컴퓨터교육학회논문지 (The Journal of Korean Association of Computer Education)

  • 제18권3호
  • /
  • Pages.37-47
  • /
  • 2015
  • /
  • 1598-5016(pISSN)
  • /
  • 2733-9785(eISSN)
한국컴퓨터교육학회 (The Korean Association of Computer Education)
권호 표지

컴퓨터기반 협력학습을 위한 개념도작성도구의 비교 분석 및 고찰

A comparative analysis on concept mapping tools for computer-supported collaborative learning

  • 투고 : 2015.02.02
  • 심사 : 2015.03.05
  • 발행 : 2015.05.29
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구의 목적은 사용목적 및 지원양식 등이 상이한 개념도 작성도구들을 비교 분석하고, 단점을 보완하여 컴퓨터기반 협력학습을 적절히 지원할 수 있도록 새로운 지원도구를 개발하는데 필요한 시사점을 제시하는 데 있다. 이를 위해 대표적인 개념도작성도구(Convince Me, Knowledge Forum, Cmaptools, Mindmeister, Belvedere)를 선정하고, 도구의 사용목적 및 설계원리에 대한 선행문헌 분석을 실시하였다. 이후 휴리스틱 평가와 F.G.I.를 통해 전문가들의 다양한 의견을 수렴하여 효과적인 컴퓨터기반 협력학습을 지원하기 위한 개념도 작성도구 설계 원리에 대해 논의하였다. 분석결과, 대부분의 개념도 작성 도구는 커뮤니케이션 기능은 지원하고 있었으나 조정과 협동차원의 지원은 미비하였다.

The purpose of this study is to review the concept mapping tools and provide implications for designing tools that support collaborative learning activities. For this purpose, representative concept mapping tools - Convince Me, Knowledge Forum, Cmaptools, Mindmeister, Belvedere - was analyzed by using the 3C(Communication, Coordination, Cooperation) framework. We have applied three research methods; 1) literature review on design principles of tools, 2) heuristic evaluation, 3) focus group interview. As a result, most of comcept mapping tools supported communication functions but partialy supported coordication and cooperation features.

