학습판단에 반영된 역량의 착각 현상 분석 = Analysis of Illusion of Competency Reflected on Judgment of Learning

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify Kendall’s coefficient of concordance among female high school students and college students taking a teaching subject regarding the frequency of use and impact of ten learning strategies. The students were asked to rank the ten learning strategies in terms of frequency of use and learning impact. This study also investigated whether there were ‘illusions of competency’ phenomena among these students and suggested some educational prescriptions. The two survey groups were not equivalent in terms of school level and curriculum operation. Evaluation at the high school was mostly recognition oriented and evaluation at the college was mostly recall oriented. According to the results of the survey research, Kendall’s coefficients of concordance for the two groups regarding learning strategy frequency and impact are statistically significant with a slight strength of agreement and a fair strength of agreement, respectively. However, students used low educational utility strategies most frequently, and selected low educational utility strategies as the most effective. The survey indicates students misunderstood a learning strategy that provides momentary fluency with high retrieval strength as a strategy that is guaranteed to provide a long-term understanding of learning content with high storage strength. This kind of illusion is present regardless of different academic achievement levels and is consistent with the phenomenon of illusion of competency verified by various prior research. The study analyzed reasons for the phenomenon in real-life educational problems and suggested both a need to provide systematic knowledge and information about learning strategies and several future research questions.

국문 초록 (Abstract)

이 연구는 인문계 여고생과 사범대학 교직과목 수강생을 대상으로 10가지 학습전략 중 ‘가장 많이 사용하는 학습전략’과 ‘가장 효과적이라 생각하는 학습전략’의 순위를 묻는 설문을 실시하여 순위의 일치도를 확인하고, 국외 선행연구에서 밝혀진 ‘역량의 착각’ 현상이 우리나라 학생에게도 해당되는지를 분석하여 그에 따른 교육적 처방을 제안하는 것을목적으로 한다. 두 설문 집단은 학교급간의 차이와 교육과정 운영상의 이질성, 재인 중심의 고등학교와 재생 중심의 대학교 평가방식에 따른 학습내용의 처리수준 차이 등을 고려하여 각각을 독립적인 조사 대상으로 설정하였다. 연구결과, 가장 많이 사용하는 학습전략의 순위와 효과적이라 생각하는 학습전략의 순위 각각에서 ‘어느 정도 일치도’가 있었다. 학생들은 유용성 ‘하’ 전략을 가장 많이 사용하고 있었으며 또한 가장 효과적이라고 생각하는 모순되는 현상이 나타났다. 즉, 학생들은 학습내용에 대한 순간적인 유창성을 제공하는 ‘인출강도’가 높은 현상을 학습내용에 대한 이해도를 장기적으로 보장하는 ‘저장강도’가 높은 것으로 착각하고 있었다. 이 착각 현상은 학생의 학업성취도 수준에 상관없이 일관되게 나타났으며 국외의 많은 선행연구에서 확인한 ‘역량의 착각’ 현상과 일치하고 있다. 이런 현상이 발생하는 원인을 교육현장의 문제에서 분석하고, 학습전략에 대한 체계적인 지식과 정보를 현장 교사와 예비 교사 및 학생에게 제공해야 할 필요성과 몇 가지 후속 연구 문제를제안하였다.

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