대학생의 학습경험의 구조 분석 = 현상기술학을 중심으로

국문 초록 (Abstract)

학습은 교육심리학의 주요한 연구주제이자 현장교사들이 가장 관심을 갖는 실천문제 중의 하나이다. 그러나 이제까지 학습은 학습자 당사자 보다는 주로 다른 집단(심리학자, 철학자, 교사 등)에 의해 개념화되고 연구되어 온 반면, 정작 학습자의 관점에서 학습을 개념화하고 분석한 연구는 매우 드물다. 학습현상의 본질을 파악하기 위해서는 심리학자들의 선-개념을 배제하고, 철저히 학습자의 관점(제2관점)에서 학습을 이해하고 분석하는 것이 필요하다. 이에 이 연구는 학생들이 경험하는 학습의 본질을 탐구하고자하며, 이러한 경험의 구조가 전공영역에 따라 어떻게 달라지는지를 탐색하고자 하였다. 연구는 반구조화된 면담과 기술범주 분석을 이용하는 현상기술학(phenomenography)을 적용하여 진행되었으며, 서울에 소재한 종합사립대학교의 1학년 학생 19명이 연구에 참여하였다. 연구결과, 총 9개의 기술범주(기계적 암기, 의미의 파지, 지식의 증가, 지식의 적용/활용, 미래 삶을 위한 준비, 경험과 활동, 자기 구성적 텍스트 이해, 현상의 이해, 개인의 성장/발전)가 도출되었으며, 이들 학습개념은 학습자가 학습과정에서 무엇에 초점을 두는가에 따라 다시 정보중심, 적용중심, 활동중심, 이해중심, 인간중심으로 재분류되었다. 연구 참여자들은 하나의 학습개념만 보유하고 있는 경우도 드물게 있었지만, 대부분 2개 이상의 학습개념을 복합적으로 가지고 있었다. 이는 학습맥락에 따라 학습경험의 본질이 달라짐을 시사한다. 학습개념에 대한 빈도분석에서 정보중심, 적용중심 학습개념에서는 인문사회와 이공계열 간에 두드러진 차이가 나타나지 않았지만, 이해중심, 인간중심 학습개념은 주로 사범계 학생들에게서 나타나 교육과정과 교육활동의 영향을 암시적으로 보여주고 있다. 연구결과에 기초하여, 대학생의 학습개념에 대한 이해의 중요성과 교육실천을 위한 시사점이 제시되었다.

다국어 초록 (Multilingual Abstract)

Learning is a major research topic in educational psychology and one of the most frequently tackled questions among teachers in the educational setting. While learning has been conceptualized and studied from the perspectives of psychologists, philosophers, teachers, etc., a few research investigated learning from the student``s perspective. To inquire the nature of the phenomenon of learning, it is necessary to understand and analyze learning from the learner``s point of view (the second-order perspective). This study aims at exploring the structure of the student``s experiences of learning in the higher educational setting and examining how it differs as to the student``s field of study. Nineteen freshmen from a private university located in Seoul participated in the study, and a phenomenography as a research method was employed. As a result of data analyses, a total of 9 categories of description were extracted: mechanical memorization, retention of meaning, accumulation of knowledge, application of knowledge, preparation for a future life, experience and activity, self-constructive understanding of the text, understanding of phenomena, and personal growth. These categories were restructured into five clusters of conceptions, based on the hierarchical relation of the categories of description, each focusing on information, application of knowledge, learning as an activity, understanding, and person, respectively. The frequency analysis revealed that the participants had multiple conceptions of learning rather than maintaining a single conception across contexts, suggesting that the nature of experiences of learning differs as to the context of learning. No prominent differences were found between the fields of study in the information- and application-centered conceptions of learning while understanding- and person-centered conceptions of learning were pronounced among pre-service teachers, implying the influences of the curriculum and educational practices. Based on the findings, the importance to understand college students`` conceptions of learning and implications for educational practice were discussed.

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