입체표현활동에서 나타나는 유아의 또래 간 교수-학습에 관한 현상학적 연구

장유진,김미남 한국조형교육학회 2011 造形敎育 Vol.0 No.41

In recent years, the importance of interactions with others in children's artistic development has gained more attention from researchers. For a long time, in the field of art education, the focus of studies on child art has been mainly on child and his/her art product. Relatively it has been not considered seriously what happens in the process of child's art making. In fact, however, in the process of making art, children have various types of interactions with others including adults and other children and their art-making can be affected by these interactions significantly. Therefore, in order to understand child art more in-depth, it needs to study how children interact with others while they make art and how these interactions function in children's artistic development. Among various types of interactions with others, interactions with peers can play an important role in children's artistic development. In the art-making process, peer tutoring and learning often happen and it has been known that the effect of it, sometime, is more powerful than that of tutoring and learning between adults and children. In this study, it was investigated peer tutoring and learning by two young children, Rin and Chae, in the process of modeling using phenomenological research method. Through analyzing the data from observations, it was attempted to understand the characteristics and methods of peer tutoring and learning in the process of two children's modeling. Different types of peer tutoring-learning occurred according to change of body, time, space and relationship. The result of this study shows the followings: Modeling is a very useful art activity which children can share peer tutoring-learning experiences. Peer tutoring-learning appears through various processes and in different ways. It can be categorized in two types: (1)Passive and indirect peer tutoring-learning(naming, showing work to others, inner-direction tutoring-learning, acknowledgment and agreement to partner) and (2)Active and direct peer tutoring-learning(comment, suggestion, explanation, order, demonstration to partner). Moreover, the body of child is major means for peer tutoring-learning, and peer tutoring-learning shows signs of time change. Peer tutoring-learning is also affected by space and relationship with partner as well.

고등학교 수학 교실의 또래교수 설계 및 실행 비교 연구

조아라,민경찬,임웅 한국수학교육학회 2020 수학교육논문집 Vol.34 No.2

본 연구는 또래 교수(peer teaching) 설계 방식이 고등학생들의 학업 성취도와 정의적 영역에 미치는 영향을 확인하여 학교 현장에서 또래 교수 활성화 가능성을 탐색하고자 한다. 이를 위해 동질성이 확보된 고등학교 1학년 학생들을 일대일 비상호적 또래 교수 활동을 실행하는 집단과 일대사 상호적 또래 교수 활동을 실행하는 집단으로 나누어구성하였다. 그리고 각 집단에서 6주 동안 또래 교수 활동을 실행하고 사후 학업 성취도 검사, 정의적 영역 검사 및또래교수 활동에 관한 설문을 실시한 후 활동 결과를 확인하였다. 이후 다시 6주 동안 각 집단의 또래 교수 활동을교차하여 진행한 후 두 활동을 비교하는 설문을 실시하였다. 연구 결과는 다음과 같다. 첫째, 또래 교수의 설계 방법의 차이가 학생들의 학업 성취도와 정의적 영역에서 유의미한 차이를 발생시키지 않았다. 둘째, 학생들은 또래 교수에 대해 긍정적으로 인식했으며, 각각의 또래 교수 활동의 설계 방법의 장점들에 대해서는 주목할 만한 인식의 차이를 드러내었다. 이는 또래교수 설계를 통해 기존의 교실 구조를 크게 변화시키지 않고 개인의 특성을 고려한 맞춤형교육이 가능하다는 점을 시사한다. The study investigates how two different methods of peer tutoring impact academic achievement and student affect in a high school mathematics class. The two methods include the one-on-one non-reciprocal peer tutoring and the one-on-four interactive peer-tutoring method. We looked into students’ cognitive gains and their affect toward mathematics after students had experienced peer tutoring for six weeks. Further, we analyzed student responses in a survey about peer tutoring activities. A finding is that the two methods produced no statistically significant difference in both cognitive gains and student affect toward mathematics. As students expressed views about their peer tutoring experiences, their comments, however, revealed the multifaceted aspects of peer tutoring in the classroom setting. In turn, this supports the use of diverse peer tutoring methods especially when the teacher makes incremental changes in teaching practices to improve student learning. Findings also indicate that appropriate peer tutoring experiences have the potential to create intellectually safe learning environments with high student engagement. This underscores the benefit of designing and implementing diverse peer tutoring methods that are effective in engaging students in learning and increasing the opportunity to learn and create knowledge with peers.

