구성주의 학습모형에 나타난 다양한 교사의 역할에 대한 분석

정은실 ( Eun Shil Jung ) 경희대학교 교육발전연구원(구 교육문제연구소) 2009 慶熙大學校 敎育問題硏究所 論文集 Vol.25 No.2

교사는 수업안과 밖에서 학생들과 끊임없이 상호작용을 하게 된다. 특히 교실 안수업상황에서는 학생들의 학습을 촉진시키기 위해서 많은 도움을 주어야한다. 특히 현대의 새로운 학습상황에서는 지식은 새로운 상황에 알맞도록 학습자의 인지구조 속에서 계속적으로 변화하고 성장하는 것으로 간주된다. 즉 학습자에 의해 학습이 주체적으로 이루어진다는 것이 핵심이며 이는 구성주의 교육의 핵심과 일치한다. 이러한 관점에서 교실상황에서 구성주의적인 환경을 창조하기 위해서는 먼저 구성주의적 관점을 지닌 교사가 실행에 앞장서야 한다. 그러므로 구성주의 학습모형에 따른 PBL 모형, 인지적도제이론, 상황적 학습이론, 인지적 유연성이론에서의 교사의 역할을 살펴보면, 이 시대에 필요한 교사의 역할은 지식의 전수가 아닌 학생의 의견과 관심이 반영된 학습결과를 이끌어주는 안내자의 역할과 교사 스스로도 수업을 통해 새로운 지식, 문화, 경험을 깨닫게 되는 동료학습자 또한 교사의 권위를 내세우기 전에 학생의 현재 능력과 지식을 이해하고 스스로 학습에 책임을 가지고 참여할 수 있도록 격려와 조언을 해주어야 한다. In and outside the classroom teacher is a constant interaction with students. In the classroom situation teachers should help in order to facilitate students` learning. In particular, in the new learning environment knowledge are considered to be changing and growing in the learner structure appropriated to the new situation. In other words, learning that the learner is the core consists of the subjective, this is constructionism will be complemented. From this perspective, the classroom situation, to create the constructionism class, the first time, with a constructionism perspective, the teacher should take initiative to execute. Therefore, a constructionist model of learning in the PBL model, Cognitive apprenticeship theory, situation learning theory, cognitive flexibility theory, look at the role of teacher, necessary for this era, the role of the teacher, not a transfer of knowledge, opinions and interests of students will reflect the learning results is a guide, classroom teachers with new knowledge, culture, and experience to realize is a fellow learner, In addition, the teacher to understand the student`s current skills and knowledge before authority, Students have the responsibility to participate in this study, the teacher should encourage and advice.

PBL 기반 학교컨설턴트 양성 교육프로그램 구안

정은실(Eun-Shil Jung),임병노(Byoung-ro Lim) 한국교육방법학회 2011 교육방법연구 Vol.23 No.3

Since the late 20th century, the need for a new educational paradigm has emerged, and at the present we are witnessing accelerated practical implementation of movements demanding adaptation to historical and social changes. The efforts to seek major transformations across the entire educational environment have taken a variety of forms. The responsibilities of the teacher now includes not only teaching ability and the capability to fulfill work responsibilities; the scope of responsibilities has broadened in the face of demands for the ability to responds to social changes and innovations and the professional competence to maintain and develop cooperative relations with the local social community. To ensure that the school consulting system shall be operated in a manner immediately responding to the demands of the current era, the training of school consultants has become an urgent need. Though a few universities are currently conducting educational programs to train school consultants, these have been noted for problems in the content of the educational programs and in their methodological aspects. Launched from the premise that educational programs for training school consultants are of great importance, the present research focuses on two areas which are currently pointed out as problems in the related educational programs, and addresses these problems by presenting alternative methods. Accordingly, for the purpose of creating an educational program for training school consultants which is suited to the circumstances of the ‘school,’ the research identifies what the components of the programs contents should be, proceeding through the stages of objective analysis, work responsibility analysis, and demand analysis. From this three types of broad topics were derived, including change management, self-leadership, and logical cognitive ability. Also, in terms of methodology, the teaching and learning model known as PBL was selected as a methodology capable of enhancing actual applicability and practical feasibility to conceptualize a ‘PBL Based Educational Program for Training School Consultants.’ The present research was limited to the stage of conducting a formative evaluation for the proposed program, there remains an urgent need for follow-up studies to apply the proposed design of the educational program for school consultant training to actual situations and thereby confirm the outcome. However, due to the rapid dissemination of the perception of the importance of such programs in the present time, the demand for educational programs to train school consultants is imperative. Hence the significance of this present research consists of having conducted the foundational research taking the first step of conducting a clear analysis of the characteristics and objectives of such educational program and illuminating the ‘content composition’ reflecting such identified features, as well as presenting a proposal for the design of the educational program which will properly implement these findings.

