대학 수업에서 학습자의 질문과정 및 질문제해요인과 문제해결력 간의 구조적 관계

국문 초록 (Abstract)

본 연구는 학습자의 질문과정 및 질문저해요인 그리고 문제해결력 간의 구조적 관계 모형을 검증하고, 각 잠재변인 간 직·간접 효과를 분석하는 것이 주된 목적이다. 이를 위해서 대학생 694명을 대상으로 자료를 수집하여 구조방정식 모형 분석을 실시하였다. 그 결과, 학습자의 질문은 인지적 혼란에 의해 생성이 되고, 이렇게 생성된 질문은 실제 질문으로 나타나게 되는데, 이때 학습자 내·외적 질문저해요인들이 실제 질문을 하게 하는데 부정적인 영향을 미침을 확인할 수 있다. 또한 학습자의 질문은 내면에 질문이 생성이 된 것과 그것이 실제로 표출이 된 것 모두 문제해결력에 긍정적인 영향을 미치는 것으로 나타났다. 본 연구 결과를 토대로 교수자는 학습자의 문제해결력을 함양시키기 위한 수업을 설계할 때 인지적 혼란을 초래하는 상황을 의도적으로 제시하여 학습자의 내면에 질문이 많이 생성될 수 있도록 해야 할 것이며, 질문저해요인들을 통제하여 실제 질문으로도 표출될 수 있도록 노력해야 할 것이다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify the structural relationship model between learners` questioning process, questioning hesitation factors and problem solving and to analyze the direct or indirect effect among latent variables. We collected the data from 694 college students and conducted SEM. As a result, the learners` questions are made from cognitive confusion, these questions led the students to ask a question actually. This study confirmed that the learners` internal/external hesitation factors had negative effects when the students asked a question in real situation. Moreover, the learners` questions which are made internally or is expressed externally both have a positive effect on problem solving. Based on the results, when professors design a lecture to improve problem solving, it is considerable to provide intentionally the situations which cause the learners` cognitive confusion. Through this the professors make the learners to have many questions in their minds and through controlling the questioning hesitation factors the professors help the learners express their questions actually.

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