被動的 學習者 假說의 學習障碍 教育에의 適用 可能性

The possibility of application of the inactive learner hypothesis to learning disability education

This study examined the validity of the inactive learner hypothesis and the possibility of its application to LD children education. Learning disabled children have often been characterized as inactive or passive problem solver as compared to their non-learning disabled peers. Many researchers interested in the hypothesis have studied on the domain of problem solving because it enables an examination of children’s learning process. As a result, learning disabled children are ineffective in planning, problem representation, self-monitoring, and approaching the task in an organized fashion. That is, learning disabled children have been descrived as “inactive” or “other regulated” learner. Recently, Short and Weissberg-Benchell(l989) explained the significance of cognitive, metacognitive, and motivational factors for successful learning in their Triple Alliance Model. According to this model, skilled learner must achieve a delicate balance among these three process. Inactive learner form faulty alliances among three process. This model offers diers direct support for the inactive learner hypothesis. Thus, the researches related with this model were investigated. Also the effects of the intervention techniques promoting active self-regulated learning disabled children applied to practical education were examined. As results of examination of the literature on the inactive learner hypothesis, the following conclusion could be made. The hypothesis held theoretical and educational appeal in that it was an all-inclusive theory, but now appears in hindsight to be plagued with the common problems of the field. These problems include imprecision in sample definition, measurement, and causality. Also the evidence clearly exist that the hypothesis only applicable to a subgroup of the learning disabled population. The future of the hypothesis as a viable descriptive and experimental tool lies in our ability to classify reliable subgroups of inactive learner and to pinpoint the underlying causes for this inactivity.