의미구성 도구 및 커뮤니케이션으로서의 내러티브

방선욱 ( Sun Wook Bang ) 한국커뮤니케이션학회 2004 커뮤니케이션학연구 Vol.12 No.3

자기조절학습과 자기효능감 연구의 교육적 함의

방선욱(Bang, Sun-Wook) 한국교육사상연구회 2009 敎育思想硏究 Vol.23 No.2

이 연구는 그 동안 우리나라의 연구에서 비교적 소홀했던 성인 대상 중심의 자기조절학습 및 자기효능감 관련 연구를 개관하고, 다양한 학습동기 변인 가운데 자기조절학습에 가장 핵심적인 영향을 미치는 자기효능감 구인의 개념을 보다 명확히 하기 위해 유사 구인과의 차이점을 정리하고, 자기효능감과 자기조절학습간의 관계를 고찰함으로써 학습자들의 자기효능감 증진 및 자기주도적 학습능력의 향상을 위한 교육적 함의를 얻고자 하였다. 이러한 목적을 달성하기 위해 수행된 연구결과를 요약하면, 첫째, 사회인지이론에 토대를 두고 있는 자기조절학습 모형은 자기조절학습을 목표지향적 과정으로 그리고 순환적인 과정으로 파악한다. 이러한 전제를 바탕으로 자기조절 단계를 설정하고 있으며, 각 단계별로 자기조절 영역을 제시하고 있다. 이와 같은 자기조절 단계와 자기조절 영역의 개념과 구조는 학습자의 자기조절과정을 파악하는 데 도움을 줄 수 있으며 아울러 각 단계별 수업전략 수립이나 학습내용 및 활동을 제시할 때 유용하게 활용될 수 있다. 둘째, 자기효능감은 과제특수적 상황에서 학습자의 수행역량에 초점을 맞추는 학습결과를 예측하는 데 있어 변별적인 타당성을 보여주며, 학생들의 과제 선택, 노력, 지속성, 그리고 정서적 반응과 같은 다양한 형태의 동기를 예측하는 데 있어서도 수렴적 타당성을 나타낸다. 그러므로 학습자의 정확한 자기효능감을 측정하기 위한 보다 전문화된 측정방법과 측정도구의 개발이 요구된다. 셋째, 자기효능감은 자기조절학습에 가장 커다란 영향을 미치는 구인으로서, 자기조절과정의 모든 단계에 영향을 미친다. 학습과 동기의 유력한 매개자 역할을 수행하는 자기효능감은 학생들의 동기와 그에 따른 결과로서의 성취에 영향을 미치는 핵심적인 변인이라고 할 수 있다. 따라서 학습자의 자기조절학습 능력을 육성하기 위해서는 반드시 자기효능감의 관련성을 바탕으로 접근해야 한다는 것을 알 수 있다. The purpose of this study is to suggest educational implications through exploring the research on self-efficacy and self-regulated learning. This paper reviewed self-regulated learning based on social cognitive theory, self-efficacy beliefs differ conceptually from closely related constructs and the relationship between self-efficacy beliefs and self-regulated learning. As results of the study, the findings are as follows: First, the self-regulated learning models by Pintrich and Zimmerman based on social cognitive theory define self-regulated learning as goal-oriented process, proceeding from a forethought phase through self-monitoring and self-control phase to self-reflection phase. For each phase, self-regulatory activities are listed in four separate areas, including cognitive, motivational and affective, behavioral and contextual areas. They also assume that self-regulation is cyclical in nature. Second, measures of self-efficacy are not only conceptually distinctive from closely associated constructs such as outcome expectations, self-concept, and perceived control, they have discriminant validity in predicting a variety of academic outcomes. Students’ self-perception of efficacy are distinctive from related motivational constructs because of their specificity and close correspondence to performance tasks. Third, self-efficacy beliefs provide students with a sense of agency to motivate their learning through use of such regulatory processes as goal setting, self-monitoring, self-evaluation, and strategy use. Therefore, self-efficacy beliefs of students are key variable affecting self-regulated learning activities and academic achievement.

