초등과학 수업에서 자기조절학습 기반 관찰학습전략이 자기조절학습능력과 과학탐구능력에 미치는 효과- '동물의 한살이' 단원을 중심으로 -

김혜란,최선영 한국생물교육학회 2022 생물교육 Vol.50 No.3

The purpose of this study was to investigate the effect of observation learning strategy based self- regulated learning to the unit of the science 'Life cycle of the animal' in the third grade of elementary science class, and as a result, it aims to find out what changes occur in elementary school students' scientific inquiry skill and self-regulated learning ability. The subjects of the study were arbitrarily selected as experimental and control groups in the third grade of elementary school in P-si, Gyeonggi- do. The control group suggested using the observation report presented in the teacher's guidebook. The experimental group presented to use an observation report applying an observation strategy based on self-regulated learning. As a result of this study, the observation strategy based on self-regulated learning in this study had a significant effect on improving students' self-regulated learning ability and scientific inquiry skill (p<.001). Therefore, it can be said that the observation strategy based on self-regulated learning in this study consists of a student-centered discovery observation class and helps elementary school students improve their self-regulated learning ability and scientific inquiry skill.

연속 반응 시간 과제 수행의 행위 관찰과 운동 상상이 거울신경활성에 미치는 영향

이상열 ( Sang Yeol Lee ),이명희 ( Myung Hee Lee ),배성수 ( Sung Soo Bae ),이강성 ( Kang Seong Lee ),공원태 ( Won Tae Gong ) 대한물리의학회 2010 대한물리의학회지 Vol.5 No.3

Purpose:The object of this study was to examine the effect of motor learning on brain activation depending on the method of motor learning. Methods:The brain activation was measured in 9 men by fMRI. The subjects were divided into the following groups depending on the method of motor learning: actually practice (AP, n=3) group, action observation (AO, n=3) group and motor imagery (MI, n=3) group. In order to examine the effect of motor learning depending on the method of motor learning, the brain activation data were measured during learning. For the investigation of brain activation, fMRI was conducted. Results:The results of brain activation measured before and during learning were as follows; (1) During learning, the AP group showed the activation in the following areas: primary motor area located in precentral gyrus, somatosensory area located in postcentral gyrus, supplemental motor area and prefrontal association area located in precentral gyrus, middle frontal gyrus and superior frontal gyrus, speech area located in superior temporal gyrus and middle temporal gyrus, Broca`s area located in inferior parietal lobe and somatosensory association area of precuneus; (2) During learning, the AO groups showed the activation in the following areas: primary motor area located in precentral gyrus, prefrontal association area located in middle frontal gyrus and superior frontal gyrus, speech area and supplemental motor area located in superior temporal gyrusand middle temporal gyrus, Broca`s area located in inferior parietal lobe, somatosensory area and primary motor area located in precentral gyrus of right cerebrum and left cerebrum, and somatosensory association area located in precuneus; and (3) During learning, the MI group showed activation in the following areas: speech area located in superior temporal gyrus, supplemental area, and somatosensory association area located in precuneus. Conclusion:Given the results above, in this study, the action observation was suggested as an alternative to motor learning through actual practice in serial reaction time task of motor learning. It showed the similar results to the actual practice in brain activation which were obtained using activation of mirror neuron. This result suggests that the brain activation occurred by the activation of mirror neuron, which was observed during action observation. The mirror neurons are located in primary motor area, somatosensory area, premotor area, supplemental motor area and somatosensory association area. In sum, when we plan a training program through physiotherapy to increase the effect during reeducation of movement, the action observation as well as best resting is necessary in increasing the effect of motor learning with the patients who cannot be engaged in actual practice.

