예비교사들의 학습스타일과 협력적 개념도 작성이 문제해결에 미치는 영향 = The Effects of Learning Styles and Collaborative Concept-Mapping on Problem-Solving

다국어 초록 (Multilingual Abstract)

The study investigated the effects of concept-mapping on collaborative problem solving, when it was used in addition to the reciprocal explanation, and particular correlation effects between concept-mapping and individual learning styles. 72 pre-service teachers grouped in dyads participated in the series of pre-test, individual learning activity with web-based reading materials, collaborative reflection activity under different treatments, collaborative problem-solving and post-test. Under treatment groups, subjects grouped in a dyad drew a concept map alternatively after exchanging reciprocal explanation on the reading materials. Under reciprocal explanation groups, on the other hand, subjects reciprocally explained their understanding on the reading materials without drawing a concept-map. The individual learning styles were also assessed to find out the correlation effects between learning styles, concept- mapping treatment. Learning styles were classified into visual, auditory, and tactile for the experiment. The results reported that the groups with concept-mapping solved the given scenario problem significantly better than the control groups. Although there were the positive correlation effects between tactile learning styles and concept-mapping but negative correlation effects between concept-mapping and auditory as well as visual without statistical significance. Regarding the correlation effects between learning styles, there were significant negative interaction effect between auditory and visual learning styles and significant positive interaction effect between tactile and visual learning styles. The study suggests the effectiveness of concept-mapping for collaborative problem-solving, particularly for learners who prefer tactile learning styles.

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