확장학습 연구

역자서문 ·················································································3
서문 ·····················································································9

제1부 단계 설정

1 들어가며: 확장의 문턱에서의 학습과학 ·············································19
학습과학에 대한 역사적 관점 ··························································19
모순의 지평 ············································································24
확장의 차원들 ··········································································27
근접발달영역의 윤곽 ···································································28
이 책의 구성 ···········································································29

2 학습의 프로세스 이론에 무슨 일이 일어났는가? ···································33
세 가지 탈행동주의 학습의 프로세스 이론 ············································38
학습에 대한 활동이론적 접근: 프로세스 이론의 재활성화 ····························49
사건 또는 행동의 순서 ································································51
시퀀스에 관한 이론적 설명 ····························································53
전환 메커니즘 ··········································································54
학습의 보편성 대 다원성 ······························································56
학습과 교수의 관계 ····································································59
결론: 학습의 프로세스 이론이 가지는 활용성 및 한계 ································63

3 확장학습에 관한 연구들: 연구의 토대, 발견점 그리고 향후 과제 ················65
다음의 두 가지 복잡한 학습 문제들을 검토하라 ······································65
새로운 종류의 학습에 대한 사회적, 역사적 요구 ·····································69
확장학습 개념의 이론적 뿌리 ··························································72
확장학습 이론의 중심 원리 ····························································78
객체 변형으로서의 확장학습 ···························································84
근접발달영역에서의 움직이는 확장학습 ················································89
학습행동 사이클로서의 확장학습 ······················································92
경계 교차 및 네트워크 구축으로서의 확장학습 ·······································96
분산적이고 불연속적인 움직임으로서의 확장학습 ····································102
형성적 개입 ···········································································103
확장학습에 대한 비판 ·································································108
미래의 도전과제 ······································································118

제2부 정교화 및 응용

4 확장학습이론의 풍부화: 협력적 구성을 향한 여정에서 얻은 교훈들 ············127
사례 1: 은행 ··········································································129
사례 2: 의료센터 ·····································································133
사례 3: 하이테크 회사 ·······························································140
작업가설의 풍부화: 학습과 일의 도구들 ··············································143
작업가설 수정: 브리지로서의 경험 ···················································148
결론 ···················································································151

5 학습환경 및 실행으로부터 활동체계와 확장학습으로 ·····························153
희망에 찬 이상적 추상성으로서의 학습환경 ··········································154
고정적이고 계층적인 추상으로서의 학습환경 ·········································155
실제성의 딜레마 ······································································157
학습환경 연구의 순환 설계 ···························································160
대안으로서의 활동체계 ································································161
실행에서 확장학습까지 ································································164
컴퓨터 도입하기: 야코매키 중학교에서의 확장학습 ··································167
결론 ···················································································173

6 프로세스 효율성 개선 vs 커뮤니티 구축: 확장학습으로 이분법 넘어서기 ·····175
프로세스 효율성, 커뮤니티 구축 그리고 대립의 지점 ································177
자원으로서의 활동이론 ································································181
사례 연구: 맥락과 데이터 ····························································183
프로세스 효율성 개입 ·································································185
커뮤니티 구축을 위한 개입 ···························································189
새로운 모델의 장기적인 결과 ·························································196
프로세스 효율성-커뮤니티 구축 접근법의 이분법 넘어서기 ··························197

7 도서관에서의 확장학습: 행동, 사이클 및 개입적 의도로부터의 이탈 ···········201
연구과제로서의 확장학습 ·····························································205
환경설정과 개입 ······································································211
데이터와 방법 ·········································································215
확장학습 행동들 ······································································217
학습 프로세스의 주기성 ······························································221
개입적 의도로부터의 이탈 ····························································228
결론 ···················································································235

8 불연속성을 넘어: 기억된 확장적 조직학습 ········································239
연속성과 불연속성 ····································································240
조직변화와 확장학습 ··································································243
현장연구와 데이터 ····································································246
분석단계 ··············································································248
중요한 발견점 ·········································································250
사례 1 ················································································250
사례 2 ················································································253
두 사례에서의 조직학습 프로세스 ····················································255
결론 ···················································································260

제3부 미래 전망

9 들불 활동: 이동성과 학습의 새로운 패턴 ·········································265
이동성의 재개념화 ····································································266
들불 활동의 의미와 중요성 ···························································270
균근 같은 공생의 커뮤니티 ···························································272
인지적 자취와 조우 ···································································277
학습의 새로운 가능성 ·································································284

10 설계실험부터 형성적 개입까지 ·····················································287
설계실험 - 설계연구 ·································································290
사회학적 개입연구의 교훈 ····························································295
비고츠키의 이중자극 방법 ····························································297
논쟁적 문법을 향하여 ·································································303
변화실험실 ············································································312
병원 수술팀에서 목표 재포착하기 ····················································313
형성적 개입의 계층화된 특성 ·························································328
문법으로 돌아가기 ····································································330

부록 제7장 변화실험실 세션에서의 확장학습 행동들 ································335
참고문헌 ··············································································339
찾아보기 ··············································································364