작문교육에서 관찰학습 구현을 위한 쟁점과 과제

임지원 ( Lim Jiwon ) 한국작문학회 2021 작문연구 Vol.- No.50

본 연구의 목적은 ‘관찰학습(observational learning)’과 관련한 학문적 담론이 지니는 작문교육 차원의 가능성과 유의미성을 탐색하고, 국내 작문교육에서 관찰학습의 구현을 위한 쟁점과 과제를 짚어 봄으로써 작문교육의 내용 및 방법으로서 관찰학습의 실천을 제안하는 데 있다. 본 연구에서는 작문교육에서 관찰학습의 교육적 가능성으로, 첫째 관찰학습이 교수로부터 학습으로 초점을 전환함으로써 학습자 중심 교육을 구현하는 데 기여할 수 있으며, 둘째 관찰학습이 수행으로부터 관찰로 초점을 전환함으로써 쓰기 과정 교육을 내실화할 수 있음을 제시하였다. 또한 작문교육에서 관찰학습의 구현을 위한 쟁점과 과제를 관찰학습의 과제 구성, 교수학습 내용, 평가 및 관찰 방법론의 측면으로 구분하여 논의하였다. 관찰학습은 학습자로 하여금 필자로서의 쓰기 수행의 부담을 내려놓고, 관찰자로서 타인의 쓰기 과정을 관찰, 분석, 평가, 성찰함으로써 쓰기 능력을 함양할 수 있다는 점에서 의미가 있다. 관찰학습은 학습자가 쓰기 지식을 어떻게 경험하고 체득하도록 하여 쓰기 학습을 통한 성장을 이루게 할 것인가에 대한 하나의 교육적 방안이 될 수 있다. 본 연구를 시작으로 국내 작문교육에서 관찰학습과 관련한 이론적, 실증적 연구들이 마련되기를 기대한다. This study explores issues and tasks for the application of observational learning in writing education in Korean language education. Although observational learning in writing has been studied widely, few studies have been published on the field of Korean language education. This study proposes educational implications for observational learning in writing education. First, it moves the focus from the teaching of teachers to the learning of learners. Second, regarding writing process education, it moves the focus from executing writing to observing writing. This study raises issues and tasks for the application of observational learning in writing education. These issues and tasks are discussed regarding writing tasks, teaching and learning contents, assessments, and the methodology for observational learning.

운동심상과 활동관찰을 결합한 관찰학습이 심상능력과 운동기술 학습에 미치는 효과

임창하,최상협,송용관 국민체육진흥공단 한국스포츠정책과학원 2019 체육과학연구 Vol.30 No.3

[Purpose] In general, motor imagery and action observation have been distinguished from each other. Recently, several studies demonstrated that combined approach to motor imagery and action observation can be more effective in motor learning. The present study examined the effects of observation learning combined motor imagery and action observation during acquisition basketball shooting skills. [Methods] We divided with control group, action observation group and observation learning group combined mental image and action observation in the three middle school. Action observation group provided the action observation program, and observation learning group was performed observation learning combined mental image and action observation training. All groups were perform basic basketball skills. Experimental intervention was performed for 10 weeks, and data analysis was performed 3 groups × 2 time repeated ANOVA. [Results] The results indicated that all group were improve after intervention, and subjects who participated in combined mental image and action observation was significant in the interaction effect on the front shoot. Moreover, the interaction effect on the motor imagery ability was significant. [Conclusions] These findings suggest that the use of observation learning combined mental image and action observation strategy potentially optimizes motor skills performance and motor image ability by incorporating motor imagery, especially when observing movements with intent to imitate. [목적] 이 연구는 운동심상과 활동관찰을 결합한 관찰학습이 농구수업 참여자들의 농구 슈팅 기술 및 심상능력 향상에 어떻게 영향을 미치는지를 검증하는데 있다. [방법] 서울 소재 3개 중학교를 대상으로 통제집단, 활동관찰 집단과 운동심상과 활동관찰을 결합한 혼합집단으로 구분하고 실험을 진행하였다. 활동관찰 집단에게는 농구기술 학습과 관련된 영상을 제공하여 신체적 연습을 병행하게 하였으며, 혼합집단에게는 농구기술과 관련된 운동심상 내용을 제공하여 활동관찰과 함께 신체적 연습을 병행하게 하였다. 이에 반해, 통제집단은 신체적 연습만 수행하도록 하였다. 실험중재는 10주간 진행되었으며, 실험중재 전 사전과 중재 후 사후에 측정된 결과를 바탕으로 3집단×2시기 반복측정 분산분석을 수행하였다. [결과] 연구결과, 혼합집단은 정면 슈팅 기술에서 상호작용 효과가 유의한 것으로 나타났다. 운동심상 능력에 있어서는 모든 하위변인들에서 상호작용 효과가 유의한 것으로 밝혀졌으며, 이러한 변화는 활동관찰과 운동심상을 결합한 혼합집단에게서 큰 것으로 확인되었다. [결론] 이 연구를 통해 운동기술의 습득과정에서 운동학습의 효과를 높이기 위해서는 운동심상과 활동관찰을 결합한 연습구조가 연습의 효용성 측면에서 중요하다는 것을 보여준다.

