확장학습 연구 > 교수이론.교수방법.교육실습

이 책은 3부 10장으로 구성되어 있는데, 그 내용은 다음과 같다.

제1부의 세 장에서는 확장학습 이론을 학습과학의 한 분야로 위치시키는 한편(1장), 이 이론의 성격을 학습의 프로세스 이론(process theory of learning)으로 특성화하며(2장), 이런 경향으로 연구되어 온 세계 여러 지역에서 수행되어 온 확장학습이론의 여러 경험들을 검토한다(3장). 제2부의 4-8장에서는 다양한 조직 환경에서 일어난 확장학습의 경험 연구들을 소개하고 있다. 여기에는 은행, 하이테크 제조 회사 및 1차 의료기관(4장), 중학교(5장), 병원 수술팀(6장), 대학 도서관(7장) 및 두 군데 또 다른 1차 의료기관들(8장)의 사례들이 포함되어 있다. 제3부의 마지막 두 장에서는 확장학습의 새로운 문제상황과 가능성에 관한 논의를 담았는데, 즉 느슨하고 빠르게 확산되는 “들불 활동(wildfire activities)” 확장학습(제9장) 및 확장학습을 촉발하고 지원하기 위한 형성적 개입 방법론(methodology of formative interventions) 등이 다루어진다.

각 장에는 확장학습 이론을 풍부하게 발전시킬 수 있는 개념적이고 방법론적인 발전방안들이 포함되어 있다. 이러한 아이디어들이 서로 더해지면서 이른바 확장학습 이론 발전의 근접발달영역(zone of proximal development)을 구성하는 로드맵이 만들어질 수 있다.

목차

역자서문 ·················································································3

서문 ·····················································································9

제1부 단계 설정

1 들어가며: 확장의 문턱에서의 학습과학 ·············································19

학습과학에 대한 역사적 관점 ··························································19

모순의 지평 ············································································24

확장의 차원들 ··········································································27

근접발달영역의 윤곽 ···································································28

이 책의 구성 ···········································································29

2 학습의 프로세스 이론에 무슨 일이 일어났는가? ···································33

세 가지 탈행동주의 학습의 프로세스 이론 ············································38

학습에 대한 활동이론적 접근: 프로세스 이론의 재활성화 ····························49

사건 또는 행동의 순서 ································································51

시퀀스에 관한 이론적 설명 ····························································53

전환 메커니즘 ··········································································54

학습의 보편성 대 다원성 ······························································56

학습과 교수의 관계 ····································································59

결론: 학습의 프로세스 이론이 가지는 활용성 및 한계 ································63

3 확장학습에 관한 연구들: 연구의 토대, 발견점 그리고 향후 과제 ················65

다음의 두 가지 복잡한 학습 문제들을 검토하라 ······································65

새로운 종류의 학습에 대한 사회적, 역사적 요구 ·····································69

확장학습 개념의 이론적 뿌리 ··························································72

확장학습 이론의 중심 원리 ····························································78

객체 변형으로서의 확장학습 ···························································84

근접발달영역에서의 움직이는 확장학습 ················································89

학습행동 사이클로서의 확장학습 ······················································92

경계 교차 및 네트워크 구축으로서의 확장학습 ·······································96

분산적이고 불연속적인 움직임으로서의 확장학습 ····································102

형성적 개입 ···········································································103

확장학습에 대한 비판 ·································································108

미래의 도전과제 ······································································118

제2부 정교화 및 응용

4 확장학습이론의 풍부화: 협력적 구성을 향한 여정에서 얻은 교훈들 ············127

사례 1: 은행 ··········································································129

사례 2: 의료센터 ·····································································133

사례 3: 하이테크 회사 ·······························································140

작업가설의 풍부화: 학습과 일의 도구들 ··············································143

작업가설 수정: 브리지로서의 경험 ···················································148

결론 ···················································································151

5 학습환경 및 실행으로부터 활동체계와 확장학습으로 ·····························153

희망에 찬 이상적 추상성으로서의 학습환경 ··········································154

고정적이고 계층적인 추상으로서의 학습환경 ·········································155

실제성의 딜레마 ······································································157

학습환경 연구의 순환 설계 ···························································160

대안으로서의 활동체계 ································································161

실행에서 확장학습까지 ································································164

컴퓨터 도입하기: 야코매키 중학교에서의 확장학습 ··································167

결론 ···················································································173

