프로젝트에서 다자료/다표상의 교육적 의미분석

초록

This paper aims to excavate the hidden meanings of multi representational resources/multi external representation in learning activities. Mrr/Mer could be examined from two different educational perspectives: one from the traditional academic approach focusing on effectiveness in learning, and the other from existentialism focusing on a way of living, i.e. problem solving ability. This study tries to look into the role of Mrr/Mer in learning through the lens of the existentialism, more specifically, distributed cognition theory, and to uncover operating educational elements of Mrr/Mer which make learning authentic or meaningful. Results are as follows: first, Mrr/Mer was functioned as a trigger to bring a deep understanding of a given concept or object; second, it was a hidden treasure house to provide children a number of chances to solve a problem; and third, it was a body of action to practice a way of democratic living. Mrr/Mer activity could be authentic learning in a case that children are engaged in construction of three dimensions with their own choice of materials and representational styles in a cooperative learning context. This transforms the place of Mrr/Mer from a means to a purpose in education.

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