웹기반 문제중심학습(PBL)에서 메타인지와 스캐폴딩 유형이 성취에 미치는 영향 = (The)effects of learner's metacognition and scaffolding types on achievement in web-based problem based learning|RISS 상세보기

다국어 초록 (Multilingual Abstract)

Even though the interest and practice on Web-based Problem Based Learning(PBL) has increased as an instructional method that improves problem solving capability, there are still few studies on concrete learner's characteristics that affect learner's achievement and studies on instructional support following learner's characteristics. This study, therefore, inquires into the effects of learner's metacognition and offers scaffolding types (subject-oriented scaffolding and process-guided scaffolding) on achievement, and analyzes the differences among each stage of the problem solving process (problem-representation, solution-searching, solution-selection and justification, monitoring and evaluating). According to the results of this analysis, this study will try to offer information about effective scaffolding type for designers and instructors of Web-based PBL program to increase achievement by learner's characteristics.
The subjects of this study were 66 university undergraduate students in Gwangju who have taken course(s) in teaching profession. After testing the subjects' prior knowledge and metacognitive knowledge, the subjects were divided into two groups according to the level of their metacognitive knowledge, high group/low group. The each group of subjects were further divided into 2 groups, one group offered subject-oriented scaffolding and the other group offered process-guided scaffolding. The subjects used a think-aloud method during the problem solving process of the Web-based PBL. A think-aloud protocol coded by developed coding system(Kim, Hoisoo, 1993) and measured metacognitive regulation, and evaluated the achievement of presented results.
The results of this research are as follows:
1. In the problem solving process of Web-based PBL, there was no significant difference in problem solving achievement according to the level of metacognitive knowledge during the problem-representation stage however, there was a significant difference according to the level of metacognitive regulation in which the high-level group showed higher achievement. The high-level metacognitive regulation group also showed higher performance when offered process-guided scaffolding and the low-level metacognitive regulation group showed higher performance when offered subject-oriented scaffolding.
2. In the problem solving process of Web-based PBL, there was no significant difference in problem solving achievement according to the level of metacognitive knowledge during the solution-searching stage, however, there was a statistically significant difference according to the level of metacognitive regulation in which the high-level metacognitive regulation group showed higher achievement during solution-searching stage. The group offered process-guided scaffolding showed statistically higher achievement.
3. In the problem solving process of Web-based PBL, there was no significant difference in problem solving achievement in selecting a solution and justification according to the level of metacognitive knowledge, however, there was a statistically significant difference according to the level of metacognitive regulation in which the high-level metacognitive regulation group showed higher achievement during the solution-selection and justification phase. The group offered subject-oriented scaffolding also showed a statistically higher achievement.
4. In the problem solving process of Web-based PBL, there was no significant difference in problem solving achievement according to the level of metacognitive knowledge during the monitoring and evaluating stage, however, there was a statistically significant difference in achievement for monitoring and evaluating according to the level of metacognitive regulation in which the upper metacognitive regulation group showed higher achievement. The high-level metacognitive regulation group also showed higher performance when offered subject-oriented scaffolding and the lower metacognitive regulation group showed higher performance when offered process-guided scaffolding.
In conclusion, this study shows that metacognitive regulation has a more significant effect on the level of achievement for solving problems in Web-based PBL environment than metacognitive knowledge.
The results support the need for strategies or training to promote metacognitive regulation and training programs in order to increase the achievement in Web-based PBL activities. In addition, other forms of scaffoldings should be offered during the problem solving process since process-guided scaffolding is effective in the solution-searching stage and subject-oriented scaffolding is effective in both the solution-selection and justification stage. Furthermore, the achievement was higher for the high-level metacognitive regulation group when dealing with problems that offered process-guided scaffolding, and the achievement was higher for the low-level metacognitive regulation group when dealing with problems that offered subject-oriented scaffolding in the early stages of the problem solving process. Nonetheless, the high-level metacognitive regulation group had higher achievement when offered subject-oriented scaffolding and the low-level metacognitive regulation group had higher achievement when offered process-guided scaffolding in the inspection and evaluation stage that is the latter stages of the problem solving because the offered scaffolding is repeatedly offered in fixed form from the early stage of problem solving and provided operational control to learners.