또래교수가 또래교사의 수학적 성향과 수학적 의사소통능력에 미치는 영향

정미진,권성룡 대한수학교육학회 2011 학교수학 Vol.13 No.1

The purpose of this study was to investigate the effect of peer tutoring on mathematical inclination and mathematical communication ability of peer tutor. For the purpose of this study, research questions were established as follows:1. How does peer tutoring affect to the mathematical inclination of peer tutors ?2. How does peer tutoring affect to the mathematical communication ability of peer tutors?To answer the research questions, four 5th grade peer tutors were selected for qualitative case study in an elementary school located in Goyang-si, Gyeonggi-do. Before and after 11 weeks of peer tutoring in their mathematics classes, mathematical inclination, mathematical communication ability of peer tutors were examined. For qualitative analysis, peer tutors were asked to complete worksheets, self-evaluation, journal for their peer tutoring in daily basis during the experiment. By comparing the scores in mathematical inclination test and mathematical communication test before and after the treatment and analyzing the data gathered for qualitative analysis, the conclusions were drawn as follows:First, Peer tutoring has positive effects on the mathematical inclination of peer tutors. Scores for mathematical inclination of peer tutors after the treatment increased and qualitative analysis showed positive change in their attitude toward mathematics. Second, Peer tutoring has positive effects on the mathematical communication ability of peer tutors. Scores in the performance assessment for mathematical communication ability of peer tutors after the treatment increased. Also qualitative analysis showed that peer tutors tried to develop various ways to solve a problem and explained them to their peer tutee sophisticatedly. 수학학습에서의 개인차의 문제를 해결하는 현실적인 방법 중 하나가 교실에서 이뤄지는 또래교수이다. 일반적으로 또래교수는 기본학습과정을 먼저 끝낸 학습우수아가 기본학습과정을 이수하는데 어려움이 있는 학습부진아를 도와주는 방식으로 이뤄진다. 따라서 대부분의 또래학습에 관한 연구가 또래교사보다는 또래학습자의 학습에 초점을 맞춰왔고 이런 이유로 부진아 지도를 위한 방법 중 하나로 연구되어졌다. 그러나 또래교수가 학습 부진아에게 효과적인 방법이라고 할지라도 또래교사에게는 스스로 학습할 수 있는 기회를 제한할 뿐 아무런 이득이 되지 않는다면 효율적인 교수학적 방법이라고 보기 어렵고 윤리적이지도 못하다. 본 연구는 또래교수가 또래교사에게 어떤 영향을 미치는 지를 알아보는 것이 목적이다. 이를 위해서 또래교수가 이뤄지기 전과 후의 또래교사의 수학적 성향과 수학적 의사소통 능력의 변화를 살펴보았다.

