문제중심학습 환경에서 성찰적사고 지원요인 탐색 = Factors Affecting Reflective Thinking in a Web-enhanced Problem-based Learning

국문 초록 (Abstract)

본 연구의 목적은 문제중심학습 환경에서 성찰적 사고에 영향을 주는 요인들을 탐색하고 이들 요인들 간의 관계를 살펴보려는 데에 있다. 이를 위해 본 연구에서는 미국 펜실베니아 주에 소재한 중학교 학생들을 대상으로 면접과 관찰을 실시하였다. 연구참여 학생들은 미 항공우주국에서 지원하여 개발된 웹증진 문제중심학습용 과학과 보조 교육과정에 참가하였으며, 면접결과는 근거이론에 기초하여 분석되었다. 연구결과 문제중심학습에서 성찰적 사고를 지원하는 주요 요인들은 실생활의 비구조화된 과제, 학습에 대한 주도권, 사회적 학습과 스캐폴딩 지원등으로 나타났다. 실생활의 비구조화된 과제는 탐구지향적인 학습을 유도함으로써 학습자로 하여금 학습에 대한 주도권을 촉진시키는 기회를 제공하며, 과제해결을 위하여 사회적 학습과 스캐폴딩 지원을 필요로 한다는 점에서 세 가지 요인들은 서로 상호관련성을 가지며 성찰적 사고를 지원하는 것으로 나타났다. 추후연구로 문제중심학습에서 성찰적 사고를 지원하는 요인들 간의 관계를 심층적으로 설명할 수 있는 모델이 탐색되어져야 함을 제시하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine factors that affect reflective thinking in a web-enhanced problem-based learning environment. To achieve this purpose, interviews and classroom observations were conducted for 9 6th grade students at a middle schools located in a rural area at Pennsylvania state. Students were participated in a web-enhanced science supplementary curriculum that were designed based on problem-based learning principles. Data were collected from students interviews. Three factors were emerged from the qualitative data analysis based on the grounded theory. The identified factors included authentic ill-structured problem task, learner ownership over their learning process, and social learning and scaffoldings. Authentic problem tasks provide students with opportunities to control over their learning activities and enable them to work with their peers and tutors with the aids of scaffolding tools. These factors interact each other and affect students reflection during problem-based learning. Finally, some recommendations for future studies were suggested in order to build a more comprehensive model that explains reflective thinking in a problem-based learning environment.

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