View : 51 Download: 0

문제중심학습 과정에서 나타나는 학습자의 교과 통합양상의 분석

Title
문제중심학습 과정에서 나타나는 학습자의 교과 통합양상의 분석
Other Titles
An Analysis of Interdisciplinary Aspects Revealed in the process of Problem-Based Learning For Scientifically Gifted Elementary School Students
Authors
이원경
Issue Date
2012
Department/Major
대학원 영재교육협동과정
Publisher
이화여자대학교 대학원
Degree
Master
Advisors
조연순
Abstract
The purpose of this study is to examine how student based interdisciplinarity is achieved in the process of developing and applying Problem-Based Learning(PBL) for scientifically gifted elementary school students, to contemplate an opportunity on subject interdisciplinary PBL. As the research was conducted following the planning procedure and the applying procedure, research questions are set as followings. Planning Procedure: What is an appropriate theme for the Science and Music interdisciplinary PBL for scientifically gifted elementary school students and how should it designed? Applying Procedure: In what aspect does the student-based interdisciplinary integration occur in each stage of PBL? 1. In what aspect does the student-based interdisciplinary integration occur in 'Confronting a Problem' stage? 2. In what aspect does the student-based interdisciplinary integration occur in 'Establishing plan to Solve the Problem' stage? 3. In what aspect does the student-based interdisciplinary integration occur in 'Exploring for Information' stage? 4. In what aspect does the student-based interdisciplinary integration occur in 'Devising a Solution' stage? 5. In what aspect does the student-based interdisciplinary integration occur in 'Presentation and Evaluation' stage? To accomplish the purpose of this study, the result of this study is broadly divided into two. First is the development of PBL on the theme about 'Sound' in Science and Music subject areas. Second is the analysis of the students' actual reaction while implementing the student-based subject interdisciplinary integration to students. By developing an interdisciplinary PBL, it was to give a practical guide to the instructors of Gifted Education when reorganizing an interdisciplinary PBL curriculum based on the students' level and interest. Therefore Science and Music interdisciplinary problem was developed and interdisciplinary teaching and learning processes were presented, following the PBL Designing Process. A newly developed unit was designed on the theme of 'Sound'. This unit applied the concept and method of both Science and Music in an interdisciplinary approach. Following the PBL planning process, a unit 'Concert with Nature' was developed, with the consultation and verification by Gifted Education specialists and PBL specialists. The study took place in Gifted Education Center affiliated with E University in the Sudae-Moon area with a total of 20 elementary 5th and 6th grade student participants. A qualitative study involving participant observation of 12 sessions of Science class was conducted in this study. Resources such as lesson observations, students interviews, teacher journals, lesson worksheets, and lesson plans were analyzed and the data was analyzed focusing on the 'Students' Participation' engaged in PBL. The perspective of interdisciplinary integration was not narrowed within the knowledge and information given in the content, but was broadened to include how they investigate the content and how students connect it with their real life. Through implementing a developed PBL to the scientifically gifted elementary students and inspecting the reaction, the analysis of how