기술적 문제해결학습에서 평가루브릭의 인지여부가 학습수행능력에 미치는 영향

정윤석,최유현 한국기술교육학회 2010 한국기술교육학회지 Vol.10 No.2

The purpose of this study was to find out the effect of learning task ability as recognition of assessment rubric in technological problem solving learning. To accomplish the purpose this study, I designed theoretic assessment rubric model for learning task ability in technological problem-solving learning based upon literature reviews. Theoretic rubric has been verified based upon decision of professional groups. The study was conducted on two junior-high school classes(9th grade) located in Yangpyung, Gyenggi-do. They were divided into experimental group and control group. In order to find out the groups' homogeneity, preliminary examination was conducted, using assessment rubric. The study was conducted on two selected classes which showed similar learning abilities. The experiment was conducted 11 lesson times. Assessment rubric was revealed to the experimental group and make it recognized before starting the task. By evaluating two groups' process and results through assessment rubric, this study was t-tested two groups' average value in each level as well as overall average value. And the study researched the effect recognition of assessment rubric on learning task ability in technological problem-solving class. The results of the study were as follows:First, assessment rubric was developed in a way that it has 7 steps including problem check, search for solution, selecting problem solution method, specification of solution, implementation, evaluation(activity), evaluation(work) as well as 4 levels including A,B,C,D. The general-analytic Rubric was verified for its validity through professional review and practical application. Second, in this experiment, when learners recognize assessment Rubric in learning technical problem-solving, it has positive impact on problem check, search for solution, selecting solution, specification of solution and learning task ability of evaluation(activity). However, implementation and evaluation(work) did not show meaningful difference, confirming the fact that there is no effect in learning task ability. After comparing overall average value of technical problem-solving study, it has shown meaningful difference. Thus, it can be translated as it has significant effect in improving learning task ability when assessment Rubric is revealed and recognized. Based upon the study result, I would like to suggest the following study. First, assessment Rubric developed in this study suggested activity-oriented evaluation factors in implementation of technical problem- solving. Thus, it needs to develop valid evaluation factors as an implementation process in experiment-centered technical problem-solving. Second, I felt it was much easier to teach in a class where assessment Rubric was recognized than its counterpart. Students in a group where assessment Rubric was revealed asked more questions which are necessary in a class as they were aware of the direction of learning. They also tried very hard to meet the standard suggested in assessment Rubric. Likewise, the study is needed on quality study for teacher's convenience in conducting class as well as self-motivated learning attitude according to assessment Rubric's recognition. Lastly, assessment Rubric for learning technological problem-solving in this study was developed in order to provide convenience for technology teacher and study conductors who teach technological problem-solving method in a class. It is my hope that this study may be provided as resources for technological problem solving's evaluation area in technology curriculum and become a foundation for developing better follow-up study. Also, I hope meaningful evaluation method and tools in education may be developed for evaluation area. 이 연구의 목적은 기술적 문제해결학습에서 평가루브릭의 인지여부가 학습수행능력에 미치는 영향을 구명하는데 있다. 이러한 연구의 목적을 달성하기 위하여 문헌 고찰에 근거하여 기술적 문제해결학습의 이론적 평가루브릭을 구안하였으며, 이론적 루브릭은 전문가로 구성된 집단의 전문적 판단에 근거하여 타당도를 검증받았다. 실험대상은 경기도 양평 소재 Y중학교 3학년 2개 학급을 대상으로 실험집단과 통제집단을 구성하였으며, 실험집단에게는 평가루브릭을 공개 후 인지시켰고, 통제집단은 비공개하여 수업을 진행되었다. 실험은 사전검사를 포함하여 16차시에 거쳐 진행되었고, 두 집단 간에 기술적문제해결학습의 각 단계별 평균값을 t-test하여 기술적 문제해결학습 수업에서 평가루브릭의 인지여부가 학습수행능력에 미치는 영향을 구명하였다. 이 연구 결과를 통하여 다음과 같은 결론을 얻을 수 있었다. 첫째, 이 연구에서 개발한 평가루브릭은 문제확인, 해결방안의 탐색과 창안, 해결방안의 선정, 해결방안의 구체화, 실행, 평가(활동), 평가(작품)의 7개 단계, 그리고 A, B, C, D의 4개 등급으로 나뉘어져 있는 일반적-분석적 루브릭으로 개발되었으며, 전문가의 검토 및 실제 적용을 통하여 타당함이 증명되었다. 둘째, 이 연구의 실험에서 기술적 문제해결학습에 평가루브릭을 학습자가 인지하였을 때 문제해결학습 단계 중 문제확인, 해결방안의 탐색과 창안, 해결방안의 선정, 해결방안의 구체화, 평가(활동)의 학습능력에 긍정적인 영향을 끼쳤다. 그러나 실행, 평가(작품)에는 유의미한 차이가 나타나지 않아 학습수행능력에 효과가 없음을 확인할 수 있었다. 결과적으로 기술적 문제해결학습 단계의 총점의 평균값을 비교해본 결과 유의한 차이를 나타내 평가루브릭을 공개하여 인지시켰을 때 학습수행능력을 증진시키는데 뚜렷한 효과가 있는 것으로 해석할 수 있다. 이 연구에서 기술적 문제해결학습 평가루브릭은 일선 교육현장에서 기술적 문제해결학습의 수업을 진행하는 기술교사와 연구자들에게 평가의 수월성을 제공하고자 개발되었다. 이 연구가 기술교과 교육의 기술적 문제해결 평가영역에 자료로 제공되어, 더 나은 후속 연구의 개발에 밑거름이 되고, 평가영역에 교육적으로 의미 있는 평가 방법 및 도구들이 개발되길 기대한다.

