학습유형 분류의 비교 연구

양용칠 대한사고개발학회 2016 사고개발 Vol.12 No.3

The purpose of this study was to examine the classification of typical learning types, and to compare learning types on the perspectives of instructional design. Bloom’s educational taxonomy, learning types of Gagné and Merrill, and knowledge types of Landa and Anderson were compared in the aspects of instruction and instructional design. The comparison results in the aspects of instructional design were in the followings. First of all, although Bloom’s educational taxonomy was described according to the academic level of students, it failed to present the specific instructional strategies and conditions appropriate for their academic levels. Next, while the classifications of learning types of Gagné and Merrill have contributed to identifying the learning conditions for instructional design, they have not sufficiently presented the evidence to validate their classifications of learning types. Finally, the classifications of knowledge types of Landa and Anderson were distinctively made into two domains, but they could not present any strategies and conditions required to teach learning objectives. Further studies on the classifications of learning types for instructional design research were suggested from the results of this study. 이 연구의 목적은 학습유형의 대표적 분류를 검토하고, 이들 분류가 수업설계 연구에 미친 영향을 비교하는 데 있다. 여기서 검토한 학습유형은 Bloom의 교육목표분류, Gagné와 Merrill의 학습유형, 그리고 Landa와 Anderson의 지식유형이었다. 이들 학습유형의 비교는 수업과 수업설계의 관점에서 장점과 개선점을 중심으로 이뤄졌다. 연구결과는 다음과 같다. 먼저, Bloom의 교육목표분류는 교육목표를 학습자의 수준별로 진술할 수 있도록 하였으나 수준별로 가르칠 구체적 수업전략이나 조건에 대한 내용은 제시되지 않고 있다. 다음으로 Gagné와 Merrill의 학습유형분류는 수업설계를 위한 학습의 조건을 제시하는 데 기여였으나 이들 분류의 타당성에 관한 증거를 충분히 확보하지 못하고 있다. 그리고 Landa와 Anderson의 지식유형은 지식을 두 개의 영역으로 간단명료하게 분류되었으나, 이것을 가르치는 데 필요한 전략이나 조건을 제시하지 못한 것으로 평가되었다. 이런 비교를 통해서 장차 수업설계를 위한 학습유형의 분류 연구와 방향이 제안되었다.

중학교 교사의 교수 실천 유형 분류 및 예측 요인 탐색-TALIS 2018을 중심으로-

김태우,이영주 한국교원대학교 교육연구원 2023 敎員敎育 Vol.39 No.1

Purpose: In this study, the instructional practice types of middle school teachers in Korea were derivedand important factors were explored to classify and predict each instructional practice type. Methods: The OECD TALIS 2018 data consisting of 2,308 middle school teachers and 148 middleschool principals in Korea was utilized as analysis data. Latent Profile Analysis(LPA) was conductedto derive instructional practice types, and random forest analysis was conducted to explore importantfactors in classifying and predicting each instructional practice type. Results: Five types of instructional practice for middle school teachers in Korea were derived: ‘Active’,‘Unconditional knowledge delivery’, ‘Student control-centered’, ‘Innovative pursuit’, and ‘Inactive’. Important factors classifying and predicting each instructional practice type were common factors(teacherefficacy, regular teacher teaching experience, number of students in target class, class time distribution,subjects) and unique factors(external teaching choice motivation, principal teaching experience, classautonomy, and teacher collaboration). Conclusion: Based on the results of this study, educational implications related to support accordingto the types of instructional practice of middle school teachers in Korea were proposed.