교수,학습과 매체에 대한 커뮤니케이션 연구의 관점 비교를 통한 대안적 교육 패러다임 모색

방선욱 ( Sun Wook Bang ) 한국커뮤니케이션학회 2004 커뮤니케이션학연구 Vol.11 No.1

세계화·정보화시대의 교사의 역할

방선욱 청주대학교 교육문제연구소 1998 교육과학연구 Vol.12 No.-

대학생의 가치관에 관한 연구

방선욱 청주대학교 학생생활연구소 1994 學生生活硏究 Vol.16 No.-

구성주의 기반 수업의 성패 여부에 관한 쟁점 고찰

방선욱 청주대학교 학술연구소 2015 淸大學術論集 Vol.2015 No.S-9

Non-constructivist viewers of instruction set out to theoretically support the direct instruction over constructivist view of instruction(minimally guided instruction) by describing a human cognitive architecture(especially long-term memory). However, constructivist viewers of instruction argue that a human cognition architecture cannot be adequately defined by the stuff of long-term memory. Therefore, the position of both group about instruction is very different. Recently some common ground did emerge, for example constructivists and critics of that position agree that some form of guidance is needed for effective instruction, although they disagree on the types of guidance. The key issues are about the amount, context, and timing of instructional guidance. The amount, context, and timing of instructional guidance are all important as factors to consider when planning instruction, regardless of whether one is coming from an instruction or constructivist perspective. First, the evidence suggests that the optimal amount of guidance often is an intermediate amount and the granularity of the advice provided in a design is equally important. Second, constructivists appear to pay more attention than instructivists to the context in which guidance offered because they believe it to be important for retention and transfer. Third, the timing of instructional guidance should vary according to instructional goals. While immediate feedback promotes more rapid problem solving in the short term, delaying feedback can result in better long-term retention and transfer.

창의성의 개인차 연구 고찰 : 상호작용 모형을 중심으로 An Interactionist Model of Creative Behavior

방선욱 청주대학교 교육문제연구소 1998 교육과학연구 Vol.11 No.3

The purpose of this investigation is to identify the definition and factor influencing to individual difference of creativity and to examine theoretical perspective of creative behavior. The interactionist model of creative behavior proposed here provides a comprehensive view of individual differences in creativity that incorporates important elements of personality, cognitive, and social psychology of explanations of creativity. Creative behavior is a complex person-situation interaction that is influenced by events of that past as well as salient aspects of the current situation. Within the person, both cognitive(e.g., cognitive complexity, divergent thinking, verbal/ideational fluency, problem- solving styles/ approaches, perceptual openess, field independence/dependence) and noncognitive(e.g., locus of control, dogmatism, autonomy, self-esteem, narcissism, intuition) aspects of the mind are related to creative behavior. The interactionist perspective provides an integrating framework of sufficient complexity to incorporate diverse streams of research and to suggest exciting avenues for future programmatic research on creativity.

知能 硏究의 代案的 接近 考察

方善郁 청주대학교 교육문제연구소 1997 교육과학연구 Vol.11 No.1

The purpose of this study is to critically inquire into alternative approach in intelligence research and to suggest new perspective to the nature and development of intelligence. Virtually every history of human intelligence research places the formal beginning at the turn of the 20th century, with the work of Spearman and Binet. Their psychometric approach to identify individual differences in intelligence was clearly the first successful and the most influential one. But, in the 1960s and 1970s, many investigators became disillusioned with the psychometric approach, because psychometric model of intelligence has not been particularly successful in generating successful intervention programs for training intelligent functioning. Beginning in the mid-1960s, researchers explored a long series of topics whose organizing feature was a concern with the actual, on-line cognitive activity of the individual. This information-processing framework provided the impetus for the development of sophistigated experimental tasks and techniques to investigate various aspects of human cognition. The theoretical complementarity of psychometric and cognitive approach to human cognitive activity, in particular as represented by information processing and measurement of intelligence, was soon noted and employed. This evolutionary view was predicted a successful integration of correlationally based structural theories and experimentally bated processing theories in the future. But it is persuasive enough to argue such an integration is unlikely if not possible, because those approaches have fundamental misconceptions about the nature and development of human intelligence. Most of the misconceptions due to the missing contextual constructs such as development, meaningfulness, goals, motivation, social change, social structure, and culture. In recent, the systems theories attempt indifferent wags to integrate cognition and context. But they are unclear, because they have taken the notion of intelligence too far, and have included within their scope abilities or attributes that go beyond intelligence. Conclusionally, recognizing and refuting not only the critically unexamined core of conventional thinking about human intelligence but also the obstacles to that critical examination that stem from social structure of social science research, are major step toward improved theory and practice.

교육연구의 새로운 패러다임 모색

방선욱 청주대학교 교육문제연구소 1993 교육과학연구 Vol.7 No.1

자기조절학습의 연구현황 분석 및

방선욱 청주대학교 학술연구소 2017 淸大學術論集 Vol.28 No.-

The purpose of this study is to investigate the implications of self-regulated learning. This study investigated metacognitive, motivational, and behavioral factors of self-regulated learning through current research. In general, students can be described as self-regulated to the degree that they are meta-cognitively, motivationally, and behaviorally active participants in their own learning process. Such students personally initiate and direct their own efforts to acquire knowledge and skill rather than relying on teachers, parents, or other agents of instruction. In terms of metacognitive factors, we reviewed the importance of cognitive and metacognitive learning strategies of adolescents for better self-regulated learning. For motivational factors, recent research of self-regulated learning has tended to focus on self-efficacy and goal orientation. The current research examining behavioral factors of self-regulated learning has tended to focus on time management and academic procrastination. Research findings in the motivational aspect suggest that we need to develop the program to improve learners’ self-efficacy and recognize new re-conceptualization of the goal theory. Research findings in the behavioral aspect recommend practical tips and strategies to improve time management skills and to overcome academic procrastination. Finally, future directions for research are discussed.