interdisciplinary integration worked out can be summarized as presented below. First, at the 'Confronting a Problem' stage, students comprehended the problem and defined the problem. Students comprehended and connected the knowledge of Science and Music with their past experience related to the problem, and utilized the daily life experience while defining the problem. Second, at the 'Establishing a Plan to Solve the Problem' stage, students systematically approached the problem by carefully planning the solution. Through various discussions about the content and method, they designed a plan to solve the problem by themselves. They already had a lot of Scientific knowledge on 'What we know'. On 'What we want to know', students tried to investigate various contents and methods of Science along with the knowledge and data of Music using interdisciplinary methods and activities Third, at the 'Exploring for Information' stage, students acquired interdisciplinary knowledge and data of various subject areas by the 'Exploring Activity' to solve the problem. At this stage students' Scientific knowledge and information were integrated with the Musical activity and Musical knowledge and information were integrated with Science investigational process. Moreover students investigated the interdisciplinary knowledge and information using the engineering and technological method which were applicable in both subjects. At this stage students planned the problem solving process and made decisions to solve the problem and executed the plan by themselves, as problem solvers. More than in any other stages, students concretized the Science and Music interdisciplinary knowledge and data, and eagerly carried out activities integrating Science investigation and Musical activity. Fourth, at the 'Devising a Solution' stage, students conceived a solution using all the investigated knowledge, data and methods. Students consistently discussed with their teammates about how to realize the 'Harmony' which was an important factor in problem solving. In this process students added new ideas in interdisciplinary knowledge, data, and methods. They connected it with real-life contexts and integrated the problem situation and various data together. Fifth, through the activities in the 'Presentation and Evaluation' stage, students not only compared and contrasted the solutions they came up with, but divergently expanded the learning experience of PBL. As the students explained and shared their solution, they integrated and utilized the Scientific and Musical knowledge. As the students discussed how to utilize their solution, students expanded and integrated the various real-life situation based on new ideas. From these results, the following conclusions were drawn. First, Students comprehended the problem with their past experience and utilized the daily life experience while defining the problem. In exploring stage, students acquired interdisciplinary knowledge of various subject areas by the exploring activity to solve the problem. At this stege, knowledge, information, method exhibited various aspects of interdisciplinary integration. Based on various subject interdisciplinary resource investigation. In the devising a Solution stage, students added new ideas in interdisciplinary knowledge, data, and methods. They connected it with real-life contexts and integrated the problem situation and various data together. they integrated and utilized the Scientific and Musical knowledge. As the students discussed how to utilize their solution, students expanded and