통합체육교사의 지도능력에 대한 예비체육교사의 인식 유형: Q방법을 중심으로

김혜민 ( Hye-min Kim ),이현수 ( Hyun-su Lee ) 한국특수체육학회 2018 한국특수체육학회지 Vol.26 No.3

본 연구는 Q방법을 활용하여 통합체육교사의 지도능력에 대한 예비체육교사의 인식 유형과 그에 따른 특성을 분석하는데 있다. 이는 통합체육교사에 대한 예비체육교사의 주관적 반응을 통하여 이에 대한 인식이 어떻게 다른지 분석하고, 유형을 제시함으로써 각 유형별 특징을 밝히고자 하는 것이다. 이를 위해 예비체육교사들을 대상으로 면담과 브레인스토밍을 실시하여 도출된 통합체육교사에 대한 인식 관련 진술문과 선행연구들을 바탕으로 총 74개의 Q모집단을 구성하였으며, Q모집단의 유목화를 통해 최종 38개의 Q표본을 추출하였다. 연구대상자는 Q방법론의 소표본 이론(small sample doctrine)에 근거하여 P대학교 체육교육과에 재학 중이며, 교생실습을 수료한 대학 및 대학원생 34명을 선정하였다. 자료처리는 QUANL pc program을 통해 Q요인분석 등의 방법으로 통계처리 하였으며, eigen value 1.00이상인 요인만을 추출하였다. 이에 따른 연구결과로 통합체육교사의 지도능력에 대한 예비체육교사의 이미지 유형은 네 개 유형으로 나타났다. 제 1유형은 통합개선 의지 부족형(10.7), 제 2유형은 능동적 책임 추구형(5.6), 제 3유형은 전문가적 역량 부족형(2.3), 제 4유형은 적극적 통합 지향형(1.9)으로 도출되었다. 이러한 결과는 통합체육교사의 지도능력에 대해 예비체육교사의 인식을 파악하기 위한 구체적인 정보와 성공적인 통합체육을 위한 기초자료로 활용될 것으로 보인다. This study aims to analyze the perception types of preparatory physical education teachers regarding the teaching abilities of physical education teachers in the teaching of students with disabilities along with the characteristics that follow by applying the Q Method. This is to analyze how principles differ through the subjective reactions of preparatory physical education teachers regarding physical education teachers, present different types, and bring light to the characteristics of each type. For this, a total of 91 Q populations were formed based on previous studies and image statements regarding physical education teachers drawn by conducting interviews and brainstorming sessions with preparatory physical education teachers and after classifications were made of these Q populations, a final number of 38 Q samples were extracted. 34 attending university and graduate students in the physical education department of P University were selected as research subjects on the grounds of the small sample doctrine of the Q methodology. Data was processed through statistical processing using methods such as Q factor analysis through a QUANL pc program. Research results showed that there were four image types of preparatory physical education teachers regarding the teaching abilities of physical education teachers in the teaching of students with disabilities (Type 1: 10.7, Type 2: 5.6, Type 3: 2.3, Type 4: 1.9) and the types were lack of will towards integrated improvement type (Type 1)’, the active responsibility-seeking type (Type 2), the professional competence lacking type (Type 3), and the active integration-oriented type (Type 4). It seems that these results can be applied as detailed information that sheds light on the perceptions of preparatory physical education teacher regarding integrated physical education teachers and as base material for successful integrated physical education.

대학에서의 블렌디드 수업에 관한 소고–수업 선호도를 중심으로-

황혜정 영남수학회 2023 East Asian mathematical journal Vol.39 No.4

Expectations and interests in blended learning are increasing as universities respond to the educational flow of transition to e-lernring. This study tried to explore and understand the meaning of and the properties of blended instruction. In addition, through the literature review, this study was to find out how bleanded learning affected in teaching and learning situation. Particularly, it was to find out students’ preference to the type of blended instruction. Those types are the mixed of or the unique of class instruction(off line), on line, and recorded instruction. To investigate learners’ preference to the type of the instruction and also the reason of the preference, in this study, the 27 undergraduate students of the fourth grade in the major of mathematics education in the C university located in G area. By the result, most students preferred the mixed type of instruction involving off line and recorded instruction. The reason is that they could attend to the class while participating in the group activity positively and understand the content through the communication in depth and the instructor’s feedback. Because of this reason, they did not prefer to the only one type insturction such as the recorded type.

