Earticle

정부교육기관의 조사에 따르면 학습부진아에 대한 학습 지원이 절실한 상황이다. 이에 본 논문에서는 학습 스타일 심리검사를 이용하여 부진아에게 맞는 학습방법으로 학습을 지원하는 부진아 학습 지원 시스템을 구축하였다. 제안한 시스템은 첫째, 부진아의 특성으로 구성된 의사결정트리와 사전평가가 점수를 통하여 부진아를 진단한다. 둘째, 부진아로 판단된 학생은 학습 스타일 심리검사를 실시하여 강의형 학습(청각형), 멀티미디어형 학습(시각형), 게임형 학습(촉각형) 방법 중에 한 형태의 학습방법으로 학습을 지원한다. 셋째, 사후평가를 통하여 학업성취도를 학인하고 학업성취도가 낮은 학생에 대해서는 교수자와의 일대일 개별지도를 지원한다. 제안한 시스템을 사용하여 학습부진아를 실험집단과 비교집단으로 나누어 학습을 검증한 결과 학습 스타일 심리검사를 실시하여 학습을 했을 경우의 학습성취도가 평균 10% 향상되었다.

It is urgent to have learning support for children with learning disability according to the survey made by the government educational organization. To this end, we developed a learning support system for children with learning disability. First, the system diagnoses the children with learning disability using a decision tree based on the pre-test results. Secondly, it supports for children with learning disability one of audio-, vision- and tactility-oriented learning types according to the results from the psychological learning style test. Thirdly, one-to-one study is supported for failed students at the achievement test. For the evaluation of the system, the children with disability were divided into an experimental group and a control group and the educational achievement was evaluated. We found that 10% on the average was improved in case that learning was made after the psychological test for learning styles.

본 연구는 한국의 평생교육 기관 맥락에서 영어 교육에 참여하는 성인 학습자들의 다양한 동기 유형을 탐색한다. LiFE(Lifelong Education at Universities for the Future of Education) 사업과 같은 정책적 추진에 따라 평생학습 체제가 확장되면서, 성인 학습자의 세분화된 학습 동기를 이해하는 일은 교육과정 설계자와 교육정책 입안자에게 중요한 과제가 되고 있다. 본 연구는 2020년부터 2025년 사이에수행된 최신 한국 연구들을 바탕으로 문헌, 국가 보고서, 정책 자료들을 종합하여 성인 학습자의 영어학습 동기를 이론적으로 유형화하고자 한다. 문헌 분석과 비교적 통합을 통해 다섯 가지 핵심 동기 요인이 도출되었다: 경력 향상, 정체성 확장, 자기 실현, 자신감 회복, 가족 및 공동체 참여. 이러한 요인을 바탕으로 네 가지 복합 학습자 유형이 구성되었다: 전략적 경력 지향 학습자, 열망적 이동 추구 학습자, 반영적 자기 실현 학습자, 회복적 자신감 중심 학습자. 각 유형은 삶의 조건, 목표, 정서적 요구에서 구별되며, 차별화된 교수 설계에 실질적시사점을 제공한다. 본 연구는 평생 영어 교육에서 학습 동기가 다차원적이며, 맥락에 민감하고 사회정서적 및 제도적현실에 깊이 뿌리내리고 있음을 제안한다. 제시된 동기 유형은 개념 모델일 뿐 아니라 성인 친화적 정책, 모듈형 교육과정 설계, 포용적 평가를 위한 실천적 도구로도 기능한다. 현장 기반 실증자료가 부족하다는 한계에도 불구하고, 본 연구는 향후 정량적 검증과 맞춤형 프로그램 개발을 위한 이론적 토대를제공한다.