창조적 문제해결력 신장을 위한 창조교육 교수-학습 5단계 적용에 관한 연구

김정아 ( Kim Jeong-a ) 창조교육학회 2020 창조교육논총 Vol.22 No.-

This study applied the five stages of creative education teaching-learning to the problem solving learning process to improve creative problem solving ability. In the situation where each learner has to face new problems every moment in the extreme social change like the present, each learner needs the problem solving ability, which is the basic ability to solve all the problems that have occurred to him wisely. Therefore, problem solving learning for improving problem solving ability can be applied to the 5th stage of teaching-learning creative education, thereby solving problems creatively and pursuing creative value to improve creative problem solving ability. The stage of idea is the process of selecting problems of problem solving learning, and the stage of starting imagination of problem solving learning as the introduction process which is the beginning of problem solving learning, That is, it is a process that gives learners the awareness of problems through the purpose and necessity of problem solving learning and raises expectations for problem solving learning activities. The stage of discovery is the planning process of solving problem solving learning, and it is the stage of putting motivation and passion on the value while positively thinking about the value of imagination made through the stage of idea. In other words, the imagination of value creation for problem solving is embodied, and it is the process of finding out the problem to solve by planning the solution method, process and sharing according to the nature of the problem in order to solve the determined problem. The stage of excavation is the process of data recruitment for problem solving learning in earnest, and it is the process of changing into a rational and systematic idea, and the stage of objective and unified idea for new value of problem solving learning is achieved. In other words, this stage is a process for solving specific problems by investigating related data according to the plan, and by grasping the contents or elements of the problem obtained by collecting data through literature, experiment, survey, etc. The expression stage is the development process of problem solving learning activities, and it is the stage that the contents discovered through problem solving learning process are systematically organized and completed with meaningful contents, In other words, it is a process of obtaining unification and order for solving problems by actual activities that solve difficulties or suspicions by observing, experimenting, and researching with data recruited as a stage of actual activity for solving problems. The development stage is the review process of the results, and the new value is objectified through application and evaluation, and the creative problem solving ability of the learner is established.,In other words, as a step of verifying the results of the activities, the contents found in the process of re-recognizing and re-recognizing are referred and arranged to be consilience. When the confirmed results are successful, the announcement is made, and the next development is expected. By applying the 5th step of teaching and learning creative education to the problem solving learning process, the creative problem solving ability that can solve the problem wisely in various problem situations that learners will experience now or in the future can be improved.,In other words, creative problem solving ability is a core competency to prepare for future society that can be improved as education. Therefore, it is hoped that various teaching-learning methods for enhancing creative problem solving ability will be developed, and further studies and efforts to verify the effectiveness of the methods are required.