프로골프선수에 대한 지도유형과 교육 및 기술만족도, 몰입의 구조적 관계

김민선(Kim, Min-Sun),김동환(Kim, Dong-Whan) 한국체육과학회 2016 한국체육과학회지 Vol.25 No.4

With the golf players registered with KPGA and KLPGA as the subject, this research was proceeded with the purpose of investigating the causation of the structural relationships among coaches’ instruction types, education and technology satisfaction, and the flow given to professional golf players so that they can receive more methodical and effective instructions. In this research, 252 copies of the materials were used and the questionnaire is composed of 50 questions altogether, including 19 questions on coaches’ instruction types, 6 questions on the education satisfaction, 9 questions on the technology satisfaction, 10 questions on the immersion, and 6 questions on the demographic characteristics. In order to accomplish the objective of the research, the analysis was carried out by using the SPSS 18.0 and the AMOS 20.0. Above all, with SPSS 18.0, frequency analysis was carried out to analyze the general characteristics of the research subjects whereas reliability analysis was conducted to verify the internal consistency of the questions by factors. With the AMOS 20.0, the confirmatory factor analysis, correlation analysis, and structural equation modeling analysis were performed to examine the validities of the variables, multicollinearity, and the hypothesis of the research respectively and then the results are as follows. Firstly, it appeared that the types of the instructors for the professional golf players had the influences on the level of education satisfaction. Secondly, it was shown that the types of the instructors of professional golf players had the influences on the level of technological satisfaction. Thirdly, it appeared that the level of the educational satisfaction of the professional golf players had the influence on the immersion. Fourthly, it appeared that the level of the technological satisfaction of the professional golf players had an influence on the immersion.

방과 후 스포츠클럽 지도유형에 따른 초등학생의 수업 만족도에 미치는 영향

윤성준(Sung-Jun Yoon),백준형(Jun-Hyung Baek) 한국홀리스틱융합교육학회 2022 홀리스틱융합교육연구 Vol.26 No.4

This study was conducted to investigate the effect on class satisfaction of elementary school students according to the instructional type of after-school sports club activities. The subjects of this study were 306 male students and 218 female students who are currently participating in after-school sports club activities for students in grades 3-6 of an elementary school located in S city, for a total of 524 students. As the data processing method, SPSS/ PC (win 21.0) program was used. Independent t-test and one-way analysis of variance were used to compare the teacher's instructional style and class satisfaction. Multivariate analysis was used to compare and analyze the class satisfaction of students according to the instructional type. Multiple regression analysis was used to examine the relationship between instructional type and students' class satisfaction. As for the guidance type of the advisor, the dictatorial behavior type was the highest, and there was a significant difference in the student's gender and the supervisor's gender in the class satisfaction. In addition, statistically significant differences were found in positive reward type, professor and instruction type, and social support behavior type in the influence on the teacher's class satisfaction. Therefore, it is thought that tutors will be able to increase class satisfaction by operating classes with closeness to students and actively using positive feedback, and by conducting classes that respect the opinions of individual students. 이 연구는 방과 후 스포츠클럽 활동 지도유형에 따라 초등학생의 수업 만족도에 미치는 영향을 규명하기 위해 실시하였다. 연구 대상은 S시에 소재하고 있는 초등학교의 3-6학년학생들을 대상으로 현재 방과 후 스포츠클럽 활동에 참여하고 있는 남학생 306명, 여학생 218명, 총524명을 대상으로 실시하였다. 자료처리 방법은 SPSS/ PC(win 21.0) 프로그램을 사용하였고, 지도교사의 지도유형과 수업 만족도를 비교하기 위하여 독립 t 검정과 일원변량분석, 지도유형에 따른 학생들의 수업 만족도를 비교분석하기 위해 다변량분석을 실시하였으며, 지도유형과 학생들의 수업 만족도의 관계를 살펴보기 위하여 다중회기분석을 실시하였다. 지도교사의 지도 유형으로는 전제적 행동형이 가장 높았고, 수업 만족도에서 학생 성별, 지도교사 성별에서 유의한 차이를 나타냈다. 또한 지도교사의 수업 만족도에 미치는 영향에서 긍정적 보상형과, 교수와 지시형, 사회적지지 행동형에서 통계적으로 유의한 차이를 나타냈다. 따라서 지도교사는 학생들에게 친밀감을 갖고 긍정적인 피드백을 적극적으로 사용하여 수업을 운영하고, 학생들 개개인의 의견을 존중하는 수업을 실시함으로써 수업 만족도를 높일 수 있을 것으로 사료된다.

