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한국간호교육학회지 = The Journal of Korean Academic Society of Nursing Education, v.26 no.3, 2020년, pp.238 - 247
김혜령 (신한대학교 간호대학)
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Purpose: The purpose of this study was to identify the relationship between intrinsic motivation and learning outcomes of nursing college students who took the Fundamentals of nursing as a problem-based learning method. Methods: In this cross-sectional study, we identified the intrinsic motivations ...
| 핵심어 | 질문 | 논문에서 추출한 답변 |
|---|---|---|
| 문제중심학습은 어떤 성과가 있는가? | 문제중심학습의 성과로 지식의 적용 능력 향상(Arrue, Ruiz de Alegria, Zarandona, & Hoyos Cillero, 2017), 비판적 사고를 통한 문제해결 능력 및 임상추론능력 향상(Asad, Iqbal, & Sabir, 2015; Pu et al., 2019), 의사소통 및 협업 능력 함양(Asad et al., 2015; Itatani, Nagata, Yanagihara, & Tabuchi, 2017; Rakhudu, Davhana-Maselesele, & Useh, 2017)이 보고되고 있다. | |
| Riegel와 Crossetti (2018)에 의하면 비판적 사고와 임상추론은 인지적, 행동적, 마음 습관의 차원에서 어떻게 측정하는가? | Riegel와 Crossetti (2018)의 연구에 의하면 비판적 사고와 임상추론의 측정은 인지적(cognitive), 행동적(behavioral), 마음 습관(mind habits)의 세 차원으로 측정 가능하다(Riegel & Crossetti, 2018). 인지적 차원에서는 주로 문제를 해석하고 분석해서 유추하고 추론하는 것을 측정하고, 행동적 차원에는 자신감 및 태도와 술기, 마음 습관 차원에서는 진리에 대한 탐구 자세 또는 호기심을 측정한다. 이러한 성과들은 자기 주도적 학습과 양의 상관관계가 있으며(Choi, Lindquist, & Song, 2014) 자기 주도적 학습 관점에서 문제중심학습 성과를 고려할 때, 학습자의 내재적 동기는 중요하다고 할 수 있다(Si, 2018). | |
| 내재적으로 동기가 부여된 학습자는 어떤 특징이 있는가? | Wigfield와 Eccles (2000)의 동기의 기대-가치 이론에 의하면 학습자가 학습 과정에 참여하는데 영향을 미치는 요인으로 외재적, 사회적, 성취 및 내재적 동기가 있으며, 이중 내재적 동기가 학습에서 가장 이상적이라고 할 수 있다. 외재적, 사회적, 성취동기가 부여된 학습자의 경우 학업 성취에 중점을 두고 동료들과 경쟁하여 최고를 지향하는 반면에 내재적으로 동기가 부여된 학습자는 학습 내용 자체에 흥미를 가지고 어려움을 극복하며 새로운 아이디어를 추구하고 계속해서 질문하며 그들의 학습 과정을 지속하는 경향을 보인다. |
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