일본 사회과 문제해결학습의 특징과 전개 유형

남경희 서울교육대학교 초등교육연구원 2017 한국초등교육 Vol.28 No.4

In Japan, problem-solving learning is actively pursued as one of active learning methods recently. As Dewey's reflective inquiry process, problem-solving learning has become a main learning method in Japanese social studies, linked to the subjectivity of the learner and self-learning ability. Problem-solving learning in early social studies was pursued as a learning method for solving the frustrating reality problems faced by Japanese society and students after defeat. As the age and society change, the pursuit of problem-solving learning has also changed and various types have been developed around the ability to cultivate. The social background of this change of perspective is the dealing with the serious youth problems that had arisen in the 1980s. And the development of 'living power' presented in the Education Reform Document of 1996 and the strengthening of the PISA educational and core competency education since 2000. There are fore types of problem-solving learning that have been developed in Japan: early social studies type, human oriented type, and outgoing type(social participation type), active learning type. There are fore types of problem-solving learning that are different from each other. However, it is common that the learner is the center and pursues the problem independently. The characteristics of problem-solving learning as active learning include self-education power, desirability, subjectivity, and continuity. Problem-solving learning is evolving from the viewpoint of empathy, value identification, self-determination, and dispatch as essential elements. This suggests many implications for the structure and development of problem-solving learning. 일본에서는 최근 액티브 러닝이 강조되면서 학습방법의 하나로 문제해결학습이 적극 추구되고 있다. 듀이의 반성적 탐구과정으로서 문제해결학습은 학습자의 주체성이나 자기학습력 등과연계되면서 일본 사회과에서의 주된 학습방법으로 자리매김하고 있다. 초기 사회과에서의 문제해결학습은 패전 후 일본 사회와 학생들이 직면한 현실 문제의 해결을 위해 인식 주체의 사고과정과 방법을 강조하였다. 시대와 사회가 변화함에 따라 문제해결학습의 추구 관점도 바뀌어 육성하고자 하는 능력을 중심으로 다양한 유형으로 전개되고 있다. 이러한 관점 변화의 사회적 배경으로는 1980년대에 들어와서 야기된 심각한 청소년 문제에 대한 대처, 21세기 국제화 및 평생학습시대에 대비하여 1996년의 교육개혁 문서에서 제시된 ‘살아가는 힘‘의 육성 및 2000년이후 피사형 학력과 핵심역량 교육의 강화를 들 수 있다. 대표적인 문제해결학습으로는 초기 사회과형, 인간중심형, 발신형(사회참가형), 액티브 러닝형의 4가지 유형의 것을 들 수 있다. 이들4가지 유형의 문제해결학습은 추구하는 관점과 전개 방식은 달리하고 있으나 학습자가 중심이되어 주체적으로 문제를 추구하는 학습주체의 사고 인식에 초점을 맞추고 있는 점은 공통적이다. 문제해결학습의 특징으로서는 자기교육력, 절실성, 주체성, 교류 및 연속성을 들 수 있다. 주체적으로 배우는 의지, 태도, 능력인 자기교육력과 더불어 학습자에게 절실성이 있을 때 학습문제로 성립되고, 주체성을 가질 때 상호 교류와 연속적인 추구가 가능하다. 이러한 특징을 기반으로 현대사회에서 공감과 가치 규명, 자기결정과 발신을 중시하는 관점으로 문제해결학습이 진화해가고 있다는 것은 이의 구성과 전개에 많은 시사를 주고 있다. 지식을 전달하는 수업 방식을벗어나서 학생이 수업에 적극적으로 참여하여 주체적이고 대화적인 상호 작용을 통해 생각과 관점을 교류하고, 이를 통해 최종 인지한 해결 방안을 외계로 표현하고 전달하는 발신 활동을 보장하는 교수-학습 환경이 적극 조성되어야 할 것이다.