This study explores the diverse motivational profiles of adult learners engaging in English education within the context of Korean lifelong education institutions. As lifelong learning systems expand through policy initiatives such as the LiFE (Lifelong Education at Universities for the Future of Education) project, understanding the nuanced motivations of adult learners has become a critical task for curriculum designers and educational policymakers. Drawing on recent Korean research conducted between 2020 and 2025, this study synthesizes literature, national reports, and policy documents to develop a theoretical typology of English learning motivation among adult learners. Through document analysis and comparative synthesis, five core motivational factors are identified: career advancement, identity expansion, self-fulfillment, confidence recovery, and family/community engagement. These factors are then used to construct four composite learner types: Strategic Career-Oriented Learners, Aspirational Mobility Learners, Reflective Self-Actualizers, and Restorative Confidence Learners. Each type is distinguished by unique life circumstances, goals, and affective needs, with implications for differentiated instructional approaches. This research proposes that learner motivation in lifelong English education is multidimensional, context-sensitive, and deeply embedded in socio-emotional and institutional realities. The typology serves not only as a conceptual model but also as a tool for informing adult-friendly policy, modular curriculum design, and inclusive assessment. Although limited by the absence of field-based empirical data, the study provides a grounded framework for future quantitative validation and targeted program development in Korea’s expanding lifelong education ecosystem.

This study examines the effects of learning conditions (implicit learning condition and explicit learning condition) and task types (comprehension and production task) on the learning of an easy rule (subject-verb inversion in the sentence with location adverbial) and a hard rule (pseudo-cleft clause). One hundred thirty first-year university EFL students with low proficiency were divided into four groups based on the combination of learning conditions and task types. After that, pre-and post-test data on the grammaticality judgement test and controlled written test were analyzed by using the two-way Multiple Analysis of Covariance (MANCOVA). Results showed that the effects of learning conditions are not statistically different on the comprehension of easy and hard grammatical rules whereas the explicit learning condition has more effects on producing easy and hard rules than the implicit learning condition does. They also revealed that the effects of task types are statistically different on the learning of an easy and a hard rule. In addition, production task has more effects on the learning of both an easy and a hard rule than the comprehension task. It could be suggested that the results of this study could be applied in designing more effective instructional condition for the EFL adult learners with low proficiency.

이 연구의 목적은 프로젝트 기반 학습을 통한 학습자의 학업 성취도와 학습자 상호 작용에 대한 효과를 알아보고 자했다. 학습자 상호 작용의 경우, 학습의 장(場), 즉 다양한 기술 환경 속에서의 학습자 의사소통 유형에 초점을 두었다. 본 연구는 2018년 3월부터 6월까지 주 3시간 교양영어 수강생 80명을 대상으로 카카오 톡과 LMS (학습 관리 시스템)을 통한 학습자 상호 작용의 효과에 관해 연구하였다. 연구 결과를 살펴보면, 프로젝트 기반 학습과 의사소통 유형에 따른 학습자 상호 작용은 카카오 톡 활용 그룹과 LMS (학습 관리 시스템) 그룹 간에는 유의 한 차이가 있는 것으로 나타났으며, 1)프로젝트 기반 학습과 의사소통 유형에 따른 학습자 상호 작용, 2) 프로젝트 기반 학습과 의사소통 유형에 따른 학습자 학업 성취도 모두 카카오 토크 활용 그룹의 결과가 유의미하게 나타났다. 디지털 네이티브인 요즘 학생들에게 Kakao talk 은 학습활동의 문제 해결 및 소통, 자료의 업로드 및 공유의 가장 좋은 환경이라는 것을 나타내 주는 결과이다.

The purpose of this study was to investigate the effects of learners' academic achievement and learner interaction through project - based learning. In the case of interaction, we focused on the field of learning, that is, the learner's communication style in various technical environments. The subjects of this study were 80 learners who took a 3-hour elective English language learning course at a university in Korea. This study is to investigate the effect of learner interaction through KakaoTalk and LMS (Learning Management System). As a result of the study, it was found that there was a significant difference between learner interaction by project - based learning and communication type and kakao talk utilization group and LMS (Learning Management System) group. 1) The results of the kakao talk utilization group were significant in both the learner interaction and the learner's academic achievement according to the project - based learning and communication type. For current digital native learners, Kakao Talk is the result of the fact that it is the optimal environment for problem solving, communication, and uploading and sharing of educational activities.

