국외 비판적 사고수업의 효과에 관한 메타분석

국문 초록 (Abstract)

이 연구는 메타분석 기법을 이용하여, 다양한 학교급 및 교과영역에서 이루어지는 국외 비판적 사고교육의 효과를 종합적으로 평가하고, 국내에서의 비판적 사고교육 연구와 실천을 위한 시사점을 도출하는 것을 목적으로 하였다. 연구대상을 선정하기 위하여 EBSCO host, ERIC, Googlescholar, ProQuest central basic, ProQuest PQDT, PsycINFO, Web of science, SCOPUS, Dissertation & Thesis 데이터베이스에서 critical thinking, critical thinking skills, critical thinking disposition, intervention, instruction, critical thinking teaching, effects 등을 키워드로 하여 총 86편의 논문을 선정하였다. 이들 논문을 대상으로 연구수준에서 102개, 변인수준에서 216개의 효과크기를 산출하였으며, 이들을 메타분석 프로그램인 CMA(Comprehensive Meta-Analysis) v3을 이용하여 분석하였다. 분석결과, 랜덤효과모형을 이용한 전체 비판적 사고수업의 효과크기 값은 중간 정도인 것으로 나타났다. 연구특성에 따른 분석에서는 출판유형과 학교급에서, 수업특성에 따른 분석에서는 교수전략, 교수접근, 수업운영차시에서 유의한 조절효과가 나타났다. 종속변수 유형에 따른 분석에서는 종속변수 유형 및 표준화 여부에서 유의한 차이가 나타났다. 연구의 초점인 Ennis의 네가지 교수접근-교과독립형, 교과접목형, 교과내재형, 교과혼합형-에 따른 차이를 분석한 결과, 혼합형, 접목형, 독립형, 내재형 순으로 효과가 있는 것으로 나타났으며, 이를 교수접근별로 분석한 결과, 접목형 접근에서는 영역-일반적 비판적 사고가, 내재형 접근에서는 영역-특수적 비판적 사고의 효과크기가 더 큰 것으로 나타났다. 혼합형 수업에서는 종속변수 간 유의한 차이가 나타나지 않았다. 연구결과에 기초하여, 비판적 사고의 일반화가능성 쟁점이 재검토되었으며, 향후 연구과제와 비판적 사고교육 프로그램에 대한 시사점이 논의되었다.

다국어 초록 (Multilingual Abstract)

The study aimed at evaluating the effectiveness of critical thinking instruction in various content areas conducted at different school levels overseas from 2005 to 2014 and at drawing implications for future research directions and education in Korea. To locate the related studies, a search process was conducted through web databases including EBSCO host, ERIC, Goolescholar, ProQuest central basic, ProQuest PQDT, PsychINFO, Web of science, SCOUP, and Dissertation and Thesis, using key words such as critical thinking, critical thinking skills, critical thinking dispositions, educational intervention, instruction, critical thinking teaching, educational program, effect size. Through this process, a total of 86 studies were identified and selected as the final data. A total of 102 effect size values at the study level and 216 effect size values at the dependent variable level were calculated by using the CMA (comprehensive meta-analysis) v3 program. The results show that the total effect size value based on the random effect size model was significant. The analysis of effect sizes as to the study feature revealed that the effect size values for published research and for college/elementary school levels were significantly higher than those for dissertation/thesis and other school levels. As regards Ennis" 4 types of instructional approaches, the effect size value for a mixed approach was highest while that for an immersion approach was lowest. The effect size value for direct teaching of critical thinking was significantly higher than that for indirect/implicit teaching strategies. Critical thinking instructions were effective in critical thinking related outcome variables, but not in subject matter knowledge or non-critical outcomes. Finally, the results show that an infusion approach was most effective on domain-general critical thinking while an immersion approach was most effective on the domain-specific critical thinking outcome. Based on the findings, the generalizability issue of critical thinking was reexamined, and future research directions and educational implications were discussed.

목차 (Table of Contents)

• 요약
• Ⅰ. 문제제기
• Ⅱ. 문헌고찰
• Ⅲ. 연구방법
• Ⅳ. 연구결과
• Ⅴ. 논의 및 시사점
• 참고문헌
• Abstract

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