>>이 연구는 초등학교 미디어센터에서 효과적으로 활용할 수 있는 자원기반학습 모형을 개발하는데 목적이 있다. 이를 위해 자원기반학습의 제반 모형을 탐색하여 모형의 기본 틀을 구안하였으며, 초등학교 교사들을 대상으로 기초 설문조사를 실시하였다. 구안된 모형의 틀과 기초 설문조사의 결과를 바탕으로 새로운 모형을 개발하였으며, 이렇게 만들어진 초기 모형은 속성원형법에 따라 수업 적용을 통하여 문제점을 분석하고, 이를 반영하여 최종적인 모형으로 완성되었다. 마지막으로 모형의 타당화를 위해 완성된 모형을 실제 수업에 투입하고 그 효과와 타당성을 검토하였다. 모형은 학습내용의 분석과 조직, 통합적 과제의 제시를 포함하는 전문가 설계의 단계, 학습목표의 탐색과 가정, 자원탐색경로의 설정, 초기자료 탐색과 수집, 잠정적 해결안 도출, 탐색 전략의 수정을 포함하는 초보적 탐색의 단계, 반복적 정보 탐색과 보완, 정보의 분석과 종합, 해결책으로서의 정보 가공을 포함하는 반복적 피드백의 단계, 결과의 공유 및 이해, 이원적 평가를 포함하는 성찰적 피드백의 단계로 구성된다.

The purpose of this study is to propose an Resource-Based Learning Model for Media Center(RBLMMC) and examine the practical usability of the model in elementary school. The model was developed based on the following stages. At the beginning stage, this study reviewed existing media center data and resource-based learning models and then integrated the procedures of those models using rapid prototyping methodology to draw RBLMMC. Questionnaires were used for 396 elementary school teachers to collect data to establish basic principles which facilitates the practical usability of the model. Through the extensive literature reviews and survey study, a basic RBLMMC was developed. The model consists of four stages: expert design, low-level searching, recurrent feedback, reflective feedback. Each stage has several sub-stages: analyzing and organizing contents, providing task integrated for expert design stage; inquiring and supposing objectives, deciding resource searching pathway, searching and collecting early data, constructing tentative solutions, modifying searching strategies for low-level searching stage; recurrent data collecting and complement, analyzing and synthesizing information, information processing as solution for recurrent feedback stage; common sharing and understanding product, simultaneous evaluation for reflective feedback stage. The study evaluated the model using quantitative and qualitative research method to test the validity and the usability in terms of its effectiveness and also reveals some limitations. The limitations and related suggestions were discussed.

The purpose of this study is to propose an Resource-Based Learning Model for Media Center(RBLMMC) and examine the practical usability of the model in elementary school. The model was developed based on the following stages. At the beginning stage, this study reviewed existing media center data and resource-based learning models and then integrated the procedures of those models using rapid prototyping methodology to draw RBLMMC. Questionnaires were used for 396 elementary school teachers to collect data to establish basic principles which facilitates the practical usability of the model. Through the extensive literature reviews and survey study, a basic RBLMMC was developed. The model consists of four stages: expert design, low-level searching, recurrent feedback, reflective feedback. Each stage has several sub-stages: analyzing and organizing contents, providing task integrated for expert design stage; inquiring and supposing objectives, deciding resource searching pathway, searching and collecting early data, constructing tentative solutions, modifying searching strategies for low-level searching stage; recurrent data collecting and complement, analyzing and synthesizing information, information processing as solution for recurrent feedback stage; common sharing and understanding product, simultaneous evaluation for reflective feedback stage. The study evaluated the model using quantitative and qualitative research method to test the validity and the usability in terms of its effectiveness and also reveals some limitations. The limitations and related suggestions were discussed.

elementary school, media center, resource-based learning, rapid prototyping methodology