The present study explored the effects of different task types on the autonomous vocabulary learning of EFL learners. To this end, two types of tasks with similar but slightly different levels of involvement loads were developed: a corpus-based task and a word map task. The participants of the study were 41 EFL students from a university in Seoul, Korea. They were divided into two groups: a corpus group (n=20) and a word map group (n=21). A total of 33 target words were selected and the experiment was administered during a period of five weeks. Major findings from the study were as follows: First, the corpus task proved to be more effective than the word map task in productive vocabulary learning, whereas the two tasks showed similar effectiveness in receptive vocabulary learning. Second, the two tasks varied in the effectiveness of vocabulary learning depending on the learners' vocabulary proficiency levels and the specific domains of vocabulary knowledge (receptive and productive). Lastly, the corpus group responded more positively than the word map group to their task and to the vocabulary learning. The findings indicate that the corpus task has advantages over the word map task and provide ‘residual’ empirical support for Hulstijn and Laufer’s (2001) involvement load hypothesis. Based on the findings, some pedagogical implications were made for the effective teaching and the autonomous learning of vocabulary.

본 연구는 온라인 학습환경에서 대학생의 학업지연행동을 유형화하고, 각 유형에 따라 진로정체감, 학습몰입, 성장마인드셋의 차이를 분석하는 데 목적이 있다. 이를 위해 수도권 대학생을 대상으로 설문조사를 실시하였으며, 최종적으로 280명의 응답 자료를 분석에 활 용하였다. 분석결과, 학업지연행동은 회피적 수동지연형, 불안정 조절지연형, 전략적 조절 지연형, 능동적 자기주도형의 네 가지 유형으로 구분되었으며, 유형 간 유의한 심리적 차 이가 존재함을 확인하였다. 특히 능동적 자기주도형은 자기조절 전략과 내재적 동기가 높 은 학습자 유형으로, 온라인 환경에서도 학업 적응력이 뛰어난 것으로 나타났다. 반면, 회 피적 수동지연형은 몰입도와 진로 방향의식이 낮고 성장 가능성에 대한 신념이 부족한 부 적응 위험군으로 분류되었다. 또한, 학습몰입, 진로정체감, 성장마인드셋 간에는 유의미한 상관관계가 확인되어, 이들 변인이 학업지연행동에 영향을 미치는 주요 요인임을 시사하였 다. 본 연구는 학습자 맞춤형 교육 개입의 필요성을 강조하며, 자기주도성 함양, 진로탐색 지원, 성장마인드셋 촉진, 온라인 학습환경 개선을 위한 전략을 제안하였다. 끝으로, 분석 변수와 학습환경 측면의 제한점을 바탕으로 후속 연구 방향을 제시하였다.

This study aimed to classify university students’ academic procrastination behaviors in an online learning environment and to analyze differences in career identity, learning engagement, and growth mindset across the identified types. A survey was conducted among students from universities in the metropolitan area, and data from 280 respondents were used for analysis. Latent profile analysis revealed four distinct types of academic procrastination: Avoidant-Passive Type, Unstable Self-Regulation Type, Strategic Delay Type, and Active Self-Directed Type. Significant psychological differences were observed among the groups. In particular, the Active Self-Directed Type demonstrated strong academic adaptation, with high levels of self-regulation strategies and intrinsic motivation, even in online settings. In contrast, the Avoidant-Passive Type showed low engagement, unclear career direction, and limited belief in growth potential, indicating a high risk of academic maladjustment. Additionally, significant correlations were found among learning engagement, career identity, and growth mindset, suggesting their roles as key factors influencing academic procrastination. The study highlights the need for tailored educational interventions, including support for self-directed learning, career exploration, mindset development, and improved online learning environments. Finally, it discusses the limitations related to the selected variables and learning context, and proposes directions for future research.

This study examines the claim that vocabulary learning and retention are dependent on a task's involvement load (i.e., need, search, evaluation), as proposed by Hulstijn and Laufer (2001a). The study aims at comparing the effects of task types and task involvement load on vocabulary retention for Korean EFL university students. More specifically, this study was designed to test whether differential levels of task involvement loads lead to equally effective results to vocabulary retention when the total involvement index being equal. Three types of productive word-focused tasks (gap-filling using a dictionary, writing original sentences, and gap-filling through word transformation) were used to examine the interplay of involvement index and task types. The result indicated that there were significant main effects of task types, test types, and proficiency levels. The results also indicated that there were significant interaction effects of task types on the retention tests, proficiency levels on the retention tests, and task types×proficiency levels on the retentions. The pedagogical implications and further research directions are discussed.