언어치료학과 학생들의 학습동기, 학습몰입, 문제해결력이메타인지에 미치는 영향

김준현,김문정 한국청각언어장애교육학회 2018 한국청각·언어장애교육연구 Vol.9 No.2

The study analyzed the survey data of 82 language therapy students to examine the impact of learning motivation, learning flow and problem solving on the metacognition. Regression analysis was performed based on the research model. The results of the study are as follows. First, the higher the grade of students, the higher the score of learning flow, learning motivation, metacognition, and problem solving. But there was no significant difference. Second, learning motivation, learning flow, learning messaging, and problem-solving skills showed significant differences depending on the academic performance. Third, learning motivation, metacognition, learning flow, and problem solving all showed static correlation. Fourth, we looked at the impact of learning, learning flow, and problem solving on the Methane. Problem-solving skills have the most significant impact on the metacognition. Therefore, we found that the higher the problem-solving power, the higher the locality. In conclusion, the higher the score, the better the learner, the better the learning curve, the better the meta-tion, and the more problem-solving. You can see that increasing problem-solving skills increases the metacognition site. 이 연구는 언어치료학과 학생들의 학습동기, 학습몰입, 문제해결력이 메타인지에 미치는 영향을 살펴보기 위하여, 언어치료학과 학생 82명의 설문 자료를 분석하였으며, 연구모형을 바탕으로 회귀분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 학생들의 학년이 높을수록 학습몰입, 학습동기, 메타인지, 문제해결력의 점수가 높아졌으나 유의한 차이가 없었다. 둘째, 학업성적에 따라 학습동기, 학습몰입, 메타인지, 문제해결력은 유의한 차이를 나타내었다. 셋째, 학습동기와 메타인지, 학습몰입, 문제해결력에서 모두 정적 상관을 나타내었다. 넷째, 학습동기, 학습몰입, 문제해결력이 메타인지에 미치는 영향을 살펴본 결과 문제해결력이 메타인지에 가장 유의한 영향을 미치는 것으로 나타났다. 따라서 문제해결력이 높을수록 메타인지는 높아진다는 것을 알 수 있었다. 결론적으로 학생들은 학점이 높을수록 학습동기, 학습몰입, 메타인지, 문제해결력이 높아졌으며, 문제해결력은 메타인지에 영향을 주는 것으로 나타났다.

