교수-학습 환경에서의 맥락설계 원리 및 모형 개발 연구 = Developing Context Design Principles and Model for Teaching and Learning

국문 초록 (Abstract)

본 연구는 교수자가 현실의 실제적인 맥락을 교수-학습 환경에서 구현할 수 있도록 안내하는 맥락설계 원리와 모형을 개발하는 것을 목적으로 수행되었다. 연구방법으로는 개발연구 방법이 사용되었으며 그 절차는 첫째, ``맥락``과 ``맥락설계`` 개념의 교육공학적 활용을 위해 다양한 문헌을 검토한 후 맥락주의의 철학적 토대 위에서 맥락과 맥락설계의 개념을 재정의 하였다. 둘째, 문헌분석을 통해 맥락설계 원리와 맥락설계 요소를 도출하였다. 이때 설계 원리와 설계 요소를 모형의 단계에 구조화 하고 전문가 검토를 통해 원리와 모형을 각각 타당화 하였다. 셋째, 맥락설계 모형의 각 단계에서 활용할 수 있는 설계 전략을 구체화 하였다. 넷째, 맥락설계 모형의 타당도를 검토하였다. 내적 타당화를 위해 모형에 대한 전문가 검토와 교수자의 사용성 평가를 실시하였다. 또한 외적 타당화를 위해 맥락설계 원리와 모형에 따라 세 개의 수업 사례를 설계하여 수업을 실행 한 후 교수자와 학습자 면담을 실시하였다. 교수자 및 학습자 면담결과는 모형의 수정에 반영되었으며, 최종적으로 모형에 대한 전문가 타당도 검토를 실시하였다. 연구결과는 첫째, 맥락주의가 제안하는 ``맥락의 질`` 및 ``맥락의 결``과 같은 개념들은 맥락설계 원리와 모형의 개발 및 수업 사례 설계를 안내하는데 있어서 유용한 개념으로 판명되었다. 둘째, 맥락설계 원리는 총체성의 원리, 활동성의 원리, 유사성의 원리, 관련성의 원리, 상호작용성의 원리, 다양성의 원리로 총 여섯 가지로 개발되었다. 셋째, 맥락설계 모형은 교수자의 실제적인 수업의 설계와 실행을 안내할 뿐만 아니라 학습자가 학습내용과 학습목표를 중심으로 설계된 활동 과제 시나리오 안에서 역할을 가지고 도구를 활용하여 상호작용함으로써 실제적 맥락의 질을 형성하도록 촉진하는 것으로 나타났다. 맥락설계 모형은 시각화된 형태로 제시되었으며, 시각적 모형에서는 맥락의 결에 해당하는 설계 요소들이 끊임없이 서로 영향을 주면서 맥락의 질을 형성하는 과정을 나타내고자 하였다. 이것은 맥락설계의 과정이 동시적, 순환적, 통합적인 ``층(layers)`` 구조를 이루면서 진행됨을 표현하고자 한 결과이다. 제한점과 본 연구의 결과를 바탕으로 후속 연구들이 제안되었다.

다국어 초록 (Multilingual Abstract)

The purpose of the study is to develop principles and a model for designing contexts in order for instructors to bring about authenticity to their teaching and learning environment. Based on developmental research methodology, this study took four steps shown as follows; the study 1) defined the two terminologies, ``context`` and ``context design``, based on contextualism and extracted design principles and design components to develop a context design model, 2) structuralized principles and components into each step of designing contexts through experts validation, 3) developed detailed strategies for each design step of the model, and 4) expert reviews and usability testings were performed to validate the context design model internally. For external validation, three instructors and fifteen learners were interviewed after three instruction cases which were designed based on the context design principles and model. The interview data informed the model`s strengths, weaknesses, and improvements. The model had been revised based on the data collected and gone through the final validation. The results of the research were as follows. First, the two terms, ``context`` and ``context design`` defined with the concepts of ``quality`` and ``texture`` proposed by the contextualism, were proven to be properly guiding the development of principles and model. Second, the key concepts for developing principles of the context design were identified as wholeness, action, similarity, relevance, interaction, and diversity. Third, the evaluation of the model showed that the proposed ``context design model`` is effective. The model was constructed to enable learners to generate authentic context quality by taking roles and using tools in a scenario-based activity. Also, the visualized model of context design represents how the design components, that is, texture of context, construct quality of context, continuously by interacting and influencing one another.

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