개념도를 활용한 협력적 문제해결 과제에서의 지식공유과정

서지정보

ㆍ발행기관 : 한국교육공학회 ㆍ수록지정보 : 교육공학연구 / 21권 / 2호
ㆍ저자명 : 류지헌, 권숙진

목차

Ⅰ. 개념도와 협력학습
Ⅱ. 협력 학습에서의 인지과정
Ⅲ. 연구 방법
Ⅳ. 분석 결과
Ⅴ. 논 의
참 고 문 헌

한국어 초록

이 연구의 목적은 개념도(concept map)를 활용한 협력적 문제해결 과정에서 학습자들이 서로의 지식체계를 어떻게 공유하기 위하여 어떠한 인지적 과정을 거치게 되는가를 탐색하기 위한 것이다. 이 연구의 대상은 두 명의 대학생으로 구성된 협력학습 집단이었으며, 10개의 협력학습 집단 중에서 서로 다른 유형의 산출물을 제시한 두 집단(복제형 개념도 집단과 혼합형 개념도 집단)의 지식공유 과정을 비교하였다. 학습자들의 지식공유과정을 분석하기 위하여 협력과정을 촬영한 비디오 자료 및 개념도가 활용되었으며, 근거이론에 의하여 자료에 대한 분석이 시도되었다. 학습자들은 개념도를 사용하여 개별적인 과제수행을 한 이후에 논의과정을 통하여 협력적 문제해결 과정을 수행하였다. 지식을 공유하기 위해서는 개념의 정착(concept fixation), 의미의 협상(meaning negotiation), 지식의 조율(knowledge tuning)의 과정이 복제형 집단과 혼합형 집단에서 공통적으로 일어나는 것으로관찰되었다. 그러나 복제형 집단은 일방적인 지식의 전수과정을 보였으며, 혼합형 집단에서는 밀도있는 상호작용이 발생했던 것으로 나타났다. 이는 지식공유를 촉진하기 위해서는 학습자들의 상호작용을 높이고 상대방의 지식구조를 탐색할 수 있는 기회가 제공되어야 함을 시사하고 있다.

영어 초록

The purpose of this study was to identify the knowledge sharing process in a collaborativeproblem solving task with a concept map. Ten pairs of college students participated to acollaborative problem solving task that was to generate a concept map to arrange fifteenconcepts from the subject matter of "Instructional Design Process". They were asked to generate an individual concept map first and work together to make a collaborative concept map. Among the pairs, two groups were selected for this study. The selected pairs showed totally different concept maps, which were assumed that they collaborated together in different ways. By comparing different collaborative pairs, it would be easier to identify how the collaboration would be performed differently and what were the similarities between them. One pair was labeled as a duplicated concept map group that seemed to make a collaborative concept map like a duplication of one member's individual concept map. The other pair was labeled as a blended concept map group that made a collaborative concept map as reflecting unique features from each individual concept map. The main data resources of this study were video records of collaboration, concept maps, and transcriptions ofparticipants' collaboration. Grounded theory was applied to qualitatively analyze the verbal data of collaboration, and frequency analysis was employed. The data analysis revealed that there were three stages of sharing knowledge in common: 1) concept fixation, 2) meaningnegotiation, and 3) knowledge tuning. The concept fixation was to fix the definitions of concepts. The meaning negotiation was to decide the relationships between concepts. The knowledge tuning was to externalize the structureof concepts collaboratively negotiated meanings. However, it was identified that the two groups had different interactions between members. For the duplicated concept map group, there was less interaction rather unidirectional communication between members while the blended concept map group showed intensive interactions. It was speculated that the duplicated concept map group performed a knowledge telling process though the other group performed knowledge transformation. The result of delayed test of generating an individual concept for the two groups showed that the blended concept map group generated exactly the same concept map comparing with their collaborative concept map. However, the duplicated concept map group showed inconsistent concept maps to their collaborative concept map. The result of this study proposed that promoting dynamic interactions between members will facilitate the knowledge sharing between members. It was also suggested to help learners to explore other learners' knowledge structure to improve knowledge sharing between them.Key words : Concept map, Shared mental model, Collaborative learning, Knowledge sharing, Problem solving

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