이 연구는 코로나 전․후로 이루어진 체육계열학과 간 전공수업에 대해 교수자와 전공생 입장에 서 살펴보는데 목적이 있다. 이어 급변한 환경 속에서 고등교육기관 전공수업으로서 교수․학습법 이 나아가야 할 방향을 모색․제시하고자 했다. 연구방법은 사례연구법을 적용하였으며, 체육학 교 수 3명과 전공생 7명을 의도적 및 편의 표집법을 적용해 연구참여자로 최종 선발했다. 연구결과 첫 째, 교수자는 온라인 환경에서 수업설계를 이전보다 비중 있게 다루었던 것으로 나타났다. 다만 오프라인 환경에서 교수자와 상호작용이 잘 이루어졌다고 인지하고 있으나 비대면 강의 특히 실기 강 의는 전공생의 능력이 향상되지 못했다고 판단했다. 둘째, 전공생은 오프라인 강의보다 온라인 강의 에서 적극적으로 참여한 것으로 확인했다. 이는 학창시절에 자기주도학습을 경험했기에 주어진 시 간을 적절히 활용할 수 있는 요령을 터득했기 때문으로 해석된다. 따라서 체육학 전공수업 설계와 관련하여 향후 코로나 19처럼 글로벌 팬데믹으로 인해 발생할 수 있는 교육환경 변화에 대비할 필요가 있다.

The purpose of this study is to look at undergraduate classes in physical education before and after COVID-19 from the perspective of professors and students. The purpose of this study had two folds: 1)to understandthe perspective of professors and students about physical education classes before and after COVID 19, and to provide a direction for the future of physical education classes. He then tried to find and present a direction for major classes in a rapidly changed environment. The research method applied the case study method, and three physical education professors and five major students were finally selected as research participants using intentional sampling and convenience sampling. As a result of the study, first, it was found that instructors dealt with instructional design more heavily in an online environment. Second, it was confirmed that the students actively participated in online lectures rather than offline lectures. This is interpreted as a result of learning self-directed learning during school days, so you have learned how to use your given time appropriately. Therefore it is necessary to prepare for online non-face-to-face education that may occur due to the global pandemic like COVID-19 in the future regarding the design of undergraduate classes in physical education.

The purpose of this study was to examine the relationship between academic personality types and academic achievement in an effort to seek teaching and learning strategies geared toward improving the academic achievement of students. The subjects in this study were 400 dental hygiene students who were randomly selected from three-year colleges in Gyeonggi Province. Their academic personality types and academic achievement were investigated, and the findings of the study were as follows: 1. As for the academic personality types of the subjects, the inquiry-oriented type was most dominant, and the ideal-oriented one was least common. 2. In regard to differences in academic personality types according to academic year, the inquiry-oriented type was most common in every academic year, and there were statistically significant differences(p<.05). 3. As to differences in academic personality types according to academic achievement, the best academic achievement was found in the norm-oriented type, and there were statistically significant differences(p<.05). 4. Concerning differences among the subjects in academic satisfaction according to academic personality types, there were no statistically significant differences(p>.05). When the above-mentioned findings of the study were pieced together, the academic achievement of the subjects varied with their academic personality types, and it's consequently necessary to make an effort to apply different teaching methods and learning methods according to their preferences. As there are individual variances among students in achievement goal, preferred learning method and experience though they study in the same space with different learning methods, the development of student guidance programs tailored to academic personality types seems necessary.

This study aims to investigate how English learning motivation can contribute to Korean EFL college students’ English proficiency. Fifty-three Korean EFL students participated in this study. Participants were asked to answer the questions regarding their perceived English competence, English learning motivation, their English study time, and ways to study English. They were also asked to mark their motivational purposes regarding why they have to study English, or why they want to study English. In addition, they took a simplified TOEIC test for their reading proficiency, and a PhonePass test for listening and speaking before and after the camp. Through the statistical analysis of those data, the followings were revealed: 1) one of the learners’ integrative motivations, wishing to communicate with other people from other cultures, was significantly related to the result of posterior simplified TOEIC scores; 2) there were no significant correlations between the rest of integrative motivation and the result of posterior TOEIC scores; and 3) there were no significant correlations between the rest of integrative motivation and the result of posterior PhonePass test scores. Pedagogical implications and suggestions are made for encouraging English language learners to have a better English competence, and teachers for better instructional outcomes.

