문제중심학습에서 튜터의 인지적 역할유형에 따른 발문제공이 문제해결과 만족도에 미치는 효과

초록

There is a growing emphasis on the tutors’ cognitive roles that guide students’ difficulties in the process of problem solving in problem-based learning environments. Despite the importance of tutors’ roles, little research has been conducted to examine what roles tutor should provide and what questions should be employed to facilitate students learning. Thus, the purpose of this study is to examine the effects of tutors questions according to the types of cognitive roles(elaboration stimulator, learning process monitor, knowledge integration facilitator) on problem solving achievements and learners’ satisfaction. Participants were 60 adult learners who enrolled in a word office program that were designed based on a problem-based learning approach at a community center located at Ansan city, Gyeonggi province, in Korea. The results show that students who received questioning that stimulate elaboration showed significantly high scores than those in other groups at the stage of problem representation(F(2,19)=22.31, p < .01). Students who received questionings that stimulate knowledge integration showed significantly high scores than those in other groups at the stage of solution development(F(2,19)=12.58, p < .01). In addition, students who received questionings that stimulate knowledge integration showed significantly high scores on satisfaction survey than those in other groups at the stage of solution development(F(2,19)=10.77, p < .01).

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