대학에서 이루어지는 동료 튜터링의 목적, 어려움, 성과, 개선점에 대한 질적 연구 : 튜터의 관점에서

정한호 한국교육방법학회 2019 교육방법연구 Vol.31 No.4

The purpose of this study was to examine the practical purposes, difficulties, achievements, and improvements of peer tutoring, and to suggest effective peer tutoring strategies. In this study, the tutoring activities of 25 tutors who participated in the peer tutoring program hosted by the Center for Teaching and Learning of A University in the Seoul Metropolitan Area in the first semester of 2019 were collected. In this study, interview data were collected from six tutors who participated in the tutoring program organized by the Center for Teaching and Learning of A University. In this study, two methods of qualitative data analysis were used to analyze and interpret collected qualitative data correctly. First, Colaizzi's analytical method was used to analyze and describe the lively voices of the tutors in the collected data and the meaning contained in them. In addition, Creswell's six-step qualitative data analysis was used to increase the reliability and rigor of the entire process of analysis and interpretation, from coding to categorization. Through this study, we could grasp the purpose, motivation, effectiveness, and satisfaction of peer tutoring. The results of the study were as follows. First, the purpose of the tutoring program participation of tutors in this study was to focus on the development of academic aspects. Second, the tutors who participated in this study were found to have difficulty in tutoring, coordination, and personal and administrative difficulties during peer tutoring. Third, the tutors who participated in this study showed a certain outcome through sharing activities based on the tutoring process with the tutees. Fourth, the tutors who participated in this study proposed the improvement methods necessary to minimize their difficulties and problems in the process of tutoring. In this study, based on the above contents, the theoretical and practical methods for peer tutoring conducted in university were examined. 본 연구는 튜터의 시각을 중심으로, 동료 튜터링의 현실적인 목적, 어려움, 성과, 개선방안을 살펴보고 효과적인 동료 튜터링 운영 방안을 제언하기 위한 목적으로 수행하였다. 본 연구에서는 2019학년도 1학기에 수도권 소재 A대학 교수학습지원센터 주관 동료 튜터링 프로그램에 참여한 튜터 25명의 튜터링 활동 보고서를 수집하였다. 또한, 본 연구에서는 A대학 교수학습지원센터에서 주관하는 튜터링 프로그램에 참여한 튜터 6명을 대상으로 면담 자료를 수집하였다. 본 연구에서는 수집된 질적 자료를 올바로 분석하고 해석하기 위해 크게 두 가지 방식의 질적 자료 분석방법을 사용하였다. 먼저, 수집된 자료 속에 있는 튜터들의 생생한 목소리와 그 속에 담겨있는 의미를 편견 없이 분석하고 기술하기 위해 Colaizzi의 분석방법을 사용하였다. 또한, 코딩부터 범주화 과정에 이르기까지 분석 및 해석의 전 과정에 대한 신뢰성과 엄격성을 높이기 위해 Creswell의 질적 자료 분석 6단계를 사용하였다. 본 연구를 통해, 동료 튜터링의 참여 목적이나 동기, 효과성, 만족도 등을 파악할 수 있었다. 연구결과를 구체적으로 살펴보면, 첫째, 본 연구에 참여한 튜터들의 튜터링 프로그램 참여 목적은 학업적인 측면의 신장에 초점을 두는 것으로 나타났다. 둘째, 본 연구에 참여한 튜터들은 동료 튜터링 과정에서의 튜티 지도, 조율, 개인적· 행정적인 어려움을 겪는 것으로 나타났다. 셋째, 본 연구에 참여한 튜터들은 튜티와 함께하는 튜터링 과정에 기반한 공유활동을 통해 소정의 성과를 도출하는 것으로 나타났다. 넷째, 본 연구에 참여한 튜터들은 튜터링의 수행과정에서 나타나는 자신들의 어려움 및 문제점을 최소화하는데 필요한 개선방안을 제안하였다. 본 연구에서는 상기와 같은 내용을 바탕으로, 대학에서 수행되는 동료 튜터링이 올바로 나아가기 위한 이론적, 실제적인 방안을 살펴보았다.

대학 글쓰기에서의 한국어 동료튜터링(peer tutoring)의 과정과 방법-외국인 및 재외국민 학습자를 중심으로

김선효 한국교양교육학회 2013 교양교육연구 Vol.7 No.5

In this paper it presented the process of peer tutoring for Korean academic writing classes and explored the proper methods for Korean learners who are foreigners and Korean oversees. Peer tutoring is interactive program that tutors who were learned previously or have more knowledge support and help tutees who have less knowledge, but tutors and tutees are not hierarchical relation but interactive and cooperative. Peer tutoring has three methods; directive tutoring, nondirective tutoring and neutral tutoring. Among those methods, neutral tutoring is much proper to Korean learners. In Korean peer tutoring program some problems came out, but it can be overcome if tutors regards peerness as important and tutors, tutees and instructors have cooperative relationship each other. 본 연구는 외국인 및 재외국민 학습자를 대상으로 하는 대학 글쓰기에 활용할 수 있는 한국어 동료튜터링의 과정을 제시하고 이에 적합한 튜터링 방법을 모색하는 데 목적을 두었다. 동료튜터링은 선행 학습을 한 튜터가 학습자의 부족한 영역을 도와주는 학습 보조 활동으로서, 튜터링의 방법에는 튜터의 직접적 개입을 허용하는 지시적 튜터링과 그렇지 않는 비지시적 튜터링 그리고 두 튜터링 유형을 결합한 중립적 튜터링이 있다. 이 세 유형 중에서 외국인 및 재외국민 학습자에게는 오류의 유형과 학습자의 한국어 능력에 따라 중립적 튜터링을 실시하는 것이 적합함을 알 수 있었다. 한국어 동료튜터링의 과정 중에 튜터와 학습자 간의 관계성, 학습자의 학습 의욕 저하 등의 한계가 드러날 수 있으나 튜터가 동료성을 중시하면서 학습자를 도와주면 성공적인 튜터링을 실시할 수 있었다. 튜터와 학습자가 서로 주축이 되고 교수자가 보조적으로 도와주는 상호 협력적 관계가 한국어 동료튜터링을 이끄는 동력이라 할 수 있다.