본 연구는 대학생의 학업성취 수준에 따른 학습행동유형의 차이를 분석하고, 이를 바탕으로 효과적인 학습행동유형을 확인하는 것을 목적으로 한다. 이를 위해 연구에 참여한 인천 소재 4년제 I대학 재학생 1,935명 중 성취상위집단 학생 948명과 성취하위집단 학생 987명의 U&I 학습유형검사 데이터를 활용하여 잠재프로파일 분석(LPA)을 실시하였다. 그 결과, 성취상위집단은 무근심만족형, 고군분투형, 경계 성만족형, 무근심불만족형, 평균형의 5개 집단으로, 성취하위집단은 무근심만족형, 평균형, 근심불만족형의 3개 집단으로 분류되었다. 성취상위집단에서는 무근심만족 형과 경계성만족형이 유의하게 높은 학업성취를 보였으며, 성취하위집단에서는 근심불만족형이 유의하게 낮은 학업 성취도를 보였다. 성취하위집단의 학생들의 경우 성취상위집단의 학생들에 비해 ‘완벽’ 및 ‘만족’의 학습행동유형 점수가 낮은 반면, ‘반항’, ‘외곬’, ‘잡념’ 의 학습행동유형 점수가 높으며, 성취상위집단에서 관찰된 근심불만족형의 학습유형 패턴이 나타났다. 높은 학업성취와 관련이 있는 학습행동유 형은 무근심만족형이었으며, 해당 유형 군집의 비율은 성취하위집단보다 성취상위집 단이 높았다. 본 연구 결과는 대학생들이 만족과 열의 위주의 학습행동을 가질 수 있도록 유도함을 통해 학업성취를 향상시킬 수 있음을 함의한다.

This study aimed to analyze differences in learning behavior types based on university students’ academic achievement levels and to identify effective learning behavior patterns. To this end, Latent Profile Analysis (LPA) was conducted using U&I Learning Type data collected from 1,935 students enrolled at a four-year university in Incheon, South Korea. Among them, 948 students were categorized as high-achievement and 987 as low-achievement. The high-achievement group was classified into five profiles: carefree-satisfied, struggling, borderline-satisfied, carefree-dissatisfied, and average types. The low-achievement group was classified into three profiles: carefree-satisfied, average, and worried-dissatisfied types. Within the high-achievement group, the carefree-satisfied and borderline-satisfied types showed significantly higher academic performance. In contrast, the worried-dissatisfied type in the low-achievement group showed significantly lower academic achievement. Compared to their high-achievement counterparts, students in the low-achievement group exhibited lower scores in learning behavior types such as ‘perfection’ and ‘satisfaction’, but higher scores in ‘rebellion’, ‘rigidity’, and ‘distractedness’, indicating a learning pattern similar to the worried-dissatisfied type observed in the high-achievement group. The learning behavior type most closely associated with high academic achievement was the carefree-satisfied type, which was more prevalent in the high-achievement group than in the low-achievement group. These findings suggest that promoting learning behaviors centered on satisfaction and enthusiasm can contribute to enhancing academic achievement among university students.

