비구조화된 과제에서 질문기법의 활용이 대학생의 문제해결과 메타인지전략의 전이에 미치는 영향 = The Influence of question prompts in ill-structured problem solving on the improvement of problem solving and the transfer of metacognitive strategies

국문 초록 (Abstract)

비구조화된 문제해결과제 수행 시 메타인지전략을 촉진하는 질문기법의 활용이 대학생의 문제해결과 메타인지전략의 전이에 미치는 영향을 탐색하는 데에 연구의 목적을 두고 있다. 비구조화된 문제해결 과제 수행 시 메타인지전략으로써 활용한 질문기법이 전이되는지, 그것이 문제해결과제 수행의 향상과 메타인지인식의 향상에 영향을 미치는지를 탐색하였다. 이를 위해 대학생 32명이 팀으로 나누어 세 번의 비구조화된 문제해결 과제를 수행하였다. 첫 번째 과제는 출발점 과제로 질문기법을 제공하지 않고, 자유롭게 문제해결과정을 수행하도록 하였다. 두 번째 과제는 학습 과제로 메타인지전략의 질문기법을 제공하였다. 세 번째 과제는 전이과제로 팀별 자 유주제로 문제를 해결하도록 하였으며, 질문기법을 제공하지 않고 자발적 전이가 일어나는 지 확인하였다. 연구결과, 첫째, 학습과제에서 학생들은 질문기법을 충실히 사용하였으며, 이는 전이과제 수행에서 전이되는 양상을 보였다. 둘째, 전이된 메타 인지전략(질문기법)은 비구조화된 과제 수행의 향상에 기여하는 것으로 나타났다. 셋째, 비구조화된 문제해결 과제에서 질문기법을 사용하는 경우, 메타인지인식이 전 반적으로 향상되는 것을 확인하였다. 교수설계의 시사점으로 비구조화된 과제 수행 시 질문기법의 전이와 메타인지 전이를 위해 초보학습자의 경우, 단계에 따라 중요성을 놓치고 간과하는 부분에 있어 교수자의 적절한 개입이 필요함을 제언하였다.

다국어 초록 (Multilingual Abstract)

The study is to investigate the transfer effect of meta-cognitive strategies in ill-structured problem solving among undergraduates. There are three research questions. First, are the question prompts as meta-cognitive strategies transferred? Second, does the transferred question prompts as metacognitive strategies influence on the performance of ill-structured problem solving? Third, whether the use of metacognitive strategies influence on the increase of metacognitive awareness? Thirty two undergraduate students participated in the team based, ill-structured problem solving tasks for three times; entry, learning and transfer tasks. As a result, students acquired question prompts as a meta-cognitive strategy and transferred to the third task which performed after the treatment. Students took into consideration of essential questions in problem solving process because the transfer of meta-cognitive strategies influenced on the performance of ill-structured problem solving positively. In addition, the awareness of metacognition has been improved after performing three tasks and using question prompts in the second task as a metacognitive strategy. As an instructional design consideration, teacher’s appropriate interruption is suggested in the process of problem solving considering novice learner’s week steps.

목차 (Table of Contents)

• Ⅰ. 서 론
• Ⅱ. 이론적 배경
• Ⅲ. 연구방법
• Ⅳ. 연구결과
• Ⅴ. 논의 및 결론
• 참고문헌

참고문헌 (Reference)

1 박영숙, "유엔미래보고서 2040" 교보문고 2013

2 임규연, "웹기반 협력적 문제해결학습에서 스캐폴딩 유형에 따른 상호작용 패턴 및 팀 성과 탐색" 학습자중심교과교육학회 15 (15): 1-25, 2015

3 김혜정, "웹기반 PBL환경에서 공유지식 형성에 영향을 미치는 팀 학습활동 특성 규명" 한국교육공학회 27 (27): 561-597, 2011

4 정선영, "예비유아 교사의 메타인지와 사회적 문제해결기술의 관계연구" 학습자중심교과교육학회 11 (11): 205-223, 2011

5 변현정, "디자인 사고과정(Design Thinking Process)의 경험이 대학생 창의성 계발에 미치는 영향" 한국창의력교육학회 15 (15): 149-167, 2015

