大學生의 思考技能의 診斷과 改善에 關한 硏究 : It's Diagnosis and Improvement = A Study on The Reasoning Skill of College Student
Cognitive psychologists have taken a growing interest in reasoning skills as a primary goal of education. This study was accomplished as a part of elementary research on reasoning skills that have been pointed out as short comings of teaching of thinking.
This study was composed of two substudies : one was to explore the ways to analyzing and diagnosing strategies for college students to apply to reasoning and problem solving, and the other was to examine the teachability of a normative strategy of thinking.
In the first part of this study, we explored three alternatives to analyze thinking skills : cognitive process analysis, cognitive structure analysis, and cognitive style analysis ; and suggested the integrative use of them in diagnosing the cognitive skill of reasoning and problem solving. Model of cognitive process analysis was to devide the executive process of a specific task into several subtasks or components, measure the amount of effort, response time, and achievement level for each of them, and thereby analyze the strategies of thinking. Model of cognitive structure analysis was to present subject a specific task, instruct him to think aloud those ideas that came into his head during this solution, and analyze his cognitive structure on the base of his thinking-aloud. Finally, model of cognitive style analysis put more stress on tendency in thinking rather than ability in problem solving. In this regard, a alternative presented in this study was to analyze the strategies of thinking according to Baron's cognitive style model, in which process of thinking activity was devided into four phases : search of goal, search of possibility, search of evidence, and use of evidence. For each of them, the amount of time and effort that the indevidual invested and patterns of value that he grant would become criteria for judging the strategies that would become criteria for judging the strategies that he might use in the process of thinking activities for reasoning and problem solving. In result, this should correspond to measure biases on thinking. In general, main biases on thinking could be referred to insufficient search, search biased toward affirmative evidence, and oversensitivity to supporting evidence, which corresponded to compulsiveness vs. reflectiveness, dogmatism vs. open-mindedness, and authoritarianism, from a point of view on cognitive style, respectively.
In the second part of this study, we examined the general principles of teaching thinking skills, based on human informations processing, and several training programs that have been developed with the purpose of improvement in thinking and reasoning skills. These programs were discussed into five categories: (1) cognitive operations approaches, (2) heuristics oriented approaches, (3) formal thinking approaches, (4) symbolic facility approaches, and (5) thinking-about-thinking approaches. Within these programs, the expansion of strategies and control of cognitive styles in reasoning and problem solving have become the main targets for improving of thinking skills. Therefore, this study was attempted to develop two training programs―referred to as Problem-Solving Training Program and Reasoning Skill Training Program respectively― for the purpose of improving these skills, and to test the effectiveness of these programs with college students.
This study has shown the following facts :
1) It is necessary to teach the basic strategies for solving cognitive tasks of subject matters such as writing and mathematical problem for the purpose of improving thinking skills.
2) It is necessary to change the relatively general tendency in thinking process such as cognitive styles, in parallel with training of strategies.
3) Also, the training programs must consider indevidual defferences in activity parameters such as self-knowledge about problem solving, motivation, belief, etc.
These facts seemed to imply the necessity of multi-dimensional approach to training the thinking skills.
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