‘문제해결 글쓰기’의 단원 구성과 학습활동 분석

이내관 한국사고와표현학회 2023 사고와표현 Vol.16 No.1

This paper examines one direction of the writing class through the unit composition and learning activity analysis of 『Problem-Solving Writing』(2022), a textbook commonly used in <Problem-Solving Writing> at Gyeongsang National University. The analysis of teaching-learning contents and learning activities is one of the important measures for each week to know the identity of the subject. First of all, 『Problem-Solving Writing』(2022) is “Part 1. Fundamentals of Problem-Solving Writing, Part 2. Methods of problem-solving writing, Part 3. ‘I’ problem-solving writing, Part 4. It consists of Social problem-solving writing”. In other words, the composition of this unit, which expands to “Introduction and basics of problem-solving writing → Method → Practice”, enables us to identify the causes of various problems prevalent in a pluralistic society and to propose solutions to them. Suffice. In addition, the various learning activities presented in the textbook are completed with “Arousal through discussion and presentation →Typing and structuring → Citation of appropriate data and drafting → Connecting to the separation of me, you, and us → Writing to solve ‘social’ problems by topic” It is presented for you to do. In particular, the stage of categorizing the cause of the problem from various aspects is very characteristic. Considering that the teachinglearning goal of the <Problem-Solving Writing> subject is “to acquire the cognitive and analytical skills to solve private and public problems,” the learning activities of 『Problem-Solving Writing』(2022) are sufficiently organized to realize this. Furthermore, if learners faithfully perform various learning activities in textbooks, they will be able to acquire ‘Problem setting ability’ and ‘Problem-solving ability’, which can be sufficiently applied in studying their major or going out into society in the future. 이 논문은 경상국립대학교 <문제해결글쓰기>과목에서 공통으로 활용되고 있는교재인 『문제해결 글쓰기』(2022)의 단원 구성과 학습활동을 고찰한 것이다. 교수-학습 내용과 학습활동의 분석은 해당 교과목의 정체성을 알 수 있게 하는 매주 중요한 척도 중 하나이다. 우선, 『문제해결 글쓰기』(2022)는 “1부. 문제해결글쓰기의 기초, 2부. 문제해결 글쓰기의 방법, 3부. ‘나’ 문제해결 글쓰기, 4부. ‘사회’ 문제해결 글쓰기”로 구성되어 있다. 즉, “문제해결 글쓰기의 도입⋅기초→ 방법 → 실제”로 확장되어 나가게 하는 이러한 단원의 구성은 다원화 사회에무수하게 만연된 다양한 문제의 원인을 파악하고 이에 대한 해결 방안을 제시할수 있게 하기에 충분하다. 뿐만 아니라 교재에 제시된 다양한 학습활동은 “토론과 발표를 통한 환기 → 유형화 및 구조화 → 합당한 자료의 인용과 초고 작성 → 나ㆍ너ㆍ우리의 분리와연결 → 주제별 ‘사회’ 문제해결 글쓰기”로 완성해 나갈 수 있도록 제시되어 있다. 특히, 다양한 측면에서 문제의 원인을 유형화 시키는 단계가 매우 특징적이다. <문제해결글쓰기> 교과의 교수-학습 목표가 “사적ㆍ공적인 문제를 해결할 수있는 인식력과 분석력을 갖추는 것이 목적”이라는 감안했을 때, 『문제해결 글쓰기』(2022)의 학습활동은 이를 실현하기에 충분하게 구성되어 있다. 나아가 학습자들은 교재에 실린 다양한 학습활동을 성실하게 수행한다면, ‘문제설정 능력’과‘문제해결 능력’을 갖출 수 있게 될 것이고, 이를 자신의 전공을 공부하거나, 향후 사회에 나가서 충분히 적용할 수 있을 것이다.

학습접근방식에 따른 고등학생들의 유전 문제 해결 과정 분석

이신영,변태진 한국과학교육학회 2020 한국과학교육학회지 Vol.40 No.4

This study aims to examine genetics problem-solving processes of high school students with different learning approaches. Two second graders in high school participated in a task that required solving the complicated pedigree problem. The participants had similar academic achievements in life science but one had a deep learning approach while the other had a surface learning approach. In order to analyze in depth the students’ problem-solving processes, each student’s problem-solving process was video-recorded, and each student conducted a think-aloud interview after solving the problem. Although students showed similar errors at the first trial in solving the problem, they showed different problem-solving process at the last trial. Student A who had a deep learning approach voluntarily solved the problem three times and demonstrated correct conceptual framing to the three constraints using rule-based reasoning in the last trial. Student A monitored the consistency between the data and her own pedigree, and reflected the problem-solving process in the check phase of the last trial in solving the problem. Student A’s problem-solving process in the third trial resembled a successful problem-solving algorithm. However, student B who had a surface learning approach, involuntarily repeated solving the problem twice, and focused and used only part of the data due to her goal-oriented attitude to solve the problem in seeking for answers. Student B showed incorrect conceptual framing by memory-bank or arbitrary reasoning, and maintained her incorrect conceptual framing to the constraints in two problem-solving processes. These findings can help in understanding the problem-solving processes of students who have different learning approaches, allowing teachers to better support students with difficulties in accessing genetics problems.

