문화기술의 융합 (The Journal of the Convergence on Culture Technology)

  • 제8권1호
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  • Pages.441-452
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  • 2022
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  • 2384-0358(pISSN)
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  • 2384-0366(eISSN)
국제문화기술진흥원 (The International Promotion Agency of Culture Technology)
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스마트 러닝 시스템을 활용한 수학 문제 풀이 맥락에서 메타인지 훈련의 효과

The Effects of Metacognitive Training in Math Problem Solving Using Smart Learning System

  • 투고 : 2021.12.31
  • 심사 : 2022.01.08
  • 발행 : 2022.01.31
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초록

학습 환경에서 메타인지를 활용한 훈련은 1990년대부터 꾸준히 연구되어온 주제 중 하나다. 메타인지는 크게 선언적 메타인지 지식과 절차적 메타인지 지식 (메타인지 기술)로 나누어 볼 수 있고 이에 따라 메타인지 훈련 역시 두 메타인지 지식 중 하나에 초점을 맞추어 연구가 이루어졌다. 본 연구에서는 메타인지 기술의 훈련이 수학 문제 풀이 맥락에서 어떤 역할을 하는지 살펴보고자 하였다. 구체적으로 학습자는 정해진 시간 안에 여러 난이도의 문제가 섞인 수학 문제들을 푸는 시험 맥락에서 문제 난이도 예측, 풀이시간 예측, 정답 여부 예측을 실시하였으며 이를 총5주간에 걸쳐 5회 반복하였다. 분석 결과, 훈련 전보다 훈련 후에 세 가지 예측 지표 모두에서 유의한 차이가 있는 것으로 나타났으며 훈련을 통해 학습자의 문제 풀이 전략에 도움을 줄 수 있다는 사실을 밝혔다. 또한 메타인지 훈련을 실시하지 않고 동일한 학습 과정을 진행한 조건과 시험불안 정도의 차이가 있는지 분석하였다. 그 결과, 훈련을 실시한 조건의 학습자가 5주차에 더 적은 정서 불안과 관계 불안을 보고한 것을 알 수 있었다. 메타인지 기술 훈련을 통한 이러한 효과는 학습자의 시험 상황에 필요한 학습 전략 향상에 도움이 될 것으로 예상된다.

Training using metacognition in a learning environment is one of the topics that have been continuously studied since the 1990s. Metacognition can be broadly divided into declarative metacognitive knowledge and procedural metacognitive knowledge (metacognitive skills). Accordingly, metacognitive training has also been studied focusing on one of the two metacognitive knowledge. The purpose of this study was to examine the role of metacognitive skills training in the context of mathematical problem solving. Specifically, the learner performed the prediction of problem difficulty, estimation of problem solving time, and prediction of accuracy in the context of a test in which problems of various difficulty levels were mixed within a set, and this was repeated 5 times over a total of 5 weeks. As a result of the analysis, we found that there was a significant difference in all three predictive indicators after training than before training, and we revealed that training can help learners in problem-solving strategies. In addition, we analyzed whether there was a difference between the experiment group and control group in the degree of test anxiety and math achievement. As a result, we found that learners in the experiment group showed less emotional and relationship anxiety at 5 weeks. This effect through metacognitive skill training is expected to help learners improve learning strategies needed for test situations.

키워드

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