integrated the various real-life situation. Second, practical problems provided to the students in PBL made the students understand the problem by integrating their past experience and real life contexts. The problem solving process made the students explore and utilize the interdisciplinary knowledge and data. Students were able to realize that integrating and utilizing knowledge are necessary in real problem solving and PBL makes it achievable in real life. Third, PBL sets roles as problem solvers to students and provides an opportunity to integrate, with an interdisciplinary approach, various academic fields while solving problems through self-directed learning. Therefore, students foster an interdisciplinary perspective of knowledge by integrating not only knowledge, but their real life experiences and enhance applicability of problem solving in real life. These findings are expected to make a contribution in improving students' creative problem solving skills and interdisciplinary thinking skills by developing and applying interdisciplinary PBL in the actual Gifted Education field.; 본 연구에서는 교과 통합적 수업을 문제중심학습으로 계획하고 실행함으로써 학습자가 수업과정에서 지식을 바라보는 통합적 안목이 어떻게 형성 되어 가는지 교과통합의 양상을 분석하는데 목적이 있다. 이를 통해 교과 통합적 문제중심학습의 교육적 가치를 찾고, 통합적 문제중심학습 개발에 참여하는 현장의 교사들에게 도움을 주고자 다음과 같은 연구문제를 탐구하였다. 설계과정과 적용과정에 따라 연구문제를 다음과 같이 설정하였다. A. 설계과정 : 과학교과와 음악교과를 통합한 과학영재를 위한 문제중심학습에서 적절한 주제는 무엇이며 어떻게 고안할 것인가? B. 적용과정 : 문제중심학습의 각 단계에서 교과통합의 양상은 어떻게 나타나는가? 1. ‘문제 만나기 단계’에서 나타나는 교과통합의 양상은 어떠한가? 2. ‘문제해결 계획 세우기 단계’에서 나타나는 교과통합의 양상은 어떠한가? 3. ‘정보탐색 단계’에서 나타나는 교과통합의 양상은 어떠한가? 4. ‘해결책 고안하기 단계’에서 나타나는 교과통합의 양상은 어떠한가? 5. ‘발표 및 평가하기’ 단계에서 나타나는 교과통합의 양상은 어떠한가? 이러한 목적을 달성하기 위해 본 연구에서는 문제중심학습의 설계 과정에 따라 단원을 개발하고 서대문구 소재의 대학부설 영재교육원 초등과학영역의 5~6학년 학생 20명을 대상으로 개발한 문제중심학습 12차시를 참여관찰하는 질적 연구로 수행하였다. 통합의 관점은 두 교과의 지식뿐만 아니라 탐구하는 방법적 측면 또한 학습자가 실생활 맥락과 어떻게 연결시키는지도 포함시켰다. 이를 과학교과, 음악교과, 그리고 과학과 음악 교과를 연결하는 통합적 측면에서 범주화하였다. 탐구방법에 있어서는 교과의 특성을 반영하여 과학교과의 과학적 탐구과정과 음악교과의 음악적 활동을 학습자들이 교과 통합에 어떻게 활용하는지 분석하였다. 본 연구의 결과는 연구문제에 따라 다음과 같이 요약할 수 있다. 문제중심학습 설계과정에서는 선행연구와 교육과정 분석을 통해 과학과 음악교과의 통합적 주제로 ‘소리’를 선정하여 학습자 특성 및 요구를 바탕으로 단원을 개발하였고 영재교육전문가와 문제중심학습 전문가의 자문 및 검증을 거쳤다. 문제중심학습의 적용과정에서는 학습자의 교과통합과정이 다음과 같이 나타났다. 첫째, ‘문제 만나기 단계’에서 학습자들은 문제상황을 과거의 경험과 관련지어 이해함으로써 문제정의에 일상생활 속 경험을 개입시켰다. 둘째, ‘문제해결계획 세우기 단계’에서 학습자들은 ‘알고 있는 것’으로 과학적 지식과 관련된 내용을 제시하였다. 그리고 ‘알아야 할 것’에서는 과학과 음악적 지식·정보뿐만 아니라 과학과 음악에서 모두 설명 가능한 교과 통합적 지식정보를 주로 제시하였다. ‘알아내는 방법’에서도 과학적 탐구활동, 음악적 활동, 과학과 음악교과에서 모두 활용 가능한 통합적 방법들을 제시하였고 주로 음악적 활동으로 탐색하고자 하였다. 셋째, ‘정보탐색 단계’의 허용적이고 학습자 주도의 학습 분위기에서 학습자들은 지식과 정보를 서로 다른 교과의 탐색 방법과 연결시킴으로써 교과의 경계를 넘나드는 통합이 이루어졌다. 과학적 지식·정보가 음악적 활동과 통합되고, 음악적 지식·정보가 과학적 탐구과정과 통합되었다. 또한 학습자들은 통합적 지식과 정보를 두 교과에서 모두 활용 가능한 기술·공학적 방법을 통해 탐구하였다. 넷째, ‘해결책 고안하기 단계’에서는 교과 통합적 지식·정보와 기술·공학적 방법을 활용할 뿐만 아니라 실생활 맥락과 연결시켜 창의적으로 문제를 해결하였다. 학습자들은 이 단계에서 교과 통합적 지식·정보와 방법을 활용하여 창의적으로 문제를 해결하였다. 다섯째, ‘발표 및 평가하기 단계’에서 학습자들은 자신들의 해결책을 설명하고 공유하는 과정에서 과학과 음악교과의 통합적 지식이나 정보를 활용하였다. 그리고 해결책을 활용하기 위한 방안을 논의하는 과정에서 새로운 아이디어를 바탕으로 다양한 실생활 상황에 전이시켜 통합하였다. 이러한 연구결과를 종합하여 본 연구에서 얻은 결론은 다음과 같다. 첫째, 문제중심학습을 통해 학습자들은 실생활 맥락의 문제를 해결하기 위해 교과지식의 통합뿐만 아니라 실생활 속의 교과 통합적 경험을 활용하고 해결책은 다시 실생활로 전이되는 양상을 보인다. 둘째, 지식의 통합과 활용은 우리 생활의 실제적 문제해결에서 필요하고 문제중심학습은 이를 실천적으로 가능하게 하는 학습 전략이다. 셋째, 통합적 문제중심학습이 학습자의 통합적 사고와 문제해결 능력을 신장시켜 줌을 의미한다. 또한 자기주도적 학습을 통한 학습자들의 긍정적 자아개념을 형성하는 데에도 도움이 된다.
Fulltext
Show the fulltext
Appears in Collections:
일반대학원 > 영재교육협동과정 > Theses_Master
Files in This Item:
There are no files associated with this item.
Export
RIS (EndNote)
XLS (Excel)
XML


qrcode

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

BROWSE