이 연구의 목적은 인지적 도제학습의 교수?학습 원리를 적용한 ICT 콘텐츠 스캐폴드 개발 모형을 개발하는데 있다. 연구 목적 달성을 위해서 적용한 연구 방법은 ‘설계기반연구 첫째, 연구주제와 관련된 이론적 고찰을 통하여 인지적 도제학습의 교수학습 절차 구현을 위한 ICT 콘텐츠 스캐폴드 구성 요소를 도출하였다. 둘째, 설계 및 개발 과제 수행목표 달성을 지원하기 위한 ICT 콘텐츠 스캐폴드의 이론적 모형을 설계 하였다. 셋째, 형성적 연구 수행방법을 통하여 모형에 대한 수정 보완과 현장 적용 타당성을 검중 하였다. 연구를 통하여 도출한 주요결과는 다음과 같다. 첫째, 정보통신기술(ICT) 활용 환경에서 인지적 도제학습 교수 원리를 적용하여 학습자에게 개별화된 과제수행 성취목표 달성을 지원하기 위한 ICT 콘텐츠 스캐폴드개발 모형은 ‘초기설정’. ‘분석단계’. ‘설계단계’, ‘개발단계’, ‘적용 및 평가단계’의 요소로 구성되는 것을 밝혔다. 둘째, 연구를 통하여 개발한 ZPD(zone of proximal development, 근접발달영역) 설정 방법은 현장 적용을 통하여 검증한 결과 과제난이도를 적정하게 고려하는 것으로 나타났다. 셋째, ICT 콘텐츠 스캐폴드 개발 모형의 설계단계에서 자기조절 학습을 유도하기 위한 페이딩 효과 구현 전략은 과제수행 학습활동에 적용한 결과 타당한 것으로 나타났다. 넷째, 개발한 모형을 적용한 ICT 콘텐츠 스캐폴드는 ICT를 활용한 설계 및 개발 과제수행에 적용할 경우 인지적 부하 측면에서도 긍정적인 것으로 나타났다.
The purpose of this study is to develop the ICT Content Scaffold Moder, in which are applied the cognitive apprenticeship s teaching-learning principles. The conclusions of this study are as follows: First, The ICT contents scaffolds to support the achievement of the goals of the individualized tasks to the learners were developed through initial settings , analysis phase , design phase , development phase and application and evaluation phase in ICT environment and by applying the teaching-learning cognitive apprenticeship principles. In addition, the analysis phase of the personalized ZPD contains the elements of the learner analysis , task analysis and the learning environment analysis . In the design phase , the application of the teaching-learning cognitive apprenticeship principles was found to be a appropriate strategy, as a way to further enhance the learners into the learning tasks. In the development phase and application and evaluation phase , the ICT Content Scaffold was developed and the revised details were defined by the application of the model in the field and based on the results of the analysis phase, a cyclical procedure was found to be necessary. Second, the developed ZDP building method was verified through field applications and the difficulty of the task was considered appropriately. This implies that the ZDP building method enables classifying the level of using ICT into 4 stages, including the current and potential levels. At the same time, it also implies that the division of the Bloom s cognitive thinking into 12 stages and the establishment of the current level and potential level about the task performance was considered valid. Third, the results of the application of the fading effect s implementation strategy that is necessary for the inducement of self-regulated learning in the design phase of the ICT Content Scaffold Model were reasonable. This implied that the ICT Content Model provides helps in keeping interest and attention in the task performed. In addition, in the early learning stage, learners depend on the ICT Content Scaffold to do the task, but over lime, they can complete the task with their own self-regulated learning. By this it was concluded that the self-regulated learning process is implemented appropriately in completing the task at hand. These results divide the ZPD in order to implement the fading effect. In the design phase of the development of ZPD contents, the configuration of the task context , demonstration(model) , coaching , and reflection contents are designed in the form of customized contents. Fourth, the application of the developed ICT Content Scaffold Model is discovered to be positive in effects. By using the ICT Content Scaffold Model, the intrinsic and extraneous cognitive load can be reduced. It also increases the germane cognitive load and creates the conditions that learners can make greater efforts to perform the task at hand. These results build the ZPD that promotes an appropriate sense of challenge to the students. And in the ZPD, the ICT Content Scaffold can be developed in order to perform the task. Also, for the implementation of a fading effect to consider the ZPD, There is a positive factor to the creation of an environment in the creation of an environment in which learners perform the task using self-regulated learning by themselves. The following figure is ICT Contents Scaffold Model.
II. 이론적 배경
III. 연구 방법
IV. ICT 콘텐츠 스캐폴드 개발 모형 개발
V. 결론 및 제언