대학교 전공 계열별 교수자들의 학습 평가 목적에 대한 인식과 수업 유형에 따른 평가 방법 활용 현황

손연아 ( Son Yeon-a ),윤지현 ( Yoon Jihyun ),맹희주 ( Maeng Heeju ) 인하대학교 교육연구소 2018 교육문화연구 Vol.24 No.3

교수자들의 수업의 질적 관리를 위해 평가는 매우 중요하다. 이에 본 연구에서는 대학생들의 학습 평가에 대한 전공 계열별 교수자들의 인식과 수업 유형에 따른 평가 방법의 적용 현황을 알아보았다. 이를 위하여 경기도에 소재한 1개의 사립 종합대학의 교원들을 대상으로 전수 조사를 실시하였으며, 연구 결과에 따른 결론은 다음과 같다. 첫째, 교육관련 전공 교수들이 많이 분포하고 있는 인문계열 교수자들의 학습 평가 목적에 대한 인식은 가장 높았으며 공학계열 교수자들의 학습 평가 목적에 대한 인식은 통계적으로 유의미하게 가장 낮은 것으로 나타났다. 특히 평가목적 중 평가 결과의 진로 지도 활용에 대한 인식은 모든 전공계열에서 가장 낮았다. 둘째, 예체능계열은 실기를 가장 많이 활용하고, 그 외 모든 계열에서 강의식 수업을 가장 많이 활용하고 있지만 전공 특성에 따라 다양한 수업방법을 함께 적용하고 있는 것으로 나타났다. 셋째, 평가자 유형에 따른 평가 방법 중 교수자 평가를 가장 많이 수행하고 있었으며, 수업에 따른 평가 방법으로 강의식 수업과 플립드 러닝 수업에는 지필평가, 실기 수업에는 실기평가, 실습과 토론 수업에서는 발표평가를 가장 많이 사용하고 있는 것으로 분석되었다. 넷째, 객관성 담보에 대한 어려움 때문에 동료 평가나 자기 평가를 가장 어려워했으며, 평가 기준 설정의 어려움과 학생 수 과다로 인한 평가시간과 채점 시간의 많은 소요 때문에 과제물평가와 발표 평가, 지필 평가, 실기 평가를 어려워했다. 따라서 교수자들이 효과적으로 평가를 수행할 수 있도록 평가 결과 활용에 대한 교수자들의 인식 강화 전략과 전공별 교수자용 평가 가이드 및 수업 유형별 평가 방법의 매뉴얼 등이 제공되어야 할 것이다. Evaluation is very important for the quality management of Instructor’s teaching. In this study, we investigated instructors’ perceptions about the purpose of undergraduate students’ learning evaluation by the university major field and the current status of evaluation method utilization according to instructional types. For this purpose, we conducted a complete enumeration on the professors of one private university in Gyeonggi-do. The conclusions according to the results are as follows. First, as a result of the instructors’ perception about the purpose of the learning evaluation, the instructors’ perceptions in humanities who have many professors of education major was the highest and the perception of engineering instructors was the lowest statistically significant. Particularly, the perception of the use of career guidance in evaluation results in all major was the lowest among evaluation purposes. Second, instructors used the practical skills classes often in the arts and physical education and the other major's instructors used the lecture-centered classes often. In addition, various teaching methods were applied according to the major characteristics. Third, instructor-centered evaluation among the evaluation methods depending on the evaluator was performed often and paper-based evaluation to lecture-centered class and flipped learning class, practical skills evaluation to practical skills class, and presentation evaluation to practice class and discussion class was performed often as an evaluation method according to instructional types. Fourth, because of the difficulty of securing objectivity, peer evaluation and self-evaluation were the most difficult. And because of the difficulty of setting evaluation standard, and time- consuming evaluation and grading due to the large number of students, it made it difficult to evaluate the homework assignment, the presentation evaluation, the paper evaluation, and the practical evaluation. Therefore, in order to enable the instructors to perform the evaluation effectively, it is necessary to provide a strategy of enhancing the instructors’ perceptions about the use of the evaluation results, a manual of evaluation guides for instructors of each major field, and a manual of evaluation methods by Instructional Types.