6 프로세스 효율성 개선 vs 커뮤니티 구축: 확장학습으로 이분법 넘어서기 ·····175

프로세스 효율성, 커뮤니티 구축 그리고 대립의 지점 ································177

자원으로서의 활동이론 ································································181

사례 연구: 맥락과 데이터 ····························································183

프로세스 효율성 개입 ·································································185

커뮤니티 구축을 위한 개입 ···························································189

새로운 모델의 장기적인 결과 ·························································196

프로세스 효율성-커뮤니티 구축 접근법의 이분법 넘어서기 ··························197

7 도서관에서의 확장학습: 행동, 사이클 및 개입적 의도로부터의 이탈 ···········201

연구과제로서의 확장학습 ·····························································205

환경설정과 개입 ······································································211

데이터와 방법 ·········································································215

확장학습 행동들 ······································································217

학습 프로세스의 주기성 ······························································221

개입적 의도로부터의 이탈 ····························································228

결론 ···················································································235

8 불연속성을 넘어: 기억된 확장적 조직학습 ········································239

연속성과 불연속성 ····································································240

조직변화와 확장학습 ··································································243

현장연구와 데이터 ····································································246

분석단계 ··············································································248

중요한 발견점 ·········································································250

사례 1 ················································································250

사례 2 ················································································253

두 사례에서의 조직학습 프로세스 ····················································255

결론 ···················································································260

제3부 미래 전망

9 들불 활동: 이동성과 학습의 새로운 패턴 ·········································265

이동성의 재개념화 ····································································266

들불 활동의 의미와 중요성 ···························································270

균근 같은 공생의 커뮤니티 ···························································272

인지적 자취와 조우 ···································································277

학습의 새로운 가능성 ·································································284

10 설계실험부터 형성적 개입까지 ·····················································287

설계실험 - 설계연구 ·································································290

사회학적 개입연구의 교훈 ····························································295

비고츠키의 이중자극 방법 ····························································297

논쟁적 문법을 향하여 ·································································303

변화실험실 ············································································312

병원 수술팀에서 목표 재포착하기 ····················································313

형성적 개입의 계층화된 특성 ·························································328

문법으로 돌아가기 ····································································330

부록 제7장 변화실험실 세션에서의 확장학습 행동들 ································335

참고문헌 ··············································································339

찾아보기 ··············································································364

저자소개

엥게스트롬은 헬싱키 대학교 성인교육학 교수이자, 활동ㆍ개발ㆍ학습센터(CRADLE)의 소장이다. 또한 캘리포니아 대학교 샌디에이고 캠퍼스의 커뮤니케이션학 명예교수이기도 하다. 엥게스트롬은 일과 조직의 변형 및 학습 프로세스 연구 프레임워크로서 문화-역사적 활동이론을 적용하고 개발하고 있다. 그는 확장학습 이론과 발달 작업 연구에 대한 개입주의적 방법론으로 잘 알려져 있다. 최근 저서로는 <From Teams to Knots: Activity-Theoretical Studies of Collaboration and Learning at Work>, <Learning by Expanding: An Activity-Theoretical Approach to Developmental Research>가 있다.

한숭희

서울대학교 교육학과를 졸업하고 미국 뉴욕주립대학교에서 박사학위를 취득하였다. 서울대학교 교육학과 교수로 일하고 있다. 주 관심은 평생학습과 교육체계 개혁, 평생학습체계화와 글로벌 교육 지형 변화, 포스트-평생학습 연구 등이다.

최근정

한국외대, 뉴욕주립대 석사를 거쳐서 이화여대에서 교육학 박사를 마쳤다. 현재 서울대학교 미래혁신연구원 책임연구원이다. 주 관심은 평생교육철학분야이며 주로 평생학습이론 및 철학 연구를 수행하고 있다.

김다슬

서울대학교 국어국문학과를 졸업하고 같은 대학 교육학과에서 평생교육 전공으로 석사학위 및 박사학위를 취득하였다. 현재 서울대학교 교육종합연구원 객원연구원으로 있으며, 주요 관심분야는 집단학습 및 집단변화, 활동이론과 확장학습, 학습이론 등이다.

배송

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