식물의 형태에 관한 놀이 학습이 초등학생들의 관찰 및 분류능력에 미치는 영향

함영은 ( Young-eun Ham ),이길재 ( Kil-jae Lee ) 韓國生物敎育學會 2016 생물교육 Vol.44 No.2

In this study, teaching and learning program through play with regard to chapter ‘World of Plants’ was developed, and applied to the fourth grade of elementary school. The effects of the program on the on children’s observation and classification abilities were analyzed quantitatively and qualitatively. The experimental group and control group showed similar ability of observation and classification levels in pre-test. The type of play was classified as constructive play and game with rule on the basis of cognitive play. The play was applied to the experiential learning model for the purpose of improving basic inquiry skill like observation and classification. The experiential learning model based on play was developed as follows. The search step according to teacher’s guidance was changed into the observation and classification activity through play step. The problem identification step was added to the experiential learning model. The results of this study are as follows. After class, there was a statistically significant improvement of observation ability in experimental group compared to the control group. Especially there were effective on improving observation ability of flatfixed and flat rotation categories. The learning through play was effective in improving observation ability in low, medium and high levels of subgroups in experimental group. The classification ability was also significantly increased in the experimental group compared to control group. Especially the program was effective to improve the classification ability of mixed attribute category in the experimental group. Among the experimental subgroups, it was effective on improving classification ability in the low and medium levels. Most of the students showed much interests in playing activity and expressed high curiosity during the class. As the class pro-gresses, various types of observation were observed. At first, students preferred the play of simple rules, but as the class progresses preferred the play of complex and new forms. According to the results of this study, learning through play gave a positive effects on the improvement of the plant observation and classification abilities.