근거이론에 의한 기술적 문제해결의 학습양식 도출

임미가 ( Lim Mika ),김진수 ( Kim Jin-soo ) 부산대학교 과학교육연구소 2019 교사교육연구 Vol.58 No.4

이 연구의 목적은 문헌고찰과 근거이론에 의한 연구를 통하여 기술적 문제해결의 학습양식을 도출하여서 학습자 행동을 이해하기 위한 기초를 마련하는데 있었다. 이를 위해 기술적 문제해결과, 학습양식, 문제해결양식, 창의성 이론에 관한 문헌을 고찰하였고, 기술적 문제해결의 과정의 특성을 반영하는 학습양식의 구인을 추출하였다. 그리고 총 60명의 학습자를 대상으로 근거이론 연구를 수행하여 학습자의 주관적 입장이 반영 된 학습양식의 구성요인을 추출하였다. 이후, 추출한 구성요인을 분류하고 유사 범주의 구성요인을 통합하여 최종 학습양식을 도출하였다. 그 결과 기술적 문제해결 학습양식은 ‘사고형-경험형’, ‘순응형-혁신형’, ‘관찰형-행동형’, ‘독립형-의존형’, ‘참여형-회피형’으로 도출되었다. 이 연구에서는 기술적 문제해결의 특징을 중심으로 한 문헌연구에, 학습자를 대상으로 한 현장연구를 더하여, 기술적 문제해결만의 학습양식을 도출하였다. 이 과정에서 문헌고찰만으로는 의미를 명확하게 파악하기 힘들었던 구인들의 개념을, 학생의 행동에서 파악하여 구인의 정확한 의미를 추출 할 수 있었다. 이 연구에서 도출 된 학습양식은 학습자의 인지, 정의, 심동적 요인을 종합적으로 고려하고 있으며 이는 학습자 특성을 단편적인 시각이 아닌 종합적인 관점으로 파악할 수 있게 한다. 도출된 학습양식은 교수자가 학습자의 다양한 학습방법을 이해하고 이를 기초로 학습자 특성을 고려한 수업을 계획하고 전개할 수 있도록 도움을 줄 수 있다. 학생의 학습양식과 수업방식을 일치하는 것과 불일치하는 것에 대한 효과에 대하여 연구자들의 이견은 있지만, 어떠한 방향이든 학습양식에 대한 교수자의 이해를 바탕으로, 교수자의 의도적이고 계획적인 수업 설계의 노력 하에서 수업이 실현될 때, 그 수업은 유의미한 결과를 가져올 수 있을 것이다. 이 연구의 결론을 토대로 하여 다음과 같이 제언한다. 첫째, 이 연구는 문헌고찰과 학습자 대상 근거이론 연구를 통하여 학습양식을 도출하였는데, 교육의 주요 주체인 교사의 의견을 더하여, 이 연구의 근거를 더 풍부하게 하고, 결과를 명확히 할 필요가 있다. 둘째, 도출된 기술적 문제해결의 학습양식을 활용하고 실제 수업에 적용할 수 있도록 하는 교수·학습방안 개발의 후속 연구가 요구된다. The purpose of this study was to develop a learning styles of technological problem solving and to lay the basis for understanding learner behavior. For this purpose, literature on technological problem solving, learning styles theory, problem solving styles theory, and creativity theory were reviewed and the components of technological problem solving learning styles were extracted by reflecting characteristics of each process of technological problem solving. A total of 60 learners were asked to carry out a grounded theory study, and the constituents of the learning styles reflecting the subjective position of the learner were extracted. Then, the final learning styles of technological problem solving was derived by classifying the constituent factors of different categories and integrating the constituents of similar categories. As a result, the technological problem solving learning styles was derived as ‘thinking - experience type’, ‘adaptive type - innovation type’, ‘observation type - behavior type’, ‘independent type - dependence type’, ‘participative type - avoidance type’. In this study, learning styles focusing solely on technological problem solving was derived by adding field research to learner's literature. In this process, it was possible to extract the precise meaning of components, which was difficult to grasp meaning clearly through literature review, from student's behavior. The learning styles derived from this study considers the learner's cognition, definition, and psychodynamic factors in a comprehensive manner, which allows the learner's characteristics to be viewed as a comprehensive view rather than a fragmentary view. The derived learning styles can help the instructor understand the various learning methods of the learner and plan and develop the learner characteristics based on them. Although there is a difference between the researchers on the effect of the students' learning styles and the disagreement on the teaching styles, there is a difference between the teaching styles of the instructor When this happens, the lesson can have meaningful consequences. Based on the conclusions of this study, we propose the following. First, this study derives a learning styles through literature review and grounded theory study of learner. It is necessary to make the basis of this study clearer and to clarify the results by adding opinions of teachers who are main subjects of education. Second, further research is needed on the development of teaching and learning methods that can be applied to actual classes using the derived learning styles of technological problem solving.