이 연구는 배움의 공동체 수업에서 나타나는 교사의 권력 유형에 관한 연구이다. 이를 위 해 배움의 공동체 수업 5개를 녹화한 비디오를 관찰 및 전사하여 분석하였다. 교사의 권력 유형을 분석하기 위한 틀은 French & Raven(1960)의 교사의 권력 기반에 따른 권력 유형을 통해 분석 틀을 개발하였다. French & Raven이 주장한 권력 유형은 강압적 권력, 보상적 권 력, 합법적 권력, 준거적 권력, 전문적 권력의 5가지 였으나 본 연구에서는 강압/보상적 권력, 합법적 권력, 전문적 권력의 세가지 유형만을 찾아내었다. 연구 결과 배움의 공동체 수업에서 는 전문적 권력 유형이 가장 많이 나타났으며, 그 다음으로 합법적 권력 유형이 많이 나타났 고 강압/보상적 권력은 나타나지 않았다. 그리고 전문적 권력과 합법적 권력이 발휘되는 형태 도 기존 교실에서 발휘되는 것과는 다소 다른 양상으로 발휘되었는데, 이는 배움의 공동체의 철학인 관계를 통한 배움과 높은 연관이 있는 것으로 생각된다. 이런 분석결과를 통해 배움 의 공동체 철학을 추구하는 교사의 권력 유형이 학교 현장에 줄 수 있는 시사점에 대해 논의 하였다.

This study is a research on the types of power of teachers in the learning community. For this purpose, 5 video tapes were analyzed. The framework for analyzing the types of teachers' power has developed French & Raven (1960)'s research. French & Raven's five types of power were coercive power, reward power, legitimate power, reference power, and expert power. But this study use only three types of coercive / reward power, legitimate power, and expert power. As a result of the study, it was mostly found that expert type of power appeared in community lesson of learning, followed by legitimate type of power. And there is no coercive / reward power type. And the way in which expert power and legitimate power are exercised is shown to be a somewhat different pattern from that used in the existing classroom. It seems to be highly related to learning through the philosophy of learning community. The results of this analysis discussed the implications of teachers' power types in pursuing the learning community philosophy.

본 연구는 간호대학생의 에니어그램 성격유형 중 9유형을 중심으로 9유형의 성격특성과 학습유형을 파악하기 위하여 D시 소재 일개 간호대학생 84명을 대상으로 조사하였다. 연구결과를 요약하면 다음과 같다. 대상자의 에니어그램 성격유형인 9유형에서 날개는 9W1이 더 많았으며 에너지의 방향은 분열방향이 더 많았고 발달수준은 5수준이 가장 많았다. 대상자의 학습유형은 분산자가 50.0%로 가장 많았다. 이상의 결과를 통해 다음과 같은 제언을 하고자 한다. 본 연구를 일반화하기 위해서 좀 더 확대된 대상으로 반복 연구를 할 필요가 있다. 또한 에니어그램 성격유형 전체와 학습유형과의 관계를 파악하는 연구가 필요할 것으로 보이며 에니어그램 성격유형과 학습유형을 고려한 다양한 교수법 개발이 필요할 것으로 사료된다.

The purpose of this study was to identify characteristics and learning styles of 9 type among the Enneagram personality types in nursing students. The subjects for this study were 84 nursing students attended a college in Daegu. Data was collected using the structured questionnaire and analyzed using the SPSS program. The findings of this study were as follows : In the wing, 9W1 was highly measured and the disruption rather than integration was highly measured. The most development level was level 5. In the learning styles, diverger was the most highly measured. The results of this study suggest that need to study on the relationship between Enneagram personality types and learning styles in nursing students. We need to develop various teaching methods considering to Enneagram personality types and learning styles.

본 연구의 목적은 교사가 참여하는 다양한 전문성 개발 활동을 유형화하고, 각 유형별 참여 정도가 교수실제(teaching practice)에 긍정적 효과를 발생시키는지 여부를 실증적으로 확인하는 데 있다. 이를 위해서 본 연구에서는 성인학습이론과 조직학습 관점에 근거하여 교사 전문성 개발 활동을 첫째 개인 학습환경을 준거로 2개 전문적 학습활동(형식/무형식 학습활동, 비형식 학습활동)으로, 둘째 교사들 간의 협력활동을 상호 긴밀성 정도에 따라 2개 전문적 협력 학습활동(전문적 협력활동, 교환/조정 활동)으로 구분하였다. 본 연구는 OECD의 TALIS 2018에 참여한 우리나라 중학교 교사 2,486명을 대상으로 다층 로지스틱 회귀분석을 실시하였다. 분석결과에 따르면, 우리나라 중학교 교사는 비형식 학습활동과 교환/조정 활동에 대한 참여 수준이 높을수록, 교수실제에 긍정적 변화를 유의하게 경험하는 것으로 나타났다. 반면에 형식/무형식 학습활동과 전문적 협력활동 참여는 통계적으로 유의하지 않았다. 이러한 결과는 전문성 개발을 위한 교사 학습활동에 있어 자발성과 자율성, 학교 현장 맥락성이 교수실제에 유의미한 변화를 촉발하는데 결정적으로 작용함을 시사한다.

