문제중심학습(PBL)의 수업 단계별 학습활동의 특성과 교육적 의미 탐색 - 초등 과학 수업을 중심으로 - = A Study of the Characteristics of Learning Activities during Each Stage of Problem-Based Learning: Focusing on Elementary School Science Classes

다국어 초록 (Multilingual Abstract)

The study aims to explore the characteristics of PBL (Problem-Based Learning) learning activities in elementary school science. The study adopted a qualitative research method. The data were collected from 16 students in 5th grade and a science teacher participated in the study based on three science PBL units. The data, gathered by the participant observation and the interview with children and teachers were analyzed focusing on the `students` activity` engaged in PBL. The results of the study are summarized as follows: During the first PBL stage of `defining the problem,` the students experienced how to identify and define the given problem. Through the experiences, they learned `internalizing the problem.` During the second PBL stage of `investigating the problem,` the students experienced planning as well as investigating activities in order to solve the problem. Throughout such learning experiences, they planned their own problem solving processes and self-directed those processes as a `problem-solver.` For the last PBL stage of `solving the problem,` the students reflected on the entire problem-solving processes with their solutions. Through the activities of presenting and sharing the final solutions, students not only made comparisons and evaluations, but also increased self-confidence about their problem-solving abilities by transferring their learning experiences to their surroundings and similar problem situations. The educational implications and limitations were discussed.