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한국산학기술학회논문지 = Journal of the Korea Academia-Industrial cooperation Society, v.17 no.4, 2016년, pp.243 - 254
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The purpose of this study was to examine the effects of collaborative learning and explore the learners' experiences in three dimensions: cognition, emotion and motivation. Another purpose of this study was to make an in-depth examination of learners' experiences during collaborative learning. Data ...
| 핵심어 | 질문 | 논문에서 추출한 답변 |
|---|---|---|
| 소집단 학습의 장점은? | 따라서 유의미한 학습을 위해서는 활발한 상호작용이 일어나는 소집단 환경을 제공하는 것이 중요하다. 소집단 학습은 학생들에게 협동적인 학습 경험을 제공할 뿐만 아니라[2], 반성적 사고를 통해 자신의 지식과 앎에 대한 생각이나 신념이 보다 명확해지고 문제해결 과정에서 다른 학생의 도움을 받을 수 있다는 장점이 있다. | |
| 학습에 대한 사회적 구성주의 관점에 따른 학습이란? | 학습에 대한 사회적 구성주의 관점에 따르면, 학습이란 학습자가 교사, 동료 학습자, 학습 자료 등과 상호작용하는 과정에서 형성되는 사회적 합의의 내면화 과정[1]이라고 할 수 있다. 따라서 유의미한 학습을 위해서는 활발한 상호작용이 일어나는 소집단 환경을 제공하는 것이 중요하다. | |
| 인식론적 신념이 교육과 경험에 의해 변화하고 발전한다는 건 무엇을 의미하는가? | 인식론적 신념에 대한 정의와 명칭은 학자에 따라 조금씩 다르지만, 한 가지 중요한 이론적인 가정은 인식론적 신념이 교육과 경험에 의해 변화하고 발전한다는 것이다[27-29]. 즉 지식의 본질과 접근방식에 대해서는 권위자가 절대적이고 객관적인 지식을 가르쳐야 한다는 소박한(naive) 신념에서 인식 주체가 불확실하고 상대주의적인 지식을 다양한 원천을 통해 스스로 배워야 한다는 정교화된(sophisticated) 신념으로 발전하는 것이다. 그러므로 인식론적 신념은 교육경험과 문화, 연령에 따라 다르게 발전하고 변화할 수 있다[30]. |
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