내용 : 수학적 모델링 학습이 문장제 해결에 미치는 효과

신현용 ( Hyun Yong Shin ),정인수 ( In Su Jeong ) 한국수학교육학회 2012 初等 數學敎育 Vol.15 No.2

The purpose of this study is to investigate the effectiveness of two teaching methods of word problems, one based on mathematical modeling learning (ML) and the other on traditional learning (TL). Additionally, the influence of mathematical modeling learning in word problem solving behavior, application ability of real world experiences in word problem solving and the beliefs of word problem solving will be examined. The results of this study were as follows: First, as to word problem solving behavior, there was a significant difference between the two groups, This mean that the ML was effective for word problem solving behavior, Second, all of the students in the ML group and the TL group had a strong tendency to exclude real world knowledge and sense-making when solving word problems during the pre-test. but A significant difference appeared between the two groups during post-test, classroom culture improvement efforts. Third, mathematical modeling learning (ML) was effective for improvement of traditional beliefs about word problems. Fourth, mathematical modeling learning (ML) exerted more influence on mathematically strong and average students and a positive effect to mathematically weak students. High and average-level students tended to benefit from mathematical modeling learning (ML) more than their low-level peers. This difference was caused by less involvement from low-level students in group assignments and whole-class discussions. While using the mathematical modeling learning method, elementary students were able to build various models about problem situations, justify, and elaborate models by discussions and comparisons from each other. This proves that elementary students could participate in mathematical modeling activities via word problems, it results form the use of more authentic tasks, small group activities and whole-class discussions, exclusion of teacher`s direct intervention, and classroom culture improvement efforts. The conclusions drawn from the results obtained in this study are as follows: First, mathematical modeling learning (ML) can become an effective method, guiding word problem solving behavior from the direct translation approach(DTA) based on numbers and key words without understanding about problem situations to the meaningful based approach(MBA) building rich models for problem situations, Second, mathematical modeling learning(ML) will contribute attitudes considering real world situations in solving word problems. Mathematical modeling activities for word problems can help elementary students to understand relations between word problems and the real world. It will be also help them to develop the ability to look at the real world mathematically. Third, mathematical modeling learning (ML) will contribute to the development of positive beliefs for mathematics and word problem solving. Word problem teaching focused on just mathematical operations can`t develop proper beliefs for mathematics and word problem solving. Mathematical modeling learning (ML) for word problems provide elementary students the opportunity to understand the real world mathematically, and it increases students` modeling abilities, Futhermore, it is a very useful method of reforming the current problems of word problem teaching and learning. Therefore, word problems in school mathematics should be replaced by more authentic ones and modeling activities should be introduced early in elementary school eduction, which would help change the perceptions about word problem teaching.

대학생의 문제해결 행동이 학습성과에 미치는 영향 : 교수의 문제해결지원을 중심으로

김혜영(Kim, Hyeyoung),이숙정(Lee, Sookjeong),유지현(Yu, Jihyun) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.3