How Peer Tutoring and Peer Tutor Training Influence Korean EFL Students' Writing

최영은,성귀복 한국영어어문교육학회 2011 영어어문교육 Vol.17 No.4

This study investigates the effect of peer tutoring and peer tutor training program on Korean university students' EFL writing. Six tutors and twelve tutees have participated in the experiment. The tutors were divided into untrained and trained groups each of which was assigned to teach six tutees. The three peer tutors in the experimental group received training on how to give peer tutoring. After the pre-test, the tutees wrote series of drafts on three topics and received written feedback from their peer tutors via email. The results of the post-test showed improvement in writing scores in both groups. The tutees in the trained peer tutor group, however, showed much greater improvement. Their improvement was also more consistent, and the score differences between the two groups increased over time. Analysis of the peer tutors' written feedback indicated that the trained tutors focused more on the higher order concerns in writing than the untrained ones did. In the questionnaire all tutees responded positively to the peer tutoring experience. The results indicate that peer tutor training programs may have beneficial effects on Korean university students’ writing abilities especially in the elements of higher order concerns.

How Peer Tutoring and Peer Tutor Training Influence Korean EFL Students' Writing

Choi, Young Eun,Seong, Guiboke The English Teachers Association in Korea 2011 영어어문교육 Vol.17 No.4

This study investigates the effect of peer tutoring and peer tutor training program on Korean university students' EFL writing. Six tutors and twelve tutees have participated in the experiment. The tutors were divided into untrained and trained groups each of which was assigned to teach six tutees. The three peer tutors in the experimental group received training on how to give peer tutoring. After the pre-test, the tutees wrote series of drafts on three topics and received written feedback from their peer tutors via email. The results of the post-test showed improvement in writing scores in both groups. The tutees in the trained peer tutor group, however, showed much greater improvement. Their improvement was also more consistent, and the score differences between the two groups increased over time. Analysis of the peer tutors' written feedback indicated that the trained tutors focused more on the higher order concerns in writing than the untrained ones did. In the questionnaire all tutees responded positively to the peer tutoring experience. The results indicate that peer tutor training programs may have beneficial effects on Korean university students' writing abilities especially in the elements of higher order concerns.

