개념 및 범주 학습에서 학습전략 효과성 인지 및 활용

국문 초록 (Abstract)

개념 및 범주 학습은 지식을 적용하고 확장하는 데 필수적인 과정으로, 학습자는 효과적인 범주 학습전략을 잘 알고 활용할 수 있어야 한다. 본 연구는 선행연구에서 효과성이 검증된 6개의 개념 및 범주 학습전략(다양한 사례학습, 대표적 사례학습, 시험(후방효과/전방효과), 특징강조기법, 교차학습)을 정리하고, 시나리오 기반 설문을 사용하여 이에 대한 학습자의 효과성 인지와 활용 실태를 조사하였다. 추가로 메타인지적 자기조절, 학점과 학습전략의 효과성 인지와 활용 간 관계를 보았다. 서울 소재 사립대학교 한 곳에 재학 중인 학부생을 대상으로 조사한 결과, 본 연구의 대학생들은 개념 및 범주 학습에서 효과적이라고 알려진 학습전략 중 4개의 전략은 대체로 잘 알고 활용하는 편이었으나 2개 전략(다양한 사례학습, 교차학습)의 인지와 활용 수준은 낮았다. 특히, 대부분의 대학생은 교차학습의 효과성을 알지 못하고 오히려 비효과적인 묶음학습을 효과적이라고 믿는 경향이 있었다. 또한, 대학생들은 6개 전략 중 교차학습을 가장 낮게 활용했다. 메타인지적 자기조절은 일부 학습전략의 활용과 정적 상관을 보였으나 학점은 학습전략의 효과성 인지 및 활용과 유의한 상관관계가 없었다. 종합하면 대학생들은 효과적인 개념 및 범주 학습전략을 모두 정확히 인지하고 활용하지 못했으며 특히 효과성을 알지 못하는 학습전략의 활용도는 매우 낮은 편이었다. 연구결과는 학습자가 잘 알지 못하는 효과적인 개념 및 범주 학습전략에 대한 정확한 안내와 활용을 위한 교수가 필요함을 시사한다.

다국어 초록 (Multilingual Abstract)

As concept and category learning is an essential process for applying and expanding knowledge, it is important for learners to know and use effective learning strategies. The present study aimed to examine metacognitive awareness and use of the six learning strategies (multiple, variable samples, idealized training, testing (backward/forward effect), coaching, and interleaved learning) that have been empirically supported by previous studies in concept and category learning. To achieve this goal, we developed a scenario-based survey and collected data from undergraduate students enrolled in one of the private universities in Seoul. We also investigated the relationship among metacognitive self-regulation, grade, metacognitive awareness, and use of the learning strategies. Results showed a high level of metacognitive awareness and use among the undergraduates with four strategies but not with the others (multiple, variable samples and interleaved learning). In particular, most of the students were not aware of the effectiveness of interleaved learning; rather, they believed blocked learning was more effective, resulting in the lowest use of interleaved learning among the six strategies. Metacognitive self-regulation showed a positive correlation only with the use of some other learning strategies, but grades showed no significant correlation with effectiveness awareness or utilization. In summary, students seemed to have limited knowledge of the effective learning strategies, resulting in their suboptimal use, especially when they were not aware of their effectiveness. Our findings suggest that it is important to teach students effective learning strategies that they are not familiar with to enhance concept and category learning.

목차 (Table of Contents)

• 요약
• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구방법
• Ⅳ. 연구결과
• Ⅴ. 논의 및 결론
• 참고문헌
• Abstract

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