다문서 통합 과제의 난도에 대한 중학생의 인식 연구 - 통합 수준과의 관계를 중심으로
오성렬 김성엽
서울과학고등학교 Pennsylvania State Univ.
Korea Business Review 59권 4호 159-202 (2024)
초록
본 연구는 중학생 독자가 어떠한 이유를 들어 다문서 통합 과제의 난도를 판단하는지 확인하고, 다문서 통합 과제의 난도에 대한 인식이 다문서 통합 수준과 어떠한 관계가 있는지 확인하기 위해 수행되었다. 이를 위해 학생들에게 다문서 통합 과제를 제시하였고, 지속적 비교 방법을 활용해 학생들이 다문서 통합 과제의 난도를 판단하는 이유를 범주화하였으며, 이들의 다문서 통합 수준을 측정하였다. 그리고 과제 난도 판단의 유형과 인식한 난도, 실제 다문서 통합 수준의 관계를 검정하였다. 연구 결과, 다문서 통합 과제의 난도 판단의 핵심 유형은 5가지로 구분되었다. 그리고 특정한 유형들 사이에 는 인식한 과제의 난도가 유의하게 달랐음을 확인하였다. 그러나 인식한 과제의 난도와 다문서 통합 수준 사이의 상관관계는 유의하지 않았으며, 이러 한 경향성은 다문서 통합 수준이 낮은 학생들에게서 뚜렷하게 나타났다.
키워드
다문서 이해다문서 통합과제 표상중학생 독자MD-TRACE
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