또래교수전략 기반 창의융합프로그램이 또래교사와 또래학생들의 융합인재소양과 학습동기에 미치는 영향

강소연,강경희 인하대학교 교육연구소 2020 교육문화연구 Vol.26 No.1

The purpose of this study was to investigate the effects of a peer tutoring based STEAM program on peer tutors and peer tutees' STEAM literacy and motivation to learn. Another purpose of this study was to examine middle school students' perception of on the program. The subjects of this study were 297 third graders attending of A middle school in J city. They were divided into 67 peer tutors and 230 peer tutees. The peer tutoring strategy is a method in which peers perform teacher and student roles in learning activities. The peer tutor group consisted of student support. After applying the program, which consisted of 14 learning topics, we measured the two group's STEAM literacy and learning motivation. In the results of a t-test on STEAM literacy, the group of peer tutors scored to be significantly higher than the peer tutees. In addition, there was a significant difference between the two groups in the t-test analysis of learning motivation, the peer tutors group showed a higher level than the peer tutees group. The results showed that the peer tutoring strategy has a positive effect on the cultivation of STEAM literacy and learning motivation. In particular, having students perform their own teaching activities was more effective. The two groups also showed a high level of interest and participation in their perception of the program. And in terms of the effectiveness of peer-feedback and the degree to which it helps to learn fusion knowledge, the group of peer tutors revealed a higher level than the peer tutees. 이 연구는 또래교수전략을 활용한 창의융합프로그램이 또래교사와 또래학생들의 융합인재소양과 학습동기에 미치는영향을 알아보는 것이다. 또한 이 프로그램에 대해 이들이 어떻게 인식하는지 살펴보는 것이다. 이 연구의 대상은J시 소재 A중학교 3학년 학생 297명이다. 또래교수전략은 또래교사와 또래학생이 각각 교사와 학생 역할 활동을수행하면서 학습을 진행하는 방식이다. 또래교사 집단은 67명, 또래학생 집단은 230명이다. 또래교사 집단은 학생들의지원으로 구성되었다. 14개의 학습주제로 구성된 프로그램을 적용한 후 두 집단의 융합인재소양과 학습동기를 조사하였다. 융합인재소양에 대한 t-test 분석 결과 또래교사 집단이 또래학생 집단보다 유의미하게 높은 것으로 나타났다. 또한 학습동기에 대한 분석 결과에서도 또래교사 집단이 또래학생 집단보다 높은 수준을 보였고, 두 집단 간 차이는유의미한 것으로 나타났다. 이 결과는 또래교수 전략이 중학생들의 융합인재소양과 학습동기에 긍정적인 영향을미친다는 것을 보여주는 것이다. 특히 학생들이 교수활동을 직접 수행하는 경험이 더 큰 효과를 나타내었다. 또한프로그램에 대한 인식 조사에서는 흥미도와 참여도가 두 집단 모두 높은 결과를 보였다. 동료피드백의 효과와 융합지식학습에 도움을 주는 정도 등의 측면에서는 또래교사 집단이 또래학생 집단보다 더 높은 수준을 보였다.

How Peer Tutoring and Peer Tutor Training Influence Korean EFL Students’ Writing

Young Eun Choi,Guiboke Seong 한국영어어문교육학회 2011 영어어문교육 Vol.17 No.4

This study investigates the effect of peer tutoring and peer tutor training program on Korean university students’ EFL writing. Six tutors and twelve tutees have participated in the experiment. The tutors were divided into untrained and trained groups each of which was assigned to teach six tutees. The three peer tutors in the experimental group received training on how to give peer tutoring. After the pre-test, the tutees wrote series of drafts on three topics and received written feedback from their peer tutors via email. The results of the post-test showed improvement in writing scores in both groups. The tutees in the trained peer tutor group, however, showed much greater improvement. Their improvement was also more consistent, and the score differences between the two groups increased over time. Analysis of the peer tutors’ written feedback indicated that the trained tutors focused more on the higher order concerns in writing than the untrained ones did. In the questionnaire all tutees responded positively to the peer tutoring experience. The results indicate that peer tutor training programs may have beneficial effects on Korean university students’ writing abilities especially in the elements of higher order concerns.

폐쇄형 SNS와 모바일 앱을 활용한 상호동료튜터링과 전문가튜터링의 학습 양상 및 만족도 차이 분석

최윤정(Choi, Yunjeong) 팬코리아영어교육학회(구 영남영어교육학회) 2020 영어교육연구 Vol.32 No.4

This study investigates the differences in learners’ participation patterns and satisfaction according to the type of English group tutoring within the context of mobile-assisted language learning. Thirtyfive Korean learners of English were placed in two different tutoring groups (reciprocal peer-tutoring vs. expert tutoring) and participated in 6-week online tutoring, supported by a closed SNS and a mobile application. To examine how differently learners were engaged in each group, their participation patterns in assignments and written feedback were analyzed. Participants also responded to an online survey on their satisfaction on tutoring experience. The results were as follows: 1) participants in reciprocal peer-tutoring worked more actively in completing assignments than those in expert tutoring, 2) tutors in expert tutoring groups provided more feedback focusing on the content of the assignment submitted, whereas peer-learners provided less feedback focusing more on the affective aspects, and 3) the survey results showed that learners in expert tutoring were satisfied more than the other in learning contents provided, facilitative monitoring by the researcher, feedback on assignments, and overall perceptions on tutoring experience. (175 words)