무형식 학습에 영향을 미치는 요인에 대한 연구

이성엽 안암교육학회 2009 한국교육학연구 Vol.15 No.1

본 연구는 기업에서의 무형식 학습에 긍정적 또는 부정적 영향을 미치는 요소가 무엇인지를 살펴본 연구다. 질적연구방법을 통해 수행된 본 연구에선 기업에서의 성인학습자들의 무형식 학습은 그 동기나 방법 또는 촉진의 영역에서 주변의 상황과 매우 밀접한 관련이 있음을 알 수 있었다. 연구대상자들은 직장에서 성인학습자들은 사회적 존재로서 그들의 학습과 경험은 기업이라는 사회에 존재하는 여러 담론들과 관계되는 모습을 보였으며 자신들이 속한 상황에서 다양한 사회적 맥락과 그것을 해석해내는 개개인의 특성에 따라 학습의 유무나 강도는 차이가 있었다. 무형식 학습에 영향을 미치는 요인들은 무엇인가라는 문제에 있어 연구대상자들의 무형식 학습에 영향을 미치는 요인을 정리해보면 크게 개인적인 특성, 타인과의 관계와 관련된 대인관계차원, 부서분위기와 같은 환경적은 차원 그리고 업무특성적인 차원으로 나눠볼 수 있다. 이들 요인들은 무형식 학습에 긍정 또는 부정적 영향을 끼치는 등 상호영향을 주는 것으로 나타났다. The purpose of this study is to find what is the main factors influencing informal learning at corporate workplace. As a finding from the observation of the factors influencing informal learning of the research objects, the factors were largely divided into four: individual characteristics, interpersonal aspects such as personal relations, environmental matters such as the atmosphere of a department, and features of work duties. The learners said they could learn many things when taking the initiative and having active attitude in work. Such an initiative was found to get activated when the learners had high confidence of themselves. The more proud of themselves they were, the more active in work they became, and that attitude also affected the depth of informal learning. The atmosphere of a department and personal relations with colleagues in workplace were shown to have significant effects on informal learning of the research objects. Informal learning was more encouraged in the environment freely allowing questions and conversation when the learners were curious or concerned about something. The atmosphere of encouraging and recognizing each other and allowing personal relations with co-workers was a very significant factor in the learning. The business showing also affected the atmosphere of a department, and especially in the case of sales divisions, the leadership of a manager had such great effects as to decide the learning atmosphere of the divisions. The degree of help and support and the existence of a mentor in workplace were factors influencing the learning. In case there are people in rivalry to compete in the organization, informal learning was found to get accelerated, for positive rivalry helps them have strengthened awareness towards goals and be more active and initiative in work. And, informal learning became promoted when unusual work was assigned to them: for example, in the case of carrying out new work duties, of handling several kinds of works at the same time, of doing difficult assignments and of conducting joint works, cooperating with others.

‘음악 이야기’의 통합교수 · 학습 자료 개발 방향에 관한 설문 조사 연구

이영미 ( Youngmi Lee ) 미래음악교육학회 2018 미래음악교육연구 Vol.3 No.1

본 논문의 목적은 2015 교육과정 개정의 쟁점인 교실수업에서 ‘음악 이야기’를 활용하여 배움을 즐길 수 있는 행복교육 실천을 추구하며 ‘음악 이야기’를 활용할 수 있는 교수 · 학습의 통합적 접근을 탐색하고자 ‘음악 이야기’의 통합교수 · 학습 자료 개발 방향을 설문조사 하였다. 설문조사 결과에서 ‘음악 이야기’를 창작하는 학습 과정에 필요한 학습 모형은 총체적인 언어 접근으로 나타났다. 프로젝트 기반 공연 준비와 발표 등의 학습활동이 가장 적합한 학습활동으로 나타났다. 통합 학습 주제에 관하여 ‘음악 이야기’와 연계된 덕목은 ‘행복’이라는 응답비율이 가장 높았다. 그리고 현재까지 ‘음악 이야기’를 활용한 교수 · 학습을 통합적으로 접근하고 있지만 부족한 점이 많으나 ‘극’을 활용한 통합 교수 · 학습은 교실 수업에서 실현 가능 할 것으로 보고 있었다. 또한 통합 교수 · 학습 주제로 적합한 덕목은 공감, 배려, 자신감, 자존감 순으로 적합하다는 설문결과를 얻었다. 이를 반영 하여 본 연구의 교수 · 학습 방향에서는 표현 놀이 모형을 중심으로 도메인 프로젝트 모형(안)을 제시하였다. 인성 함양을 추구하는 학습주제‘행복’과 관련된 ‘음악 이야기’ 활동은 통합 교수 · 학습을 구현하는데 가장 적합하며, 이를 교실수업에서 구현하기 위해 음악수업시수 증가와 같은 위한 편성 · 운영상의 지원이 필요하다. 본 연구 결과에서 음악교과 전문가에게는 ‘음악 이야기’ 자료 및 매체 활용 방법의 지원을 필요로 하고 있는 점을 반영하여 후속연구로 ‘통합적으로 접근하는 교수 · 학습자료 개발 모형 타당화’를 제안하였다. The purpose of this study suggest that explore an integrated approach to practicing happiness education. And also that can enjoy learning in classroom ‘A Story telling in music’ and suggest a instructional approach that integrates with ‘A Story telling in music’. According to the necessity of integrated approach to experience ‘Happy education’ that can enjoy learning into ‘A Story telling in music’'. In the results of the questionnaire, the learning model required for the learning process was most suitable for project-based learning when approaching the overall language and the most suitable for the preparation of the performance and presentation in ‘A Story telling in music’. On the topic of integrated learning, the virtue associated with 'A Story telling in music' was the highest rate of 'Happiness'. In addition, I have been using teaching and learning using ‘story telling in music’ so far, but there are many deficiencies. However, it was positively predicted that integrated instruction utilizing ‘drama’ would be possible in classroom class. In addition, the integrated teaching and learning topics reflect the survey results that fit the subject pursuing virtue in the order of empathy, consideration, self-esteem, and self-esteem. In the teaching and learning method of this study, the domain project model. The most common method of evaluation is observe what learnt the contents of instruction utilizing ‘a story telling in music’ through a tool of ‘assessment of observation’. It is necessary to support the organization and operation to increase the number of class hours. In the case of the music curriculum specialist, ‘A Story telling in music’ need to support the media utilization of method, and suggested ‘development of instructional music-matters and learning materials integrated in approach’ as a follow-up study.

