환경단원 수업을 위한 문제중심학습 설계 및 적용 = Design and Application of the Problem Based Learning Model for Environment Teaching Unit

다국어 초록 (Multilingual Abstract)

The purpose of this study was to design the coaching strategies for the problem based learning and examine
‘the problem situation’ to analyze the process of learning as it applies to the students’ perception on problem based
learning. The steps of this model were as follows: 1) presentation of the problem situation 2) confrontation of the
problem 3) know/ need to know 4) definition of the problem statement 5) collection and sharing of information 6)
generation of possible solutions 7) assessment of the best fit of solutions 8) presentation of the solution. Problem-based
learning steps and coaching strategies were designed and implemented to 2nd grade high school students for the
environment teaching unit. The results demonstrated that group discussion in the know/need to know step was most
helpful for students to review what they know and generate solutions. At first, students tend to state problems widely but
through repeated group discussions they gradually clarified the problems. In the students’ personal reflection notes and
perception questionnaire of problem-based learning, many students especially showed difficulties in defining the problem
statement. In contrast they participated actively in the learning process and express their opinions enthusiastically.
Therefore, this study suggests that developing problem situation based on real context is of great importance for
implementing a problem based learning model continuously.