The Journal of the Korea Contents Association (한국콘텐츠학회논문지)

The Korea Contents Association (한국콘텐츠학회)
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The Effects of Scaffolding Types in Wiki-based Collaborative Learning on Creativity

위키 기반 협력학습에서 스캐폴딩 유형이 창의성에 미치는 영향

  • Received : 2018.11.20
  • Accepted : 2019.01.28
  • Published : 2019.02.28
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Abstract

This study aimed to investigate the effects of scaffolding on creativity in Wiki-based collaborative learning. Wiki-based collaborative learning was implemented over three sessions among 67 sixth graders in an elementary school, and subjects were divided into three groups: Group 1 had a teachers' scaffolding and self-questioning script; Group 2 had a teachers' scaffolding; and Group 3, the control group, had no scaffolding. Results showed a significant difference in creativity among the groups with different types of scaffolding(Wilks' Lambda=.238, F=8.678, p < .001). Group 1, had significantly higher performance compared to the Group in creativity. However, when self-questoning script and a teachers' scaffolding were offered, self-scaffolding was not found to have a significant effect on learners' Originality of creativity. Group 2 showed higher performance in Originality of creativity when only a teachers' scaffolding was offered in the collaborative learning. The results of this study suggest that teachers' scaffolding and self-scaffolding have positive effects on creativity, but the need for a differentiated self-scaffolding strategy to identify the factors that influence creativity in wiki-based collaborative learning.

본 연구는 67명의 초등학교 6학년 학생들을 대상으로 위키 기반 협력학습 상황에서 스캐폴딩 유형에 따른 창의성의 차이를 검토하였다. 다변량공분산분석을 실시한 결과, 스캐폴딩 유형에 따른 창의성은 집단 간에 유의한 차이가 있었다. 세 집단에 따른 사전-사후 창의성의 효과에서는 유창성, 정교성, 성급한 종결에 대한 저항, 창의적 강점은 실험집단 1이 사전-사후 향상도가 가장 높은 것으로 나타났다. 실험집단 2는 독창성이 타집단에 비하여 사전-사후 향상도가 높았으며, 비교집단은 독창성, 제목의 추상성, 성급한 종결에 대한 저항, 창의적 강점은 사전보다 사후에 감소한 것으로 나타났다. 본 연구결과는 위키 기반 협력학습에서 메타인지적 자기 스캐폴딩은 창의성에 유의미한 영향을 미치지만, 실험집단 1이 독창성에서 향상도가 낮은 결과는 학습자들이 교사 스캐폴딩에는 익숙하나, 메타인지적 자기 질문 스크립트를 통한 독창성 향상에 잘 활용하지 못한 것으로 나타났다. 위키 기반 협력학습에서 학습자의 창의성 신장을 위해서 교사 스캐폴딩 뿐만 아니라 자기 스캐폴딩도 필요하며, 학습자 개인에 따른 차별화된 자기 스캐폴딩 전략을 사용하는 것이 효과적이라는 것을 시사한다.

Keywords

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그림 2. 구글 문서 작성 화면

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그림 3. 메타인지적 자기 질문 스크립트

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그림 4. 세 집단별 창의성 사전-사후 효과

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그림 5. 실험집단 1의 6모둠 협력적 글쓰기 완성본

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그림 6. 실험집단 2의 6모둠 협력적 글쓰기 완성본

표 1. 집단 분포

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표 2. 회기별 구성 내용

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표 3. 실험집단1의 협력학습 및 스캐폴딩 내용

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표 4. 실험집단별 처치 내용

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표 5. 글쓰기 평가기준

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표 6. 실험처치에 따른 창의성의 차이에 대한 다변량분산분석결과

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