키워드

참고문헌

  1. Kolloffel, B., Eysink, T. H., & de Jong, T.(2011). Comparing the effects of representational tools in collaborative and individual inquiry learning. Int'l J. of CSCL. 6(2). 223-251.
  2. Scheuer, O., Loll, F., Pinkwart, N., & McLaren, B. M. (2010). Computer-supported argumentation: A review of the state of the art. Int'l J. of CSCL. 5(1), 43-102.
  3. 정선영(2007). 예비교사들의 학습스타일과 협력적 개념도 작성이 문제해결에 미치는 영향, 교육공학연구, 23(4), 55-77.
  4. Suthers, D., & Hundhausen, C. (2003). An empirical study of the effects of representational guidance on collaborative learning. Journal of the Learning Sciences, 12(2), 183-219. https://doi.org/10.1207/S15327809JLS1202_2
  5. van Amelsvoort, M., Andriessen, J., & Kanselaar, G. (2007). Representational tools in computer-supported collaborative argumentation-based learning: How dyads work with constructed and inspected argumentative diagrams. The Journal of the Learning Sciences, 16(4), 485-521. https://doi.org/10.1080/10508400701524785
  6. Rummel, N., & Spada, H. (2005). Learning to collaborate: an instructional approach to promoting collaborative problem solving in computer-mediated settings. Journal of learning sciences, 14(2), 201-241. https://doi.org/10.1207/s15327809jls1402_2
  7. Jorczak, R. L. (2011). An information processing perspective on divergence and convergence in collaborative learning. Int'l J. of CSCL. 6(2), 207-221.
  8. Coffey, J. W., Carnot, M. J., Feltovich, P. J., Feltovich, J., Hoffman, R. R.. Canas, A. J., & Novak, J. D. (2003). A Summary of Literature Pertaining to the Use of Concept Mapping Techniques and Technologies for Education and Performance Support. Technical Report submitted to the Chief of Naval Education and Training, Pensacola, FL.
  9. 정효정, 김동식 (2006). CSCL에서 WOE의 유형이 지식 공유 과정에 미치는 영향. 교육공학연구, 22(3), 23-56.
  10. Ranney, M., & Thagard, P. (1988). Explanatory coherence and belief revision in naive physics. Proceedings of the Tenth Annual Conference of the Cognitive Science Society. 426-432
  11. Ranney, M., & Schank, P. (1998). Toward and intergreation of the social and the scientific: Observing, modeling, and promoting the explanatory coherence of reasoning. In S. Read & L. Miller(Eds.), Connectionst models of social reasoning and social behavior. (pp. 245-274). Mahwah, NJ: Lawrence Erlbaum.
  12. Scardamalia, M., & C. Bereiter. (1994). Computer support for knowledge building communities. Journal of the Learning Sciences, 3(3), 265-283. https://doi.org/10.1207/s15327809jls0303_3
  13. Lee, E. Y., Chan, C. K., & van Aaslt, J. (2006). Students assessing their own collaborative knowledge building. Int'l J. of CSCL. 1(1), 57-87.
  14. Lai, M., & Law, N. (2011). Questioning and the quality of knowledge ideas in a CSCL context: a study on two age group of students. Proceedings of 2011 CSCL (pp. 33-40), July 4-8 2011, Hong Kong.
  15. Novak, J. D. (1990). 'Concept mapping: a useful tool for science education', Journal of Research in Science Teaching, 27(10), 937-49. https://doi.org/10.1002/tea.3660271003
  16. Hough, S., O'Rode, N., Terman, N., & Weissglass, J. (2007). Using concept maps to assess change in teachers' understandings of algebra: A respectful approach. Journal of Mathematics Teacher Education, 10(1), 23-41. https://doi.org/10.1007/s10857-007-9025-0
  17. MindMeister, "MindMeister", "About Us", http://www.MindMeister.com, (2014.12.15.)
  18. Kim. K., Eun, J., Kim, D.(2014). Development of social learning program for improving digital literacy. 학습과학연구, 8(1), 1-17.
  19. 전재천, 유인환(2014). 로봇 프로그래밍 교육에서 웹2.0 도구의 활용 모형. 정보교육학회논문지, 18(2), 345-356. https://doi.org/10.14352/jkaie.2014.18.2.345
  20. Medina, R., & Suthers, D. D. (2009). Using a contingency graph to discover representational practices in an online collaborative environment. Research and Practice in Technology Enhanced Learning, 4(3), 281-305. https://doi.org/10.1142/S1793206809000726
  21. Suthers, D. D., Connelly, J., Lesgold, A., Paolucci, M., Toth, E., Toth, J., et al. (2001). Representational and advisory guidance for students learning scientific inquiry. In K. D. F. a. P. J. Feltovich (Ed.), Smart machines in education: The coming revolution in educational technology (pp. 7-35). Cambridge, Massachusetts: AAAI Press, The MIT Press.
  22. Nielsen, J.(1994). Heuristic evaluation. In Nielsen, J., and Mack, R. L. (Eds.), Usability Inspection Methods.
  23. Fuks, H., Pimentel, M., Jose, C., & Lucena, P. (2006). R-U-typing-2-me? evolving a chat tool to increase understanding in learning activities. Intl. J. of CSCL. 1(1). 117-142.
  24. Meier, A., Spada, H., Rummel, N.(2007). A rating scheme for assessing the quality of computer-supported collaborative processes. Int'l J. of CSCL. 2(1), 63-86.
  25. 장혜정, 류완영(2006). 탐구기반학습에서 성찰적 탐구 지원도구의 설계연구. 교육공학연구, 22(2), 27-67.
  26. Cochrance, T., & Bateman, R. (2010). Smartphones give you wings: Pedagogical affordances of mobile Web 2.0. Australian Journal of Educational Technology, 26(1), 1-14.
  27. Stegmann, K., Mu, J., Gehlen-Baum, V., & Fischer, F.(2011). The Myth of Over-scripting: Can novices be supported too much?. Proceedings of 2011 CSCL(pp.406-413), July 4-8 2011, HongKong.
  28. Belland, B. R.(2014). Scaffolding: definition, current debates, and future directions. in J. M. Spector et al(eds.), Handbook of research on educational communications and technology(pp.505-518), NY: Springer.