비판적 사고능력 신장을 위한 CRTA 수업모형 사례연구

왕경수(Kyungsu Wang),정민수(Minsoo Cheong),조대형(Daehyung Jo) 전북대학교 교육문제연구소 2010 교육문제연구 Vol.15 No.1

본 연구는 비판적 사고능력을 신장시키기 위한 CRTA(Creating; Revising; Teaching; Assessing) 수업모형의 활용에 관한 사례기반 연구이다. 먼저 사고능력, 사고전략, 사고습관의 발달 촉진을 위한 CRTA 수업모형을 분석하여 초등학교 국어과 수업사태에 적용하여 보고 비판적 사고능력이 신장됨을 살펴보았으며, 형성적 연구방법으로 초등학교 수업에 적합한 CRTA 수업모형을 일부 수정하여 제안하였다. CRTA 수업모형의 수정 제안으로 비판적 사고능력교육의 교육/학습 수레바퀴의 하위 요소 간 연결이 보다 자연스러워졌으며 4가지 주요 교육목표의 전반적인 반영 및 평가가 보다 구체화 되었다. 또한 비판적 사고능력교육과 비판적 사고능력평가를 명시적으로 접근하여 학습내용의 효과적인 인지와 더불어 비판적 사고능력의 신장 방안을 제시하였다. 이러한 접근은 학생들에게 교육목표의 명시적 접근에 대한 부담감을 줄여주었으며 교육목표의 수정 및 전달에 대한 시간도 단축하여 비판적 사고능력 신장을 효과적으로 도달하게 하였다. This study is to research the use of the CRTA(Creating; Revising; Teaching; Assessing) teaching model application through case studies to enhance critical thinking ability. The advancement of students’ critical thinking ability is an important educational aim for all educators. However, teaching critical thinking ability cannot be easily accomplished with a high amount of in-class instruction time and restrictive study time. Accordingly, instructing students how to express their thoughts clearly must require a systematic design and delicate teaching strategy by the instructor. The research method was to collect and study several models currently in the literature and then propose adjustments to this model by using the formative research method. Also, the teaching progress scenario was reorganized to conform to the CRTA teaching model for improving critical thinking ability. The much of the research that is being done in the area of critical thinking ability education has been accomplished at the elementary school level, as at this age, students’ curiosity and their desire to question the conditions of society is strong. Therefore, this study should improve the critical thinking ability as applied in elementary school study within the CRTA teaching model(Kassem, 2000a, 2000b) for improvements in education.

