실제 맥락에서의 학습전이에 관한 민속방법론적 연구: 미디어 리터러시 수업 사례 분석

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Objectives This study aims to understand learning experiences in real contexts as a core learning science inquiry topic regarding embodiment and transfer in learning. Methods This study relied on ethnomethodology (EM) as a learning science research method on learning experiences in real contexts. EM opened up the possibility of systematic observation and analysis of embodied experiences and situated learning through qualitative analysis of the composition of real-time situational contexts created by the interaction between agents and practical reasoning and behavior, thereby providing an important research methodology for learning science. EM played an important role in exploring how learners’ internal understanding of concepts they encounter is expressed and changed in the process of embodiment, that is, interaction. The subject of analysis in this study was a 16-hour media literacy class conducted at the graduate school of H University. Results First, transfer in learning has a dynamic characteristic that continuously appears throughout the learning process. Second, transfer appears in the process of interacting with various factors and recognizing situations to utilize knowledge. Third, transfer is not simply applying knowledge, but is achieved through the process of reconstructing and deeply understanding knowledge in various situations. Conclusions Transfer in learning is created in the process of integrating knowledge through continuous interaction between participants. In other words, transfer is created in the process of the flow of situational context, which is the interaction with various factors experienced to utilize knowledge. The teaching strategy that promotes transfer can be viewed as a role that maximizes the room for learners to choose their own judgment and actions by opening a space for participation where they can use all the resources that they can take in their own context, including the knowledge. In future research on the design of learning experiences, it is necessary to pay attention to the dynamic conditions and settings of the flow of micro-contexts created by the situational inference and actions revealed by the interaction between agents, which are important key points of learning design.