창의적인 갈등 해소를 위한 문제중심학습(PBL)의 참여형 교육 사례 연구

김승철 ( Kim Seung Chul ),정은실 ( Jung Eun Shil ) 단국대학교 분쟁해결연구센터 2018 분쟁해결연구 Vol.16 No.2

Population in Korea had been concentrated in urban areas during urbanizing-industrializing period since 1960’s. However, IMF foreign currency crisis in 1997 reversed the trend and people returned to their home town in rural areas gradually. As the number of the people returning are increasing, conflict between existing residents and returning people has been on the rise in rural societies. The conflict between two parties caused the phenomena that returning people go back to urban areas again due to settlement failure in some cases. To solve the problem, the government has offered the various education programs for those people that included the course titled conflict management. However, not only the 2 hour program is not sufficient time but also rather transient concepts in contents to recover the serious conflicts concerned. The main purpose of this paper is to offer several conflict management contents and programs that enable the people involved in conflicts to find proper solution by themselves and establish amicable relations between rural residents and new comers from urban areas by applying the new education methods that include lecture and participation learning with facilitation skills. It is significant that this research is surmounting the limitations that the past conflict management programs had as well as realizing the importance of education program for human relations in rural areas.

팀 구성 방식에 따른 학습활동 만족도

강인애(Inae Kang),정은실(Eun-Shil Jung) 한국교육방법학회 2010 교육방법연구 Vol.22 No.3

This study aims to examine how different would be the satisfactory levels on the learning environments according to team-organizing methods. This study, first, divided the total 62 students of the same majors in a 2 year college into two learning groups: The first group is called ‘student-selected teams’ which were organized according to the degree of friendship as the team-organizing criterion, while the other group was called 'learning style-based teams' which were organized the students with different learning types based on the result of 'Learning Style Inventory' by Kolb, which was conducted before the class began. Each group(i.e., Student-selected teams and Learning style-based teams) which was consisted of several subgroups with 4 to 5 students per group and lasted for the whole semester, was supposed to write their thoughts on the given ‘open-ended questionnaire’ with 4 questions at the end of the semester. Their answers to the questionnaire have been analyzed in order to compare their specific reasons and contents for or against the team-based learning environments by using Nvivo8, a program for qualitative research data analysis. The results were as follows: 1) The general satisfactory levels to the learning activities from the both groups were almost equally high (more than 70%), 2) yet, more specific content analysis of the questionnaire by Nvivo clarified some differences between these two groups: The student-selected teams were inclined to show the characteristics of 'social community', in which friendly relationships in relaxed, comfortable environments were highly valued and appreciated, and which, in turn, rather became disturbing factors for then serious learning engagement; on the other hand, the learning style-based teams were, from the beginning of the class, characterized as 'learning community' where the team members worked hard with a strong sense of community, thus, responsibility for their roles as a team member in the learning community, and fully immerging into the learning activity for problem-solving as a team. In conclusion, it is clear that collaborative learning groups should be positively considered as a way of learning activities. Yet, at the same time, this study showed more meaningful and valuable results from the learning style-based teams than the student-selected teams in terms of learning engagement and effects.

'성찰저널(Reflective Journal)'이 지닌 교육적 의미에 대한 탐구 : 대학에서의 수업사례

강인애,정은실 한국교육방법학회 2009 교육방법연구 Vol.21 No.2

This study aimed to examine the educational implications of reflective journal in two aspects: 1) After categorizing the contents or themes included in the reflective journals, to analyze how the students' concerns shift over the whole semester; 2) to verify the 3rd and 4th stage of Kolb's learning cycle through the content analysis of the reflective journals. For this purpose, this study conducted a PBL class in an University, in which the participant students had submitted their reflective journals 10 times after each class over the semester. And their reflective journals were analyzed according to a content analysis method as one of qualitative research methods. As the results of this study, the content categories of reflective journal were classified into four areas(i.e., reflection on learning environments, their identity as learners, what and how they've learned, and how to practice on their real life) and also have shifted their focus over the semester, while both the stages of ‘generalization’ and ‘implication’ in the Kolb's learning cycles were clearly detected from the reflective journals of the students. The study, therefore, reconfirmed the educational importance and value of reflective journal as a learning activity and evaluation tool which provide meaningful experiences of being ‘reflective practitioners’ for the students.