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국문 초록 (Abstract)

문제해결능력을 신장시키는 교수학습 방법으로 웹기반 문제중심학습에 대한 관심과 실천이 증대되고 있으나 성취에 영향을 미치는 구체적인 학습자 특성에 대한 연구나 학습자 특성에 따른 교수적 지원에 관한 연구는 거의 없는 편이다. 이에 본 연구는 웹기반 문제중심학습(PBL)에서 학습자의 메타인지와 제공된 스캐폴딩 유형(과제지향적 스캐폴딩, 과정안내적 스캐폴딩)이 성취에 어떤 영향을 주는가를 알아보고 문제해결과정(문제표상, 해결안 탐색, 해결안 선정 및 정당화, 점검 및 평가) 중 어느 단계에서 차이를 나타내는지를 분석하였다. 그리고 이 분석결과에 근거하여 학습자들의 특성에 따라 성취를 높일 수 있도록 웹기반 PBL 프로그램을 설계하는 설계자와 운영하는 교수자에게 효과적인 스캐폴딩의 유형에 대한 정보를 제공하고자 하였다.
본 연구의 피험자는 광주시내 소재 대학의 학부생 중 대학에서 운영 중인 교직과목을 수강한 경험이 있는 학생들 66명으로 이들을 대상으로 사전지식검사와 메타인지적 지식검사를 실시하였다. 그리고 피험자들을 메타인지적 지식수준 상, 하로 구분한 후, 각각 과제지향적 스캐폴딩 제공집단과 과정안내적 스캐폴딩 제공집단에 배치하여 웹기반 PBL에서 제공된 문제를 해결하는 과정을 사고발성하게 하고 해결안을 작성하게 하였다. 사고발성 프로토콜은 개발된 코딩체제에 따라 코딩하여 메타인지적 규제를 측정하였고 제출된 결과물의 성취를 평정하였다.
실험을 통하여 얻은 연구결과는 다음과 같다.
첫째, 웹기반 PBL에서 문제해결과정 중 문제표상단계에서는 메타인지적 지식수준에 따라 문제해결의 성취는 통계적으로 의미 있는 차이가 나타나지 않았으나 메타인지적 규제수준에 따라서는 유의한 차이가 있었고 메타인지적 규제가 높은 수준의 집단이 성취가 더 높았다. 또한 메타인지적 규제가 높은 집단은 과정안내적 스캐폴딩을 제공받았을 때 성취가 더 높았고 메타인지적 규제가 낮은 집단은 과제지향적 스캐폴딩을 제공받았을 때 성취가 더 높게 나타났다.
둘째, 웹기반 PBL에서 문제해결과정 중 해결안 탐색단계에서는 메타인지적 지식수준에 따라 문제해결의 성취는 통계적으로 의미 있는 차이가 나타나지 않았으나 메타인지적 규제수준에 따라서는 유의한 차이가 있었고 메타인지적 규제가 높은 수준의 집단이 성취가 더 높았다. 또한 과정안내적인 스캐폴딩을 제공받은 집단의 성취가 통계적으로 유의하게 높았다.
셋째, 웹기반 PBL에서 문제해결과정 중 해결안 선정 및 정당화단계에서는 메타인지적 지식수준에 따라 문제해결의 성취는 통계적으로 의미 있는 차이가 나타나지 않았으나 메타인지적 규제수준에 따라서는 유의한 차이가 있었고 메타인지적 규제가 높은 수준의 집단이 성취가 더 높았다. 또한 과제지향적인 스캐폴딩을 제공받은 집단의 성취가 통계적으로 유의하게 높았다.
넷째, 웹기반 PBL에서 문제해결과정 중 점검 및 평가단계에서는 메타인지적 지식수준에 따라 문제해결의 성취는 통계적으로 의미 있는 차이가 나타나지 않았으나 메타인지적 규제수준에 따라서는 유의한 차이가 있었고 메타인지적 규제가 높은 수준의 집단이 성취가 더 높았다. 또한 메타인지적 규제가 높은 집단은 과제지향적 스캐폴딩을 제공받았을 때 성취가 더 높았고 메타인지적 규제가 낮은 집단은 과정안내적 스캐폴딩을 제공받았을 때 성취가 더 높게 나타났다.
결론적으로 웹기반 PBL에서 문제해결의 성취는 메타인지적 지식보다 메타인지적 규제에 의해 의미 있는 영향을 받는 것으로 보인다. 이러한 결과는 웹기반 PBL에서 성취를 높이기 위해서는 메타인지적 규제를 촉진하기 위한 전략이나 훈련이 프로그램에 포함될 필요성을 지지해 준다. 그리고 문제를 해결해가는 과정에서 해결안 탐색단계에서는 과정안내적 스캐폴딩이, 해결안 선정 및 정당화단계에서는 과제지향적 스캐폴딩이 더 효과적이기 때문에 성취를 높이기 위해서는 문제해결과정의 단계별로 다른 스캐폴딩을 제공해야 할 것이다. 또한 문제해결의 초기 단계에서는 메타인지적 규제수준이 높은 집단은 문제의 해결을 위해 메타인지적 특성을 가진 과정안내적 스캐폴딩을 제공받을 때 성취가 더 높고, 메타인지적 규제수준이 낮은 집단은 문제의 해결을 위해 과제와 관련된 지식을 가지고 문제를 해결하고자 하기 때문에 과제와 직접 관련된 도움을 제공하는 과제지향적 스캐폴딩을 제공받을 때 성취가 더 높았다. 그러나 문제해결의 후반부인 점검 및 평가단계에서는 제공된 스캐폴딩이 문제해결의 초기부터 고정된 형태로 반복해서 제공되는 유형이면서 학습자에게 통제권을 주고 있기 때문에 문제해결의 초반부인 문제표상단계와는 달리 메타인지적 규제수준이 높은 집단은 과제지향적인 스캐폴딩을 제공 받았을 때 성취가 더 높았고, 메타인지적 규제 수준이 낮은 집단은 과정안내적 스캐폴딩을 제공받았을 때 성취가 더 높았다.

