The purpose of this study is to develop the “ICT Content Scaffold Model”, in which are applied the cognitive apprenticeship’s teaching-learning principles. The conclusions of this study are as follows:First, The ICT contents scaffolds to support...
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https://www.riss.kr/link?id=A103797387
2011
Korean
Scaffold ; Cognitive apprenticeship ; ZPD ; 스캐폴드 ; 인지적 도제학습 ; ZPD(근접발달영역) ; 페이딩효과
KCI등재
학술저널
50-78(29쪽)
3
0
상세조회0
다운로드다국어 초록 (Multilingual Abstract)
The purpose of this study is to develop the “ICT Content Scaffold Model”, in which are applied the cognitive apprenticeship’s teaching-learning principles. The conclusions of this study are as follows:First, The ICT contents scaffolds to support...
The purpose of this study is to develop the “ICT Content Scaffold Model”, in which are applied the cognitive apprenticeship’s teaching-learning principles.
The conclusions of this study are as follows:First, The ICT contents scaffolds to support the achievement of the goals of the individualized tasks to the learners were developed through "initial settings","analysis phase", "design phase", "development phase" and "application and evaluation phase" in ICT environment and by applying the teaching-learning cognitive apprenticeship principles. In addition, the “analysis phase” of the personalized ZPD contains the elements of the "learner analysis", “task analysis"and the "learning environment analysis". In the “design phase”, the application of the teaching-learning cognitive apprenticeship principles was found to be a appropriate strategy, as a way to further enhance the learners into the learning tasks. In the "development phase" and "application and evaluation phase”, the ICT Content Scaffold was developed and the revised details were defined by the application of the model in the field and based on the results of the analysis phase, a cyclical procedure was found to be necessary.
Second, the developed ZDP building method was verified through field applications and the difficulty of the task was considered appropriately. This implies that the ZDP building method enables classifying the level of using ICT into 4 stages, including the current and potential levels. At the same time, it also implies that the division of the Bloom’s cognitive thinking into 12 stages and the establishment of the current level and potential level about the task performance was considered valid.
Third, the results of the application of the fading effect’s implementation strategy that is necessary for the inducement of self-regulated learning in the design phase of the ICT Content Scaffold Model were reasonable. This implied that the ICT Content Model provides helps in keeping interest and attention in the task performed. In addition, in the early learning stage, learners depend on the ICT Content Scaffold to do the task, but over time, they can complete the task with their own self-regulated learning. By this it was concluded that the self-regulated learning process is implemented appropriately in completing the task at hand.
These results divide the ZPD in order to implement the fading effect. In the design phase of the development of ZPD contents, the configuration of the “task context”,“demonstration(model)”, “coaching”, and “reflection” contents are designed in the form of customized contents.
Fourth, the application of the developed ICT Content Scaffold Model is discovered to be positive in effects. By using the ICT Content Scaffold Model, the intrinsic and extraneous cognitive load can be reduced. It also increases the germane cognitive load and creates the conditions that learners can make greater efforts to perform the task at hand. These results build the ZPD that promotes an appropriate sense of challenge to the students. And in the ZPD, the ICT Content Scaffold can be developed in order to perform the task. Also, for the implementation of a fading effect to consider the ZPD, There is a positive factor to the creation of an environment in the creation of an environment in which learners perform the task using self-regulated learning by themselves.
The following figure is ICT Contents Scaffold Model.
국문 초록 (Abstract)
이 연구의 목적은 인지적 도제학습의 교수-학습 원리를 적용한 ICT 콘텐츠 스캐폴드 개발 모형을 개발하는데 있다. 연구 목적 달성을 위해서 적용한 연구 방법은 ‘설계기반연구(Design-Based Res...
이 연구의 목적은 인지적 도제학습의 교수-학습 원리를 적용한 ICT 콘텐츠 스캐폴드 개발 모형을 개발하는데 있다. 연구 목적 달성을 위해서 적용한 연구 방법은 ‘설계기반연구(Design-Based Research)’ 방법이다. DBR 연구 방법을 적용하여 수행한 연구내용은 다음과 같다.
첫째, 연구주제와 관련된 이론적 고찰을 통하여 인지적 도제학습의 교수학습 절차구현을 위한 ICT 콘텐츠 스캐폴드 구성 요소를 도출하였다.
둘째, 설계 및 개발 과제 수행목표 달성을 지원하기 위한 ICT 콘텐츠 스캐폴드의이론적 모형을 설계 하였다.
셋째, 형성적 연구 수행방법을 통하여 모형에 대한 수정 보완과 현장 적용 타당성을 검증 하였다.