도형의 개념학습에 대한 가추법의 효과

왕경수(Wang, Kyungsu),김종옥(Kim, Jongok) 한국열린교육학회 2018 열린교육연구 Vol.26 No.3

This study was conducted to investigate the effect that applying abduction to the learning of figures had on the concept learning of figures. The subjects of the study were 68 students from five 4th grade classes at elementary schools. For this study, the researcher assigned the students to the experimental group and the control group, and measured their cognitive levels. The experimental group was taught by applying abduction, and the control group was taught based on revised mathematics curriculum 2009. The researcher, then distributed the questionnaires to the two groups and checked the degree of the judgement of figures. Using the collected data, mean and standard deviation were calculated and independent sample t-test was performed to test the difference between the two groups. Cross tabulation was conducted to find out the difference of the concept learning of figures between the two groups of students. The results of this study are as follows: First, regarding all the remaining figures except the trapezoid, the experimental group was statistically significantly higher than the control group on the number of figures that students have judged the shape and answered the questions correctly. Second, There was no statistically significant difference between the two groups regarding the number of figures the students mistakenly judged the figure and responded incorrectly. Third, with respect to the remaining figures except the trapezoid, the experimental group was statistically significantly higher than the control group on the number of unwritten correct answers for each question. Through the study, it was shown that applying abduction to the learning of figures had a positive effect on the concept learning of figures. 본 연구는 도형 학습에 가추법을 적용하는 것이 도형의 개념을 학습하는데 미치는 효과를 알아보기 위하여 실시되었다. 연구대상은 초등학교 4학년 5개 학급의 학생 68명이다. 본 연구를 위하여 연구자는 학생들을 실험집단과 통제집단에 무선 할당하였고, 인지 수준을 측정하였다. 실험집단은 가추법을 적용하여 지도하고, 통제집단은 2009 수학과 개정 교육과정에 의거하여 지도하였다. 그리고 연구자는 두 집단에 질문지를 배부하여 도형에 대한 판단 정도를 확인하였다. 수집된 자료를 이용하여 두 집단의 차이를 검증하기 위해 평균과 표준편차를 구하여 독립표본 t-검정을 실시하였다. 그리고 두 집단 학생들의 도형의 개념학습의 차이를 알아보기 위해 교차분석을 실시하였다. 연구 결과는 다음과 같다. 첫째, 학생들이 해당 도형을 판단하고 질문에 정확히 응답한 도형의 개수는 사다리꼴을 제외한 나머지 도형에 대해 실험집단이 통제집단보다 통계적으로 유의하게 더 높았다. 둘째, 학생들이 해당 도형을 잘못 판단하고 오답으로 응답한 도형의 개수에 대해 두 집단이 통계적으로 유의한 차이가 없었다. 셋째, 각 문항에 기재하지 않은 정답의 개수는 사다리꼴을 제외한 나머지 도형에 대해 실험집단이 통제집단보다 통계적으로 유의하게 더 높았다. 본 연구를 통해 도형의 개념학습에 가추법을 적용하는 것이 긍정적인 효과가 있는 것으로 나타났다.

학력인정 중등교육과정에 참여한 결혼이주여성의 학습 경험 -해석현상학적 분석 접근-

김선숙 ( Sunsook Kim ),왕경수 ( Kyungsu Wang ) 인문사회 21 2021 인문사회 21 Vol.12 No.3

This study is an analytic phenomenological study to explore the meaning and essence of education in the learning experiences of married immigrant women who participated in the secondary education course recognized for their academic background. The researchers approached the analytical phenomenological analysis method of Smith et al. (2009). Three female marriage immigrants participated in the study. The researchers constructed raw data by conducting individual in-depth interviews with the study participants. The study results are as follows. The motivation of the study participants to participate in secondary education was to overcome them through education. The essence of the learning experience is overcoming the double pain of discrimination and exclusion, becoming a strong root of Korean society, catching two rabbits of money and happiness, searching for information through Korean acquaintances, strengthening human capital, self-discipline, studying according to one’s own timetable, future preparation-based learning, parenting learning, and the life of a Korean with a dream. Based on the research results, the researchers made specific suggestions for strengthening human capital from an integrated point of view rather than social assimilation of female marriage immigrants, secondary education, and linking with multicultural centers.

음률을 사용하는 무의미음절 청킹과 EMR아동의 단기기억 활성화

왕경수,김영생,김광재 全北大學校 敎育大學院 2003 敎育論叢 Vol.23 No.-

The purpose of this study was to investigate the effect of senseless syllable chunking used tune on activation of EMR children;s short term memory and their literacy. The research questions were as follows: 1. Is there any difference between ellaboration question and ellaboration explanation about the figures of 5 key consonents to upper/lower EMR children in acquisition of vowel 'ㅏ' syllables? 2. Are the tunes of song effective on chunking vowel 'ㅏ' syllables. 3. To upper/lower EMR children is the senseless syllables chunked effective on chunking other syllables without or with a final consonent like 'ㅇ, ㅁ, ㄴ, ㄹ, or ㅅ' or in each syllable ? Selected were five children who could not read Hangul at all from three grades of an elementary school located in the country of Jollabukdo. The major findings of this study were as follows: 1. There was a significant difference between elllaboration question and ellaberation explanation only for lower EMR children in acquisition of vowel 'ㅏ' syllables. 2. The tunes of song were effective on chunking 19 key syllables including 19 consonents and the vowel 'ㅏ' syllables. 3. To upper/lower EMR children the tunes of songs were effective on chunking 19 key syllables and 7 kinds of 95 syllable tables. In sum, especially only in the case of EMR children, decording letters is critically related to activation of short term memory and so STM-adapted teaching is critically important for them.