Coaching학습법을 활용한 이공계 글쓰기 교육 사례 분석 (A Case Study of Academic Writing for the Students Majoring in Natural Sciences and Engineering using Learning Method through Coaching)

서지정보

· 발행기관 : 충남대학교 인문과학연구소
· 수록지 정보 : 인문학연구 / 45권 / 3호 / 47 ~ 72페이지
· 저자명 : 김혜경, 김차종, 김영찬

초록

본 연구는 Coaching학습법이 이공계 글쓰기의 교수 방법으로 합당하며, 의미 있는 성과 도출이 가능한가를 확인하려는 목적에서 출발하였다. 이를 위해 연구자는 Coaching학습법의 활용방안 탐색을 위한 시도로 ‘Coaching의 개념과 기법은 무엇인가? Coaching의 단계와 절차, 방법은 어떻게 되는가? 이공계 글쓰기에서의 적용과 활용방안은 무엇인가? 그 결과는 어떻게 도출되는가?’를 기준으로 연구하였다.
본 연구의 중심이 되는 Coaching학습법은 이공계 의사소통 전문교양 과목인 <Technical Writing>에 적용 시행하였다. 그 결과 학생들로부터 학습내용 측면의 이해도 상승, 자신의 글쓰기 문제점 파악 후 수정 가능, 글쓰기 태도와 능력 변화 등의 긍정적 평가를 얻었다. 또한 교수자는 학생의 특성파악 및 맞춤형 지도가 가능하다는 점을 발견하였고, 학생 개인과의 상담병행의 효율성을 확인하였으며, 적극성이 부족한 학습자의 학습동기 유발 측면과 자기효능감 강화 등의 심리적 효과도 검증하였다.
따라서 Coaching학습은 긍정적인 의미의 교수 학습방법이며, 글쓰기 학습효과의 극대화, 학생과의 상호작용성 증대, 학생의 자기주도 학습의 방법 모색 등의 효과를 확인하는 교수법으로서 의의를 발견할 수 있다.

영어초록

This study was motivated to find out whether the learning method through coaching would be a suitable teaching method in college education and whether a meaningful achievements could be drawn from using coaching. In specific, to fully understand techniques and features of learning method of coaching, research questions of this study were set up as follows: 'What is coaching and what are the techniques of coaching?', 'What are the phases, procedures, and methods are like in coaching?', 'Utilizing coaching, what kinds of application could be made in college education, particularly, in 'academic writing for the students majoring natural sciences and engineering?', and finally, 'what kinds of results could be drawn from the applying and using coaching?The course in which coaching was used as a learning method was a <Technical Writing>, a specialized liberal arts course which was focused on communication for the students majoring in natural sciences and engineering. As a result of the application, several positive reviews were earned from students such as an increased understanding of learning content, being able to get an opportunity of revision after noticing problems of their own writing, students' changed attitude on writing, and students' improved writing ability. Moreover, from teachers' standpoint, it was found that individual student's characteristics were identified through coaching, and eventually, coaching made possible a customized teaching for each student. In addition, coaching was verified to have a few positive psychological benefits such as being able to be an effective alternative in student counseling, triggering motivation of learning for those learners who lacked initiative, and enhancing students' self efficacy.
To sum up, this study was significant in a way that coaching was confirmed as a positive and meaningful learning method which was effective in increasing interaction with students and helping them to pursue their self-directed learning.

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