawrence Erlbaum Associates 449-486, 2002

11 "Training Complex Cognitive Skills" 아카데미프레스 1997

12 "Theoretical and practical considerations in the design of web-based instruction" Idea Group 156-177, 2000

13 "The role of grounding in collaborative learning tasks" Pergamon 31-63, 1999

14 "The relationship between collective efficacy and task interdependence" University of Southern California 2001

15 "The principle of vicarious interaction in computer-mediated communications" 7 (7): 223-242, 2001

16 "The experience of flow in interacting with a hypermedia learning environment X" 10 (10): 69-84, 2001

17 "Reflections on WebGuide; seven issues for the next generation of collaborative knowledge-building environments" 1999b

18 "Psychology of Learning for Instruction" Pearson Education Company 2000

19 "Perspectives on collaborative knowledge-building environments toward a cognitive theory of computer support for learning" 1999a

20 "Performance support lifelong learning" 1 (1): 41-48, 1999

21 "Perceived disorientation and incidental learning in Web-based environmentinternal and external factors" 10 (10): 227-251, 2001

22 "Metacognition: an Overview" 1999

23 "Low income children after school care Are there beneficial effects of after school programs? Child development" 440-456, 1994

24 "Learning together: understanding the processes of computer based collaborative learning" Pergamon 20-30, 1999

25 "Learnet- a model for virtual learning communities in WWW" 6 (6): 141-157, 2000

26 "K-CBCL 아동 청소년 행동평가 척도" 중앙적성연구소 2004

27 "Introduction: what do you mean by collaborative learning" Pergamon 1-19, 1999

28 "Implications for Research In Hypermedia-Based Learning Environment Proceedings of the 1994 National Convention of the Association for Educational Communications and Technology" 483-502, 1994

29 "Exploring student interactions in collaborative World Wide Web computer-based learning environments" 7 (7): 263-287, 1998

30 "Conscious understanding during comprehension" 21 : 255-287, 1996

31 "Computer-mediated epistemic dialogue: explanation and argumentation as vichicles for understanding scientific notions" 11 (11): 63-103, 2002

32 "Computer Supported Intentional Learning Environments(CSILE) facilitating the re-establishment of the dynamic scholar community of the past" 1999

33 "Cognitive effects of web page design" Idea Group 41-55, 2000

34 "Building a web-based educational system" John Wiley & Sons 1998

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

36 "A family process model of economichardship and adjustment of early adolescent boys" 526-541, 1992