연구를 통하여 도출한 주요결과는 다음과 같다.
첫째, 정보통신기술(ICT) 활용 환경에서 인지적 도제학습 교수 원리를 적용하여 학습자에게 개별화된 과제수행 성취목표 달성을 지원하기 위한 ICT 콘텐츠 스캐폴드개발 모형은 ‘초기설정’, ‘분석단계’, ‘설계단계’, ‘개발단계’, ‘적용 및 평가단계’의 요소로 구성되는 것을 밝혔다.
둘째, 연구를 통하여 개발한 ZPD(zone of proximal development, 근접발달영역) 설정 방법은 현장 적용을 통하여 검증한 결과 과제난이도를 적정하게 고려하는 것으로나타났다.
셋째, ICT 콘텐츠 스캐폴드 개발 모형의 설계단계에서 자기조절 학습을 유도하기위한 페이딩 효과 구현 전략은 과제수행 학습활동에 적용한 결과 타당한 것으로 나타났다.
넷째, 개발한 모형을 적용한 ICT 콘텐츠 스캐폴드는 ICT를 활용한 설계 및 개발과제수행에 적용할 경우 인지적 부하 측면에서도 긍정적인 것으로 나타났다.
참고문헌 (Reference)
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2 한지영, "기술과 교육평가에서 학습자 중심 루브릭이 학습과정 및 학업성취에 미치는 영향" 서울대학교 2004
3 정선영, "결과물 지향의 전체과제 접근이 문제해결력과 인지부하 및 학습만족도에 미치는 영향" 한국교육공학회 22 (22): 35-55, 2006
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1 이은주, "몰입에 대한 학습동기와 인지전략의 관계" 15 (15): 199-216, 2001
2 한지영, "기술과 교육평가에서 학습자 중심 루브릭이 학습과정 및 학업성취에 미치는 영향" 서울대학교 2004
3 정선영, "결과물 지향의 전체과제 접근이 문제해결력과 인지부하 및 학습만족도에 미치는 영향" 한국교육공학회 22 (22): 35-55, 2006
4 Paas, F, "Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach" 86 : 122-133, 1994
5 Wolf, S. E, "Using the Big Six Information Skills as a Metacognitive Scaffold To Solve Information Based Problems" ERIC Document Reproduction Service 2000
6 Paas,F, "Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach" 84 : 429-434, 1992
7 Su.Y, "The impact of scaffolding type and prior knowledge in a Hypermedia problem-based learning environment" Arizona state University 2007
8 Järvelä,S, "The cognitive apprenticeship model in a technologically rich learning environment: Interpreting the learning interaction" 5 : 237-259, 1995
9 Ertmer, P. A, "Teaching instructional design: An apprenticeship approach" 8 (8): 43-58, 1995
10 Järvelä, S, "Socioemotional orientation as a mediating variable in teaching learning interaction: Implications for instructional design" 44 (44): 293-306, 2000
11 Winnips,J.C, "Scaffolding-by-Design: A model for WWW-based learner support" Universiteit Twente 2001
12 Driscoll, M. P, "Psychology of learning for instruction. Needham Heights" Allyn & Bacon 2000
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논문 : 기술교사들의 생각: 미국에서 40년 간의 변화
Technology Education Teachers' Beliefs: Transition across 40 Years in the United States
학술지 이력
연월일 | 이력구분 | 이력상세 | 등재구분 |
---|---|---|---|
2026 | 평가예정 | 재인증평가 신청대상 (재인증) | |
2020-01-01 | 평가 | 등재학술지 유지 (재인증) | |
2017-01-01 | 평가 | 등재학술지 유지 (계속평가) | |
2014-01-08 | 학술지명변경 | 외국어명 : 미등록 -> THE KOREAN JOURNAL OF TECHNOLOGY EDUCATION | |
2013-01-01 | 평가 | 등재학술지 유지 (등재유지) | |
2010-01-01 | 평가 | 등재학술지 유지 (등재유지) | |
2007-01-01 | 평가 | 등재학술지 선정 (등재후보2차) | |
2006-01-01 | 평가 | 등재후보 1차 PASS (등재후보1차) | |
2004-01-01 | 평가 | 등재후보학술지 선정 (신규평가) |
학술지 인용정보
기준연도 | WOS-KCI 통합IF(2년) | KCIF(2년) | KCIF(3년) |
---|---|---|---|
2016 | 1.52 | 1.52 | 1.72 |
KCIF(4년) | KCIF(5년) | 중심성지수(3년) | 즉시성지수 |
1.66 | 1.72 | 2.247 | 0.44 |