Observational threat conditioning is induced by circa-strike activity burst but not freezing and requires visual attention

Hong, Eun-Hwa,Choi, June-Seek Elsevier 2018 Behavioural brain research Vol.353 No.-

<P><B>Abstract</B></P> <P>Social transmission refers to a process in which an observer (OB) acquires new information about the environment including threat situations, through the action of familiar conspecifics. Recently, a number of studies employing observational threat conditioning (OTC) in which OB mice expressed defensive responses following indirect exposure to pair-housed partner mice (demonstrator: DE) which were receiving repeated footshocks, have produced interesting insights into the social mechanisms of emotional transfer. However, the nature of the transmitted information or the critical cognitive processes involved in OTC is not clear. In a series of experiments, we investigated the key elements involves in triggering socially-induced defensive responses. In Exp.1, we compared the effectiveness in conveying a threat of two different types of defensive reactions of DEs: the circa-strike activity burst (CSAB) vs. freezing. The results show that the CSAB is more effective than freezing in inducing defensive freezing in an OB. In Exp. 2, we investigated different types of the OBs’ defensive responses by measuring their change in head orientation or their “gazing” at the DEs, and their temporal synchrony with the DEs’ defensive reactions in the form of their CSAB. The results show that OBs’ gazing was significantly correlated with the DEs’ CSAB, especially the DEs’ jumping behavior, but not with the freezing of the DEs, indicating that jumping is a more effective trigger stimulus in inducing attentional capture in conspecific partner animals. In Exp. 3, the role of visual information was tested. The result shows that the OBs’ level of freezing was significantly reduced when visual information was blocked by an opaque partition. In Exp. 4, to confirm the critical role of visual attention, we introduced distracting flashing lights, which were switched on and off at random intervals during the conditioning process. With all other conditions being maintained unaltered, the OBs in the distractor condition displayed a significantly decreased level of freezing, indicating that the visual attention paid to the DEs by the OBs during the conditioning process was critical for the social transmission of threat. Taken together, the results of the current study strongly suggest that socially transmitted defensive behavior is dependent on the specific behavioral elements of a DE’s defensive behavior, and moreover, that a visual attentional process is required during the OTC.</P> <P><B>Highlights</B></P> <P> <UL> <LI> Observational conditioning is mediated by a specific defensive behavior. </LI> <LI> Observer’s freezing is induced by demonstrator’s circa-strike activity burst. </LI> <LI> Correlation was observed between observer’s gazing and demonstrator’s jumping. </LI> <LI> Visual attentional process is required for observational conditioning. </LI> </UL> </P>

