협력학습의 요건에 대한 고등학교 졸업 예정자의 인식 유형 분석 - Q 방법론 연구 -

초록

This study applies Q methodology to examine high school graduates’ perceptions of collaborative learning and to systematically identify distinct perception types. Collaborative learning is conceptualized as a four-stage process— preparation, group interaction, presentation and sharing, and evaluation and post-activities—and analyzed using a 4×3 construct framework that intersects these stages with cognitive, affective, and social dimensions. The identified perception types interpret collaborative learning in distinct ways, emphasizing psychological safety, the refinement and transfer of thinking processes, relationship building and joint reflection, and the clarification of individual thinking. The analysis reveals both the core requirements of collaborative learning as perceived by learners and the differences among perception types. Based on these findings, the study discusses implications for the design of collaborative learning and for instructional support that considers learner perceptions

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