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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2009.5
- 수록면
- 67 - 78 (12page)
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This study proposes to systematically explore and develope learners’ task performance process as validated by problem-based team projects. A whole process of the learners’ task performance that had been taking place during a third year design studio in 2<SUP>nd</SUP> semester, 2008 was carefully monitored and evaluated. Pro-Arc(Professional Architects, a web-based on-line constructivist learning supporting system) was used as the primary monitoring tool and the creative knowledge building machine. Additionally, task performance guidelines and criteria were developed and utilized as a formal set of problems to be provided with learners. In order to explore the learners’ task performance process more effective, problem-based team projects were used.
Data and information cumulated on the Pro-Arc system all throughout the semester were printed out and analyzed. Some ramifications were made. First, the web-based on-line studio class supporting system(so-called, pro-arc) is likely effective in monitoring a process-oriented task performance, rather than the products themselves. Particularly, reflection on actions taking place on the system is likely useful in motivating and promoting the learners’ task performance. Second, complex, systematic, and stepwise projections of a limited number of subproblems rather than a large, single problem need to be used as a teaching and learning tool as these are proved useful in increasing the task performance quality. Third, differences in performing tasks are found among learners. Validity of reasoning developed for actual design is higher for better performers, transformation of reasoning into a visual outcome is more likely to be successfully made by better performers, and meta cognition pursuing the final task performance also is more highly activated for better performers.
Data and information cumulated on the Pro-Arc system all throughout the semester were printed out and analyzed. Some ramifications were made. First, the web-based on-line studio class supporting system(so-called, pro-arc) is likely effective in monitoring a process-oriented task performance, rather than the products themselves. Particularly, reflection on actions taking place on the system is likely useful in motivating and promoting the learners’ task performance. Second, complex, systematic, and stepwise projections of a limited number of subproblems rather than a large, single problem need to be used as a teaching and learning tool as these are proved useful in increasing the task performance quality. Third, differences in performing tasks are found among learners. Validity of reasoning developed for actual design is higher for better performers, transformation of reasoning into a visual outcome is more likely to be successfully made by better performers, and meta cognition pursuing the final task performance also is more highly activated for better performers.
목차
Abstract
1. 연구목적
2. 연구디자인
3. 분석방법
4. 결과
5. 결론
참고문헌
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UCI(KEPA) : I410-ECN-0101-2009-540-018378785