관찰 상황에서 초등학생들의 과학학습 동기체계에 따른 시선이동 분석

임성만 ( Sung Man Lim ),박서정 ( Seo Jung Park ),양일호 ( Ll Ho Yang ) 한국과학교육학회 2013 한국과학교육학회지 Vol.33 No.6

이 연구의 목적은 관찰 상황에서 초등학생들의 과학학습 동기체계(SL-BIS/BAS;과학학습 행동억제체계/행동활성화체계)에 따른 행동 특성을 알아보고자하는 것이다. 이를 위해 신경생리학적 연구 방법 중하나인 시선추적장치(Eye-Tracker)를 이용한 연구를 하였다. 이 연구의 결과는 다음과 같다. 첫째, SL-BIS에 민감한 학생의 경우 관찰 과제에 대한 총 시선고정 지속시간이 SL-BAS에 민감한 학생보다 유의미하게 짧았으며(p<.05), SL-BIS에 민감한 학생은 관찰과제에대한 새로운 시선고정이 더 빈번하게 일어나면서 총시선고정 횟수가 SL-BAS에 민감한 학생보다 유의미하게 많았다. 또한, 시선고정 당 지속시간은 SL-BIS 에 민감한 학생보다 SL-BAS에 민감한 학생이 유의미하게 더 길었다. 둘째, 학습과제에서 주의를 이끄는자극 중 하나인 변화 상황별 시선고정의 분포의 경우,변화가 일어나는 상황에서는 SL-BIS에 민감한 학생과 SL-BAS에 민감한 학생 사이의 시선고정에서 큰차이가 나타나지 않았지만, 변화가 멈춘 상황에서는SL-BIS에 민감한 학생에 비하여 SL-BAS에 민감한학생의 시선고정 총 지속시간과 시선고정 당 지속시간이 유의미하게 길게 나타났다. 셋째, 실험 구인별시선고정의 대상을 비교하였을 때 SL-BIS에 민감한학생들은 실험에 중요하게 관련되지 않는 구인에서도 시선고정을 보인 반면, SL-BAS에 민감한 학생들은실험과 관련된 구인에 시선을 고정하며 집중하는 경향을 확인할 수 있었다. 이러한 결과는 관찰 상황에서학생들의 과학학습 동기체계에 따른 특성에 대한 이해를 바탕으로 학습자의 특성에 적합한 지도 계획을수립하는데 도움을 줄 수 있을 것으로 기대된다. The present work was performed to find behavioral characteristics of elementary school students corresponding to the motivation system on science learning (SL-BIS/BAS; Behavioral Inhibition/Activation System about Science Learning) in the observation situation. Eye-tracking was used for this study, which is one of the neurophysiological methods. The findings of present study were as follows: First, students who have sensitive motivation system to SL-BIS (SL-BIS group) showed meaningfully shorter fixation duration the whole time during an observation task than students who have sensitive motivation system to SL-BAS (SL-BAS group) (p<.05). Total fixation counts of SL-BIS group were significantly larger than SL-BAS group and it indicates that SL-BIS group often generated new fixations. Therefore, fixation duration per count of SL-BAS group was longer than that of SLBIS group. Second, we studied fixations in situations with movement corresponding to the motivation system on science learning. SL-BIS group and SL-BAS group exhibited similar fixation duration in the study task segment with movement, which is one of the stimulus attracting students. However, for the study task segment when the movement was finished, total fixation duration and fixation duration per count of SL-BAS group were meaningfully longer than those of SL-BIS group. Third, comparing fixation targets classified by factors of study task, SL-BIS group showed fixation on the target that is not important for the study task. But SL-BAS group concentrated on the target-related factor of the study task. The present work could be helpful in understanding students` characteristics corresponding to the motivation system on science learning in observation situation and for making a learning & teaching plan that is suitable to the feature of students.