번역하기

문제해결능력을 신장시키는 교수학습 방법으로 웹기반 문제중심학습에 대한 관심과 실천이 증대되고 있으나 성취에 영향을 미치는 구체적인 학습자 특성에 대한 연구나 학습자 특성에 따...

목차 (Table of Contents)

Ⅰ. 서론 = 1
1. 연구의 필요성 및 목적 = 1
2. 연구문제 = 4
3. 용어의 정의 = 5
4. 연구의 제한점 = 9

Ⅰ. 서론 = 1
1. 연구의 필요성 및 목적 = 1
2. 연구문제 = 4
3. 용어의 정의 = 5
4. 연구의 제한점 = 9
Ⅱ. 이론적 배경 = 10
1. 웹기반 PBL = 10
가. 웹기반 PBL의 정의 및 특성 = 10
나. 웹기반 PBL의 문제해결과정 = 12
2. 메타인지 = 16
가. 메타인지의 개념과 구성요소 = 16
나. 메타인지적 지식 = 17
다. 메타인지적 규제 = 18
라. 메타인지의 측정 = 19
마. 메타인지와 문제해결의 성취 = 20
3. 스캐폴딩 = 23
가. 스캐폴딩의 개념 = 23
나. 스캐폴딩의 유형 = 25
다. 스캐폴딩 유형과 문제해결의 성취 = 30
4. 메타인지적 규제와 스캐폴딩의 상호작용 = 33
Ⅲ. 연구가설 = 36
Ⅳ. 연구방법 = 38
1. 피험자 = 38
2. 웹기반 PBL 프로그램 = 38
가. 프로그램의 개발 절차 = 40
나. 프로그램의 구성 = 42
다. 프로그램의 타당화 = 45
3. 측정도구 = 45
가. 메타인지적 지식 검사 = 46
나. 메타인지적 규제 측정 = 46
다. 사전지식 검사 = 48
라. 문제해결의 성취 평정도구 = 48
3. 실험설계 및 절차 = 50
가. 실험설계 = 50
나. 실험절차 = 51
4. 자료의 수집 및 분석 = 52
Ⅴ. 연구결과 및 해석 = 54
1. 메타인지적 지식에 따른 문제해결 성취의 차이 = 54
2. 메타인지적 규제와 스캐폴딩 유형에 따른 문제해결 성취의 차이 = 58
Ⅵ. 논의 = 69
Ⅶ. 결론 및 제언 = 73
1. 결론 = 73
2. 제언 = 75
참고문헌 = 78
Abstract = 91
부록 = 95

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