This study aims to categorize various types of professional development activities in which teachers participate and empirically examine the extent to which participation in each type predicts positive changes in teaching practices. Based on adult learning theory and organizational learning perspectives, professional development activities were classified into two categories: individual learning activities focused on the teacher’s personal learning environment (formal/non-formal, and informal learning) and collaborative activities among teacher groups (professional collaboration and exchange/coordination activities). Using responses from 2,486 Korean lower secondary teachers who participated in the OECD's TALIS 2018, a multilevel logistic regression analysis was conducted. The results indicate that higher levels of participation in informal learning and exchange/coordination activities are significantly associated with positive changes in teaching practices. In contrast, participation in formal/non-formal learning and professional collaboration activities did not show statistically significant effects. These findings suggest that teacher learning activities characterized by autonomy and contextual relevance to the school environment play a critical role in driving meaningful changes in teaching practice. Consequently, this study highlights the importance of institutionalizing informal learning and fostering autonomy-based collaborative activities, rather than merely expanding surface-level participation in professional development.

본 연구의 목적은 간호학과 학생들의 성격유형에 따른 학습스타일을 파악하는데 있다. 이를 통 해 성과기반 간호학과 교육과정 개발 및 교수법 적용에 활용하고자 한다. 본 연구의 자료 수집기 간은 2013년 10월부터 2014년 5월까지였으며, 연구 대상은 B시 2개, G시 1개 대학의 간호학과 재 학생을 대상으로 연구에 대한 설명을 듣고 자발적으로 동의한 1,2학년 재학생 302명을 대상으로 하였다. 수집된 자료는 SPSS 20.0 프로그램을 이용하여 분석하였다. 성격유형에 따른 학습스타일 을 살펴 본 결과 학습인식과정(x2=10.420, p=.005)에서 장, 가슴, 머리에 3가지 힘의 중심에 따라 통계적으로 유의한 차이가 있었다. 본 연구의 결론은 간호학과 재학생의 47%가 성격유형이 장형 이었며. 학습스타일은 감각형, 시각형, 숙고형, 순차형이 상대적으로 더 많은 비율을 차지하고 있 었다. 성격유형에 따른 인식과정의 연관성을 바탕으로 성격유형이 학습인식에 영향을 줌을 알 수 있다. 따라서 감각적 학습자가 대다수인 간호학과 학생들에게는 직접 관찰 및 경험을 통해 실제 생활과 연관된 정보를 이해하고 효과적으로 학습할 수 있음을 알 수 있었다. 또한 학습스타일과의 관계에서는 장형인 외향적 학생들은 학습스타일 또한 학습과정이 활동형으로 발표, 참여, 토론 등 의 참여형 학습과정으로 유도하면 좀 더 효과적인 학습과정이 이루어 질 수 있음을 알 수 있었다.

Purpose: This study is a descriptive study to identify the correlation personality types and learning styles in nursing students who are freshman and sophomore. Methods: The study conducted a survey using questionnaires in 302 nursing students who attended K and D university in B city, and S university in G city, from October 2013 to May 2014. Collected data was analyzed by using the SPSS 20.0 program. Results: Out of 302 subjects, 47.0% showed that they are the instinctive center and 27.2% are the felling center, furthermore 9type are 36.4% subjects. The learning styles of subjects are Sensing(88.4%), Visual(82.5%), Reflective(52.3%), Sequential(53.0%) leaner. Learning style had a significant correlation with the centers of the enneagram(χ2=10.420, p=.005) and harmony groups of the enneagram(χ2=10.420, p=.005). Conclusion: Correlating factors on learning styles involved the centers of the enneagram and harmony groups of the enneagram. In order to take advantage of the outcome-based nursing curriculum development and teaching methods, it is necessary to assess the type of the enneagram personality and learning styles and to apply the teaching method considering learning styles based on personality in nursing class.