초등 과학 물리 단원 「렌즈의 이용」 인포그래픽 수업 모듈 개발 및 적용

이봉석,강영봉,강경희 한국물리학회 2017 새물리 Vol.67 No.2

In this study, an instructional module on infographics was developed with a focus on the unit "The Use of Lenses" in the physics section of sixth-grade science. This instructional module was applied to 51 students in two sixth-grade classes; then, the students’ perceptions on the use of infographics were surveyed. An evaluation of the types of infographics analyses showed that the comparison analysis was the most common type. The analysis of the students’ responses showed that only 8% of the students had heard about or seen any contents related to infographics. This shows that their understanding of infographics was highly limited. In particular, 75% of the students surveyed responded that the class using teaching materials on infographics was more interesting than traditional classes, which showed that the use of infographics was effective for arousing the students’ interests. This result suggests that in the science classes of elementary students, the application of an instructional module on infographics can be effective for arousing the interests of learners and helping them understand their learning contents. 이 연구에서는 6학년 과학 중 물리 영역인 ‘렌즈의 이용’ 단원을 중심으로 인포그래픽 수업 모듈을 개발하였다. 또한 6학년 2개 학급 51명의 학생들을 대상으로 이 수업 모듈을 적용한 후 인포그래픽 활용에 대한 학생들의 인식을 조사하였다. 학생들이 개발한 인포그래픽 유형을 분석한 결과 비교 분석형이 가장 많았다. 적용 수업 후 학생들을 대상으로 인포그래픽에 관한 인식 조사를 실시하였다. 학생들의 응답을 분석한 결과 인포그래픽에 관련된 내용을 듣거나 본적이 있는 학생은 8%에 불과한 것으로 나타났는데, 이는 인포그래픽에 대한 이해가 극히 제한적임을 보여주는 것이다. 특히 응답 학생의 75%가 인포그래픽 학습 자료를 활용한 수업이 전통적인 수업에 비해 재미있었다고 답해 인포그래픽 활용이 학생들의 흥미 유발에 긍정적 효과가 있음을 보여주었다. 이와 같은 결과는 초등 과학수업에서 인포그래픽 수업 모듈의 적용이 학습자의 흥미 유발 및 학습 내용 이해에 긍정적인 영향을 미칠 수 있음을 시사하고 있다.

초등학교 엘리트 양궁지도자들의 지도유형분석

김명일(Meong-Il Kim) 한국엔터테인먼트산업학회 2011 한국엔터테인먼트산업학회논문지 Vol.5 No.3

본 연구는 초등학교 엘리트 양궁 지도자들을 대상으로 지도자의 지도유형을 알아보기 위해지도자 스스로 자신을 평가 분석한 결과는 다음과 같다. 첫째, 남자가 여자에 비해 지도유형이 높게 나타났다. 둘째, 훈련형과 지시형은 고졸, 전문대졸, 대학이상 순으로 유의한 차이가 나타났다. 셋째, 민주적 행동은 중소도시지역이 (p< .01), 긍정적 피드백은 대도시지역이 (p< .05) 높게 나타났다. 넷째, 16년 이상, 11-15년, 6-10년, 1-5년 순으로 경력이 많으면 지도유형이 높게 나타났다. 다섯째, 훈련형과 지시형(p< .01), 긍정적 피드백(p< .05)은 연령이 높을수록 높게 나타나 통계적으로 유의한 차이가 나타났다. Elite Archery Leader study aimed at an elementary school director to determine the type of instruction, leaders evaluate their own analysis is as follows: First, if a man was higher than in the type of instruction. second, training type and instruction type of high school graduation, College graduation, university was not significantly different than the order. Third, small urban areas of democratic behavior(p< .01), Positive feedback metropolitan regions(p< .05) was higher. Fourth, more than the order of 16 years, 11-15years, 6-10years, 1-5years if there are many types of career instruction were high. Fifth, training type and instruction type(p< .01), the higher the age of positive feedback(p< 0.5) was high was a statistically significant difference.

Explicit Versus Implicit Instruction: A Meta-Analysis of Comparative Studies

맹은경 현대영어교육학회 2020 현대영어교육 Vol.21 No.4

Previous meta-analyses provided inclusive results related to the effectiveness of explicit instruction (EI) and implicit instruction (II). However, the preceding meta-analyses did not afford a robust comparison of two types of instruction, as the data were not drawn from the same population. This meta-analysis study, therefore, aims to provide reliable comparative effectiveness on EI and II in Korean English classrooms. The study also aims to investigate moderating effects (outcome domains, modes, types, educational contexts, L2 proficiency, and duration of instruction) on comparative effectiveness of EI and II. 143 samples from 40 primary studies were coded into the CMA software to calculate eff ect sizes by computing Hedges’ g. This meta-analysis revealed a positive overall comparative effect of EI over II; EI is more effective than II in Korean English classrooms. Among six moderating variables only one variable showed a significant moderating effect on the comparative effectiveness of EL and II; EI is more effective for developing cognitive abilities and grammar and vocabulary knowledge than II. Findings and pedagogical and research implications are discussed.