청소년 실천공동체 학습 모형 개발

Abstract

Objectives This study aimed to develop an initial conceptual model of adolescence community of practice learning to overcome the limitations of knowledge memorization-based education and to revitalize education based on practical experiences suitable for the development of competencies required in the future society. This study sought to find ways to revitalize adolescence community of practice so that adolescence can grow educationally through more self-directed and practical experiences.
 Methods To develop the conceptual model, this study applied Randers’(1980) four-step methodology. First, for conceptualization, this study reconceptualized the general components of community of practice through literature review to fit adolescence community of practice. Second, for formalization, in-depth interviews with adolescence community of practice stakeholders were conducted to derive the constructs of the adolescence community of practice conceptual model and to illustrate the relationships among the constructs. Third, for validation, this study gathered perspectives, advice, and evaluations from experts with experience and knowledge in adolescence community of practice. The fourth step, implementation, is the policy dissemination and diffusion of the conceptual model, so this study was limited to the verification stage.
 Results The characteristics of adolescence community of practice learning model are youth's subjective interest, communication with others through joint activities, and practical activities inside and outside of school. The design principles are facilitative design principles, participatory design principles, ecological design principles. The strategies are summarized as stepping stone strategy, seed cultivation strategy, process-oriented strategy. Connecting them to the goals of the learning model, which are to have their own thoughts and language, improve communication with others, and improve problem-solving skills, this study summarized the process of forming self-interest, social expansion, and expansion of activities from self-standing to self-standing by comparing it to the life cycle of a tree.
 Conclusions By utilizing the adolescence community of practice learning model, adolescence can improve their ability to collaborate with others through education based on their interests and interests, rather than one-way transmission education centered on instructors, and they can acquire competencies by solving practical problems by themselves.