수업상황에서 관찰된 학습장애 학생의 강점 및 강점 발견활동 방법 탐색

최세민 중앙대학교 한국교육문제연구소 2017 한국교육문제연구 Vol.35 No.4

The purpose of this study was to examine the strengths of students with learning Disabilities in classroom to acquire some information on how to foster strengths. The subjects in this study were 29 selected students with learning Disabilities and five of their teachers in an elementary school located in J province. The teachers taught the selected students. To examine characteristics of the students with learning Disabilities in classroom, participant observation was carried out, and qualitative interviews were conducted as well. Their strengths were investigated in terms of the 24 virtues of Seligman's positive psychology. The major findings of the study were as follows: First, the strengths of the students with learning Disabilities that were found by making a participant observation were honesty, kindness, tolerance and courage. Second, the words of which the students with learning Disabilities were most aware among the strengths-related words were 'love' and 'courage,' and the words of which they were least aware were 'spirituality,' 'humanity' and 'love of learning.' The word that made the best favorable impression was 'integrity,' and the word that made the worst favorable impression was 'love of learning.' Third, the improvement of self-concept and self-esteem was most necessary in relation to the selection of the objects and content of a strengths discovery program suitable for class setting. Fourth, regarding the way of conducting a strengths discovery program, they responded it would be most advisable to conduct it for 40 minutes each. As for the weekly frequency of the program, they considered it most desirable to conduct it once or twice a week. Finally, they answered it would be effective to conduct it during normal classroom hours rather than after school. Accordingly, it seems advisable to provide a strengths discovery program for students with learning disabilities during school hours. 본 연구는 수업상황에서 나타난 학습장애 학생의 강점을 찾아보고 강점을 기르는데 필요한 기초자료를 얻는데 목적을 두고 있다. 연구대상은 J도 관내 초등학교에 재학 중인 학습장애 학생 29명과 이들을 현장에서 지도하는 교사 5명으로 하였다. 수업 상황에서 나타나는 학습장애 학생의 강점을 찾기 위하여 수업현장에서 교사의 참여관찰 및 질적 면담을 실시하였다. 학습장애 학생의 강점을 발견하는데 적용한 틀은 셀리그만의 긍정심리학에 제시된 24개 덕목을 중심으로 하였으며, 수업관찰 및 면담을 토대로 학습장애학생의 강점을 발견하는 방법을 알아보았다. 이와 같은 절차와 방법을 거쳐 얻어진 결과를 요약 정리하면 다음과 같다. 먼저, 수업참여 관찰을 통해 발견된 학습장애 학생의 강점은 솔직함, 친절함, 관대함, 용기 등 이었다. 둘째, 학습장애 학생의 강점 관련 단어 인지도가 가장 높은 단어는 ‘사랑’, ‘용기’ 등 이었으며 반대로 인지도가 가장 낮은 단어는 ‘영성’, ‘자애’, ‘학구열’ 등이었다. 또한, 호감도에 있어서는 ‘진실성’이 가장 높았으며 반대로 ‘학구열’이 가장 낮게 나타났다. 셋째, 수업상황에서 강점 찾기 활동 프로그램을 구안할 경우 목표와 내용 선정 시에는 자아개념과 자존감 향상이 가장 필요한 것으로 나타났다. 넷째, 강점 찾기 활동 프로그램을 운영할 경우 운영시간과 방법에 대하여는 1회 40분이 가장 적절하다는 반응을 보였다. 또한, 실시 횟수는 주당 1-2회기 정도가 가장 적당한 것으로 나타났다. 다섯째, 강점발견프로그램 적용시 프로그램 실시 시기와 관련하여 방과 후 보다는 일과 중에 실시하는 것이 효과적이라는 반응을 보였다. 여섯째, 강점발견 프로그램 실시방법과 관련하여 활동중심수업으로 학생들에게 잦은 피드백을 제공하는 것이 좋다는 반응을 보였다. 즉, 직접교수방법을 적용하여 학습장애 학생들의 실패를 예방하고 긍정적인 피드백을 통하여 긍정적인 신념을 갖도록 할 필요가 있는 것으로 나타났다.