학습유형 분류의 비교 연구 = A Comparison Study on The Classification of Learning Types

다국어 초록 (Multilingual Abstract)

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.

국문 초록 (Abstract)

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.

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