문제해결역량에 영향을 미치는 선행요인을 찾는 연구나 문제중심학습에 대한 연구는 많이 진행되었으나, 역량의 인과관계적 모형에 입각하여 문제해결행동이 학습 성과에 미치는 영향에 대한 연구는 부족하였다. 때문에 본 연구는 문제해결행동이 학습성과에 미치는 영향을 살펴보고 그 과정에서 교수자의 문제해결지원이 어떠한 영향을 미치는지에 대해 분석을 진행하여 교수학습 전략을 제시하고자 한다. 이를 위해 2015년 한국교육개발원의 제9회 한국교육종단연구 학술논문공모의 대학의 교수·학습 질 제고 전략 탐색 연구에서 활용한 한국대학생의 교수·학습과정에 관한 설문조사지(NASEL: National Assessment of Student Engagement in Learning)를 통해 2011~2014년도에 수집된 데이터를 제공받아 2015년 6월부터 11월까지 연구가 진행되었다. 먼저 ‘대학생의 문제해결 행동이 학습성과에 미치는 영향’에 대해서 분석하고, 교수자의 문제해결지원 활동의 영향을 검토하였다. 분석결과, 문제해결행동의 수준이 높을수록 학습성과의 수준이 높아졌으며, 문제해결 지원의 수준이 높은 경우가 낮은 경우보다 문제해결 행동을 통해 학습성과 수준이 더 높아진다는 것을 알 수 있었다. 대학의 교수학습과정에서 학생들의 문제해결행동을 적극 유도하는 방식의 수업설계와 문제해결을 지원하는 교수법개발에 관한 후속연구가 가능하다. Many researches have been conducted to find precedence factors that have an influence on problem solving behavior; however, the researches of the impacts on a learning outcome of problem solving behavior based on paradigm of competence -causal relationship have been insufficient. Therefore, the purpose of this study is to suggest a strategy of teaching-learning by performing an analysis of how the problem solving support of the instructors has the impact on a problem solving behavior and how the problem solving behavior has influence on the learning outcome. To do this, ‘the impact of the learning outcome that problem solving behavior of college students bring out through a survey(NASEL: National Assessment of Student Engagement in Learning) of the professional study of Korean-College students is analyzed, and reviewed the influence of an activity of the professional problem solving support. As a result of the analysis, the higher level of problem solving behavior was, the higher result of learning outcome was. Likewise, a case with high-level of problem solving support recorded higher learning outcome than the case with low-level of problem solving support. Future researches of development of teaching method supporting problem solving and curriculum in order to induce the problem solving behavior of college students will be possible through this analysis.

The Relationship between Metacognition, Learning Flow, and Problem-Solving Ability of Dental Hygiene Students

Soo-Auk Park 한국치위생과학회 2023 치위생과학회지 Vol.23 No.4

Background: This study aims to improve dental hygiene education by investigating the relationship between metacognition, learning flow, and problem-solving abilities in dental hygiene majors. Methods: A survey was conducted on 2nd to 4th-year students from dental hygiene programs, with 132 responses analyzed. Data analysis involved t-tests and ANOVA to examine the differences in metacognition, learning flow, and problem-solving abilities based on the general characteristics. Multiple regression analysis was employed to investigate the factors influencing the dependent variable, which is problem-solving abilities. The collected data were analyzed using SPSS. Results: First, when comparing metacognition, learning flow, and problem-solving abilities based on the general characteristics of the study participants, statistically significant differences were observed in common factors such as major satisfaction, subjective academic performance, GPA (grade point average), and reason for major choice (p<0.05). Second, it was found that there is a significant positive correlation between metacognition, learning flow, and problem-solving abilities in dental hygiene students (r≥0.79, p<0.05). In other words, higher levels of metacognition and learning flow were associated with better problem-solving abilities. Third, factors influencing problem-solving abilities were identified, with both metacognition and learning flow having a statistically significant positive impact. It was also noted that metacognition had a greater influence on problem-solving abilities compared to learning flow (adjusted R2=0.815, p<0.05). Conclusion: To enhance the core competency of problem-solving abilities, it is essential to improve metacognition and learning flow. To enhance metacognition and promote learning flow, strategies such as goal setting, utilizing effective learning methods, boosting self-efficacy, managing the learning environment, choosing activities that foster immersion, stress management, self-assessment and feedback integration, improving focus, and utilization a variety of learning experiences will be necessary.