서술식 연산 문제를 이용한 일반아동과 정신지체아동의 근접발달대 배교 연구

The Comparison of the Zone of Proximal Development between Regular Children and Children with Mental Retardation on Story Problems with Operation

Most educators may have an interest in effective education methods and strategies to improve latent ability in education environments. The purpose of this study was to analysis the correlation between intelligibility(e.g., I.Q) and the zone of proximal development(ZPD). The story problems with operation which are consisted with twelve questions(six learning and six transfer questions) were developed for the research. Twenty eleven- to twelve-years mental retarded children who are IQ of 75 to 50, and twenty second grade regular children who are attending in regular school were participated. In order to test correlation coefficient, ANCOVA and ANOVA were utilized. The results were that: (a) regualr children indicated higher ZPD abilities than those of the children with mental retardation in learning and transfer problems of the number of hint and the amounts of time; and (b) the regular children had no statistic differences between the intelligibilities and the number of hints and amount of time, and the children with mental retardation had also no differences according to different intelligibilities. Therefore, this research concluded that even though the intelligibility is an important factor to decide ZPD in two group such as regular and mental retardation groups, the intelligibility is not critical factor to influence in possibilities of ZPD. It means that latent ability of children with mental retardation is related with effective education methods and strategies rather than intelligibility itself.