이 글은 도덕과의 교재유형에 따른 교수-학습의 지도법을 탐색한 것이다. 교수-학습 지도법을 모색하기 위해서는 철저한 교재연구를 바탕으로 세부 교육목표를 설정하고 교재내용을 구조화하며 양질의 보조 교수-학습 자료를 개발하는 과정이 선행되어야 한다. 도덕과 교재에는 달성하고자 하는 목표(도덕성의 하위구성요소: 인지·정의·행동)와 내용에 따라 이해교재, 갈등교재, 심정교재, 실천교재로 구분해 볼 수 있다. 효과적인 도덕수업이 이루어지려면 바로 이러한 교재의 유형에 따라 가장 적절한 교수-학습 지도법이 모색되어야 한다. 이해교재는 가치규범의 의미와 타당한 근거를 밝히는 것을 주로 다룬다. 따라서 이를 다루는 적절한 교수-학습 지도법으로는 강의법 등이 있다. 가치규범의 명확한 의미를 파악할 수 있도록 하는 데는 개념분석 수업모형을 활용할 수 있다. 갈등교재는 도덕적 판단능력, 합리적 의사결정 능력의 함양을 주로 다룬다. 이 교재를 다루는 데는 가치갈등수업모형, 가치분석모형, 콜버그 수업모형, 집단탐구모형 등의 수업모형들을 활용하면서 토론 중심의 수업을 진행하는 것이 적절할 것이다. 심정교재는 도덕적 삶을 살고자 하는 태도와 열정, 의욕을 갖게 하도록 하는 내용을 주로 다룬다. 따라서 이를 지도하는 데는 가치명료화모형, 에듀테이먼트를 활용한 수업모형 등을 활용할 수 있고, 전통적인 이야기법으로 교사중심의 수업을 진행할 수도 있다. 실천교재는 가치규범 또는 행위준칙을 제시하여 그것이 함축하는 행동을 반복·실천함으로써 이를 행동화, 습관화할 수 있도록 하는 내용을 주로 다룬다. 이를 위한 지도법으로는 경험수업모형, 역할놀이모형 등을 활용할 수 있고, 현장학습법, 덕목실천학습법 등이 적절할 것이다.

This paper studied teaching and learning methods & techniques to the types of Moral Education Textbook. The types of Moral Education Textbook are textbook for cognitive understanding, textbook for value conflict analysis & judging, textbook for affection & caring, textbook for acting. Teaching and Learning Methods & Techniques fitted to instruct Cognitive Understanding Textbook are Concept Analysis Model, Direct instruction etc. Teaching and Learning Methods & Techniques fitted to instruct Value Conflict Analysis & Judging Textbook are Teaching Strategies for Value Analysis, The Rationale Building Model or Jurisprudential Model, The Rationale Decision Making Model, Moral dilemma Discussion Model, and various Discussion Techniques etc. Teaching and Learning Methods & Techniques fitted to instruct Affection & Caring Textbook are Values Clarification Model, The Edutainment Model, and Story-Telling etc. Teaching and Learning Methods & Techniques fitted to instruct Acting Textbook are Role-Playing, Modeling, Field Work Learning, Value-Acting Practice etc.

With an effort to verify the involvement load hypothesis, this study investigates the effects of three different vocabulary learning tasks - reading, filling in blanks, and sentence writing - on learners' short and long term memory when they are provided with the theoretically identical level of involvement tasks. It is also to examine whether there are any differences of learning effects between input and output vocabulary learning tasks. The experiments were conducted with 86 Korean middle school students grouped by three different task types. Pre-/post-tests and delayed tests were administered and analyzed. It was found that three vocabulary tasks with theoretically identical levels of involvement do not have the same learning effects: the involvement load hypothesis was not completely proved in the case of Korean students' vocabulary learning. The findings implied that (i) the difference of vocabulary learning tasks should be considered even though they have the same involvement load; (ii) given that EFL students learn new words in a limited amount of time in class, the reading task using a dictionary is found to be very helpful; and (iii) it is important to study target vocabulary repeatedly during class and to expose the vocabulary with different tasks to enhance students' retention of the newly learned vocabulary.