6 조규락, "개인 문제해결 상황에서 인지양식과 메타인지가 비구조 문제해결 및 논증에 미치는 효과" 한국교육정보미디어학회 12 (12): 5-32, 2006

7 Xie, K., "Using question prompts to support ill-structured problem solving in online peer collaborations" 4 (4): 148-165, 2008

8 Flavell, J. H., "Theory-of-mind development : Retrospect and prospect" 50 : 274-290, 2004

9 Sachs, J. D., "The age of sustainable development" Columbia University Press 2015

10 Denzin, N. K., "The Sage handbook of qualitative research" SAGE 1-20, 2011

11 Rosenshine, B., "Teaching students to generate questions : A review of the invention studies" 66 (66): 181-221, 1996

12 Lin, X., "Supporting learning of variable control in a computer-based biology environment : Effects of promoting college students to reflect on their own thinking" 36 (36): 837-858, 1999

13 King, A., "Structuring peer interaction to promote high-level cognitive processing" 41 (41): 33-39, 2002

14 Ge, X., "Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions" 51 (51): 21-38, 2003

15 Choi, I., "Scaffolding peer-questioning strategies to facilitate metacognition during online small group discussion" 33 : 367-379, 2005

16 Ge, X., "Scaffolding novice instructional designers’ problem-solving processes using question prompts in a web-based learning environment" 33 (33): 219-248, 2005

17 Byun, H. J., "Relative effects of three questioning strategies in ill-structured, small group problem solving. Instructional Science" 42 (42): 229-250, 2014

18 Kitchener, K. S., "Reflective judgment : Concepts of justification and their relationship to age and education" 2 : 89-116, 1981

19 Palincsar, A. S., "Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities" 2 : 117-175, 1984

20 Dori, Y. J., "Question-posing capability as an alternative evaluation method : Analysis of an environmental case study" 36 (36): 411-430, 1999

21 Webb, N., "Problem-solving strategies and group processes in small groups learning in computer programming" 23 : 243-251, 1986

22 Osman, M. E., "Metacognition research and theory : Analysis and implications for instructional design" 40 (40): 83-99, 1992

23 Garner, R., "Metacognition : Answered and unanswered questions" 24 (24): 143-158, 1989

24 Voss, J. F., "Learning and transfer in subject matter learning : a problem solving model" 11 (11): 602-622, 1987

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

26 Swanson, H. L., "Influence of metacognitive knowledge and aptitude on problem solving" 82 (82): 306-314, 1990

27 National Academy of Engineering, "Grand Challenges for Engineering"

28 Pressley, M., "Generation and precision of elaboration : Effects on international and incidental learning" 13 (13): 291-300, 1987

29 King, A., "Facilitating elaborative learning through guided student-generated questioning" 27 (27): 111-126, 1992

30 Sinnott, J. D., "Everyday problem solving; Theory and application" Praeger 72-99, 1989

31 Zellermayer, M., "Enhancing writing-related metacognitions through a computerized writing partner" 28 (28): 373-391, 1991

32 Scardamalia, M., "Encyclopedia of Distributed Learning" Sage 269-272, 2003

33 King, A., "Effects of training in strategic questioning on children’s problem-solving performance" 83 (83): 307-317, 1991

34 Gall, M., "Educational Research: An Introduction" Longman 1996

35 Lin, X., "Designing metacognitive activities" 49 (49): 23-40, 2001

36 Vedder, P., "Cooperative learning: A study on processes and effects of cooperation between primary school children" University of Groningen 1985

37 Sternberg, R. J., "Cognitive Psychology" Thomson Learning Asia 2006

38 Jacobs, J. E., "Children's Metacognition about reading: Issues in Definition, Measurement, and Instruction" 22 (22): 255-278, 1987

39 Schraw, G., "Assessing metacognitive awareness" 19 : 460-475, 1994

40 Choi, H., "Applying an activity system to online collaborative group work analysis" 40 (40): 1-20, 2009

41 Ge, X., "A conceptual framework for scaffolding ill-structured problem-solving process using question prompts and peer interactions" 52 (52): 5-22, 2004