Vygotsky 이론에 기반한 이중자극 제시 유무와 중립성 수준이 ‘과학적 개념’을 활용한 자발적 고등사고와 과제성취도에 미치는 효과 = Effects of the level of neutrality of the second stimulus in double stimulation based on Vygotsky’s theory on fostering of volitional high-order thinking and task achievement

국문 초록 (Abstract)

본 연구는 Vygotsky 이론을 기반으로 이중자극 제시 유무 및 두 번째 자극의 중립성 수준에 따라 과학적 개념을 활용하는 자발적 고등사고와 과제성취도의 차이를 분석하기 위해 수행되었다. 대학생 45명을 대상으로 이중자극 유무 및 중립성 수준을 달리 처치하여 자발적 고등사고와 과제성취도에 차이가 나타나는지를 측정하여 가설을 검증하였다. 연구 결과는 다음과 같다. 첫째, 이중자극을 제시받은 집단이 통제집단보다 유의하게 높은 과제성취도를 보였다. 둘째, 이중자극을 제시받은 집단이 통제집단보다 자발적 고등사고 사후검사와 지연검사의 조정평균에서 각각 유의하게 높은 점수를 보였다. 셋째, 중립성 수준이 높은 이중자극을 제시받은 집단이 중립성 수준이 낮은 이중자극을 제시받은 집단보다 과제성취도 지연검사에서 사후검사 점수와 유사한 수준을 유지하였다. 넷째, 중립성 수준이 높은 이중자극을 제시받은 집단과 중립성 수준이 낮은 이중자극을 제시받은 집단 간에 과제성취도와 자발적 고등사고 점수에서 유의한 차이는 없는 것으로 나타났다. 본 연구는 이중자극의 제시 유무와 중립성 수준에 따른 자발적 고등사고와 성취도의 차이를 실증적으로 분석했다는 점에서 의의가 있으며, 이중자극을 제시하면 학습자들의 의미화(signification) 활동을 통한 자발적 고등사고가 촉발되고 지속될 가능성이 높아진다는 점을 시사한다. 그러나 이중자극의 중립성 정도가 자발적 고등사고에 미치는 영향에 관해서는 후속연구가 필요하다.

다국어 초록 (Multilingual Abstract)

This study aims to analyze the effect of double stimulation based on Vygotsky’s theory and the level of neutrality of the second stimulus in double stimulation on the fostering of volitional high-order thinking using scientific concepts and task achievement. The study included 45 students from University C. Volitional thinking and task achievement were analyzed through covariance analysis based on the level of neutrality of double stimulation in pre and post-tests, as well as delayed tests. The research findings are as follows: Firstly, the group exposed to double stimulation, compared to the control group, showed significantly higher scores in task achievement. Secondly, the group exposed to double stimulation showed significantly higher adjusted mean scores in volitional high-order thinking that stimulates use of scientific concepts in both post-tests and delayed tests compared to the control group. Thirdly, the group with a high level of neutrality of double stimulation maintained similar scores in task achievement in the delayed test compared to the group with a low level of neutrality. Fourthly, there was no significant difference in task achievement and volitional high-order thinking scores between the two groups with high and low levels of neutrality of double stimulation.

참고문헌 (Reference)

• 1 나은창 ; 김회수, "이중자극 유형과 스캐폴딩이 대학생의 자발적 사고와 문제해결력에 미치는 영향" 39 (39): 537-564, 2023
• 2 전희정, "웹기반 PBL에서 학습자의 메타인지와 스캐폴딩 유형이 문제해결과정에 미치는 효과" 7 (7): 161-169, 2007
• 3 성숙자, "근접발달지대이론과 이중자극 방법 적용 사례연구" 38 : 457-492, 2004
• 4 Vygotsky, L. S., "Thought and language" MIT Press 82-118, 1962
• 5 Wood, D., "The role of tutoring in problem solving" 17 : 89-100, 1976
• 6 Lund, A., "The right tool for the wrong task? Match and mismatch between first and second stimulus in double stimulation" 3 : 387-412, 2008
• 7 Sannino, A., "The principle of double stimulation: A path to volitional action" 6 : 1-15, 2015
• 8 Vygotsky, L. S., "The collected works of LS Vygotsky: the history of the development of higher mental functions(Vol. 4)" Springer Science & Business Media 1997
• 9 Vygotsky, L. S., "The collected works of L. S. Vygotsky: Volume 1 problems of general psychology" Plemum 167-241, 1987
• 10 Vygotsky, L. S., "The collected works of L. S. Vygotsky. Scientific legacy (Vol.6)" Plenum 61-68, 1999
• 11 Vygotsky, L. S., "The collected works of L. S. Vygotsky, Volume 5. Child psychology" Plemum 187-205, 1998
• 12 Engestrom, Y., "The cambridge companion to Vygotsky" Cambridge University Press 2007
• 13 Kline, R. B., "Principles and practice of structural equation modeling" Guilford publications 2016
• 14 Vygotsky, L. S., "Mind in society : The development of higher psychological processes" Harvard University Press 1978
• 15 Kouzulin, A., "Mediated learning experience and psychological tools : Vygotsky’s and Feuerstein’s perspectives in a study of student learning" 30 (30): 67-75, 1995
• 16 Craik, F. I., "Levels of processing: Past, present... and future?" 10 (10): 305-318, 2002
• 17 Gredler, M. E., "Learning and Instruction: Theory into practice" Pearson Prentice Hall 2005
• 18 Bruner, J. S., "In search of pedagogy volume II: The selected works of Jerome S. Bruner" Routledge Tylor & Francis Group 2006
• 19 Greeno, J. G., "Gibson’s affordances" 101 : 336-342, 1994
• 20 Yang, H., "Epistemic agency, a double-stimulation, and video-based learning : a formative intervention study in language teacher education" 96 : 102-401, 2021
• 21 PAN Yingying ; 김회수, "Effects of scaffolding type and metacognition level on higher-order thinking skills and task performance in mathematical learning : Lens of neo-vygotskian theoretical learning" 31 (31): 1-21, 2022
• 22 Abramovich, S., "Early algebra with graphics software as a type II application of technology" 22 (22): 21-33, 2005
• 23 Hopwood, N., "Double stimulation “in the wild”: Services for families with children at-risk" 13 : 23-37, 2017
• 24 Sannino, A., "Double stimulation in the waiting experiment: Testing a Vygotskian model of the emergence of volitional action" 4 : 4-18, 2015
• 25 Sannino, A., "Double stimulation in the waiting experiment with collectives : Testing a Vygotskian model of the emergence of volitional action" 50 : 142-173, 2016
• 26 Chawla-Duggan, R., "Double stimulation and transformative agency through video modalities with young children: A cross-national study of pedagogic relationships in families" 30 (30): 89-109, 2022
• 27 Stoffregen, T. A., "Affordances as properties of the animal-environment system" 15 (15): 115-134, 2003
• 28 Karpov, Y. V., "A way to iImplement the neo-vygotskian theoretical learning approach in the schools" 1 (1): 25-35, 2013
• 29 Kaup, C. F., "A cultural-historical perspective on how double stimulation triggers expansive learning : How teachers and social educators can use double stimulation to implement computational thinking in mathematics" 14 (14): 151-164, 2022
• 30 Ge, X., "A conceptual framework for scaffolding ill-structured problem solving processes using question prompts and peer interactions" 52 (52): 5-22, 2004