인지양식에 따른 발문유형별 학습 효과

The Effects of Questioning Types on Academic Achievement by Cognitive Styles

수업에 있어서 학습자들의 사고 활동을 활성화시킬 수 있는 관건은 교사의 발문(questioning)에 달려 있으며, 이러한 발문의 적절성 여부는 바로 수업의 질을 결정한다고 할 수 있다(박병학, 1986). Wilen(1991)에 의하면, 교수(teaching)의 본질은 의사 전달에 있으며, 발문이 학급에서 이루어지는 교사와 학습자의 언어적 상호작용의 핵심적 부분을 차지하기 때문에 교수의 효율성은 교사가 어떤 방식으로 발문하는가에 크게 의존하고 있다고 한다. 또한 Gall(1984)의 연구 결과에 의하면, 발문과 관련된 기존의 연구 중에서 교사의 발문과 학생들의 학업성취 및 비판적 사고 기능과의 관계에 관한 연구가 가장 많았다고 한다. 이러한 사실은 교사의 발문이 학업성취에 중요한 역할을 담당하고 있다는 견해가 여러 연구자들 사이에 널리 공유되어 있음을 보여준다. 사실상 교사는 다른 무엇보다도 발문에 의존하여 수업을 효과적으로 이끌어 가야하며, 발문을 통하여 학습자들의 학업 수준을 높이고 사고력을 계발해 나가야 한다. 따라서 교사의 발문은 학습자의 학업성취에 영향을 미치는 중요한 변인이라고 할 수 있다.

The purpose of this study is to identify the effects of teacher\ s questioning types on academic achievement by learners\ cognitive styles: reflection-impulsivity. On the basis of reviewing related literature and preceding studies, the following research questions were formulated. 1. What does the data recall question make a difference in data recall between reflective and impulsive learners? 2. What does the inference question make a difference in inference between reflective and impulsive learners? 3. What does the application question make a difference in application between reflective and impulsive learners? In order to verify the above questions, 241 of fifth grade students were selected from six classes of G Elementary School, located in Gwang-Ju. They were classified into three groups: data recall questioning group(81), inference questioning group(80), and application questioning group(80). In order to measure reflection and impulsivity cognitive styles, the matching familiar figures test(MFFT) was administered to 241, who were classified into three groups: 56 data recall questioning group(reflection: 29, impulsivity: 27), 53 inference questioning group(reflection: 26, impulsivity: 27), 56 application questioning group(reflection: 29, impulsivity: 27). The learning tasks for experimental treatment were「Learning Resources」with constructed by investigator. There were data recall question, inference question, and application question in each learning resources. The experimental treatment was conducted for fifteen days. In order to test the effect of the experiment, academic achievement tests of data recall level, inference level, and application level were administered in each groups. T-test was employed to verify mean differences in academic achievement between reflective and impulsive learners in each groups. The results of the study were summarized as follows: First, there was no significant difference in academic achievement for data recall question between reflective and impulsive learners(t=1.006, p>.05). Secondly, there was significant difference in academic achievement for inference question between reflective and impulsive learners(t=2.741, p<.01), and inference question was more effective on academic achievement in inference level for reflective learners than impulsive learners. Thirdly, there was significant difference in academic achievement for application question between reflective and impulsive learners(t=12.930, p<.01), and application question was more effective on the academic achievement in application level for reflective learners than impulsive learners. Based on the results of this study, it was concluded that teachers\ question should be appropriate to the leaners\ cognitive styles in order to improve the effects of instruction.