개념도 분석을 통해 본 초등학생 학부모의 선행학습에 관한 인식

Abstract

This study aimed to investigate parent's perceptions of pre-learning among primary school parents using the concept mapping methodology, which is useful for understanding and structuring group perceptions. Sixteen parents participated in individual in-depth interviews. Based on the data obtained, a total of 58 final statements were derived through a statement integration process, with 14 participants contributing to similarity classification. Multidimensional scaling and cluster analysis were conducted based on similarity classification of participants. Subsequently, a survey on the degree of empathy for statements was conducted using a 5-point Likert scale with 76 parents, including statement generators and similarity classification participants, to calculate the degree of empathy for statements and clusters. The results revealed that parent's perceptions were divided into two dimensions: 'children's motivation-social pressure' and 'parent’s conviction- experience and external influence'. They were further classified into four clusters and two sub-clusters. Specifically, the clusters included 'enhancing children's motivation and abilities for pre-learning', 'realities and surrounding circumstances inducing pre-learning', 'value system and conviction towards pre-learning', and 'awareness and coping with the current state of pre-learning'. Among these, the cluster 'enhancing children's motivation and abilities for pre-learning' was further divided into sub-clusters of 'children's motivation for pre-learning' and 'enhancing children's abilities through pre-learning', while the cluster 'realities and surrounding circumstances inducing pre-learning' was divided into sub-clusters of 'experiential realities necessitating pre-learning' and 'surrounding environments prompting pre-learning'. Parents showed the highest empathy towards the cluster 'value system and conviction towards pre-learning'. In conclusion, parents have evolved considering the choice regarding pre-learning to strategizing for the success of their children's pre-learning. Parents have taken an active lead in their children's pre-learning situations, armed with their own educational value system and convictions, considering factors such as their children's motivation, timing, methods, surrounding circumstances, and experiences. The study is significant in suggesting the necessity of observing changes in societal perceptions of pre-learning and improving educational policies and entrance examination systems based on parent's perceptions.