비구조적 과제 수행 증진 지원 동료 피드백 유형 분석 및 활용 전략 개발 = Identifying types of peer feedback improving learners’ ill-structured task performance & Developing their instructional strategies

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify types of peer feedback that may improve learners’ ill-structured task performance and to develop instructional strategies to use them effectively in peer feedback situation. For the purpose this study incorporated a design-based research in two consecutive semester in phase 1 and 2, respectively. In phase 1, this study found that two types of peer feedback(indicating problems & suggesting solutions) have positive influence on improvement of ill-structured task performance. On the contrary, social message have negative influence on improvement of ill-structured task performance. In Phase 2, instructional strategies for effective use of peer feedback were developed through iterative process of revise and reimplementation. As the results of the iterative process, this study developed a few specific instructional strategies such as using explicit guidance of peer feedback type, visualization and localization peer feedback, and general feedback criteria. Finally, the researcher discussed significance and limitation of this study from the perspectives of design-based research.

국문 초록 (Abstract)

본 연구는 비구조적 과제 수행에 영향을 주는 피드백 유형은 어떤 것인지 파악하고, 그것을 어떤 식으로 활용해야하는지에 대한 구체적 활용 전략을 도출하는 것을 그 목적으로 한다. 이러한 목적을 위하여 본 연구는 연구 환경의 맥락성을 중시하는 설계기반 연구를 바탕으로 두 학기 동안 실제 비구조적 과제 수행 현장에서 자료를 수집하고, 그 결과를 정리하여 재적용하는 순환적 연구를 수행하였다. 연구 1에서는 비구조적 과제 수행 증진에 긍정적 영향을 주는 동료 피드백 유형은 문제점 지적과 해결책 제시이고 부정적 영향을 주는 유형으로는 주로 사회적 담화를 담은 기타 유형임을 밝혀내었다. 연구 2에서는 이러한 피드백 유형에 대한 명확한 안내의 제공과 활용 규칙 설정, 피드백 유형의 시각화 및 지역화를 통한 비구조적 과제 수행 증진과의 연계 강화, 오류 피드백 감소를 위한 전체적 수준의 피드백 준거 사용 등이 구체적인 활용전략으로 도출되었다. 연구의 마무리에서는 본 연구의 결과가 설계기반연구의 결과로서 갖는 의미와 한계점을 논의하였다.

참고문헌 (Reference)

1 이지연, "한국 대학생의 영작문 활동 시 나타나는 동료피드백의 양상 및 이에 대한 인식" 현대영어교육학회 11 (11): 134-161, 2010

2 강숙희, "교직 희망 의지와 동료피드백 유형이 예비교사들의 교사효능감에 미치는 영향" 한국교원교육학회 27 (27): 197-214, 2010

3 박소연, "교사 피드백과 동료 피드백의 비교 연구" 한양대학교 2007

4 Bransford, J. D., "Who ya gonna call? Thought about teaching problem solving, In Cognitive perspectives on educational leadership" Teachers College Press 171-191, 1993

5 Nelson, M. M., "The nature of feedback: How different types of peer feedback affect writing performance" 37 : 275-401, 2009

6 Hyland, F., "The impact of teacher-written feedback on individual writers" 7 (7): 255-286, 1998

7 Kim, M., "The impact of an elaborated assessee’s role in peer assessment" 34 (34): 105-114, 2009

8 Cho, K.-L., "The effects of argumentation scaffoldings on argumentation and problem-solving" 50 (50): 5-22, 2002

9 김양희, "The effectiveness of diverse types of written feedback: Comparative study of teacher and student feedback." 한국영어어문교육학회 16 (16): 133-152, 2010

10 Beuningen, C. G., "The effect of direct and indirect corrective feedback on L2 learners’ written accuracy" 156 : 279-296, 2008

11 Smyth, K., "The benefits of students learning about critical evaluation rather than being summatively judged" 29 (29): 369-378, 2004

12 Shin, N., "Predictors of well-structured and ill-structured problem solving in as astronomy simulation" 40 (40): 7-27, 2003

13 Kim, M., "Peer assessment as a learning method" VDM 2008

14 McGarrell, H., "Motivating revision of drafts through formative feedback" 61 (61): 228-236, 2007

15 Brown, A. L., "Learning, remembering, and understanding, In Handbook of child psychology: Cognitive developing (Vol. 3)" John Wiley and Sons 77-166, 1983

16 Jonassen, D. H., "Instructional design models for well-structured and ill-structured problem solving learning outcomes" 45 (45): 65-94, 1997

17 Ertmer, P. A., "Instructional design expertise: How will we know it when we see it" 45 (45): 38-43, 2005

18 Rust, C., "Improving students' learning by developing their understanding of assessment criteria and processes" 28 (28): 147-164, 2003

19 Mory, E. H., "Feedback research revisited, In Handbook of research for educational communication and technology" Lawrence Erlbaum Associates 745-783, 2004

20 Eseryel, D., "Expert conceptualizations of the domain of instructional design: An investigative study on the deep assessment methodology for complex problem-solving outcomes" Syracuse University 2006

21 최익선, "Designing and implementing a case-based learning environment for enhancing ill-structured problem solving: Classroom management problems for prospective teachers" Association for Educational Communication and Technology (AECT) 57 (57): 99-129, 200902

22 The DBR Collective, "Design-based research: An emerging paradigm for educational inquiry" 32 (32): 5-8, 2003

23 Richey, R. C., "Design and Development Research: Methods, Strategies, and Issues" Lawrence Erlbaum Associates 2007

24 Woolf, H., "Assessment criteria: reflections on current practices" 29 (29): 479-493, 2004