학습부진아를 위한 뇌 기반 학습코칭의 효과: 인지처리양식을 중심으로 (The Effects of Brain-based Leaning Coaching for Underachievers: Focusing on Cognitive Processing Styles)

서지정보

· 발행기관 : 대한사고개발학회
· 수록지 정보 : 사고개발 / 13권 / 1호 / 49 ~ 67페이지
· 저자명 : 하정혜, 김판희

초록

본 연구는 학습부진아를 위한 뇌 기반 학습코칭이 인지처리기능, 학습기술, 학업성취에 미치는 효과를 인지처리양식에 따라 비교하였다. 연구대상은 D광역시 10개 초등학교 6학년 학습부진아 60명이며, 이들은 뇌 기반 학습코칭 집단(30명)과 교과서 읽기학습 집단(30명)에 무선배치되어 8주간 주 2회 수업에 참여하였다. 분산분석을 통해 확인한 연구의 결과는 다음과 같다. 첫째, 뇌 기반 학습코칭을 통해 동시처리양식 아동의 인지처리기능 중에서는 계획력과 학습력, 학습기술 중에서는 자기관리기술, 수업참여기술, 과제해결기술이 유의하게 나타났다. 둘째, 국어 교과는 동시처리양식 아동의 점수가, 수학 교과는 순차처리양식 아동의 점수가 유의하게 향상되어 교과에 따른 차이가 있었다. 이러한 결과는 아동의 인지처리양식에 부적합한 학습방법이 학습부진의 원인이 되며, 좌‧우뇌를 모두 활용하는 학습활동이 학습부진아의 학습부진 해소에 도움이 될 수 있음을 시사한다.

영어초록

The purpose of this study was to examine the effects of Brain-based learning coaching on the cognitive processing function, learning skills and academic achievement of underachieving elementary school students grouped according to their cognitive processing styles. The subjects was 60 underachieving sixth graders who were referred for learning coaching programs from 10 elementary schools in D city. All subjects were randomly assigned to an experimental group (30 students) which participated in brain-based learning coaching sessions and a control group (30 students) in textbook-focused instruction. The analysis of results showed that the children with simultaneous processing style who participated in the brain-based learning coaching group progressed significantly in the planning skills and learning capabilities (which were part of cognitive processing function); in the self-management skills, class participation skills and task-solving skills (which were part of learning skills). in their academic achievement, the children with simultaneous processing style showed significant progress in the language arts, while the children with sequential processing style progressed significantly in mathematics after the brain-based learning coaching. The findings of the study indicate that learning methods which are inappropriate for children's cognitive processing style might be one of the causes of underachievement, and suggest that an learning coaching that utilizes both left and right brain might be effective intervention for underachievers in elementary schools.

참고자료

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