PBL에 의한 수업설계와 적용: 초등 사회과 수업사례 = A n Instructional De sign and Implementation by PBL: A Case Study of Social Studies in an Elementary School Class room

다국어 초록 (Multilingual Abstract)

Problem - Based Learning (PBL, hereafter) is one of teaching and learning models based on constructivist epistemology and learning principles. PBL, therefore, is commonly compared with other various models of teaching learning, such as, ARL, SDL, and SML, etc. and distinguished more in its similarities with others rather than its particularities. This paper purposes to ex amine how PBL works, and what are the results, if applied in a real teaching and learning situation in an elementary school. First of all, three quest ions were developed along with valuation tools for this case study. These questions were authentic in terms of this direct related ness 새 the learner, to his/ her real world, an d its complexity an d ill- structured ness. 44 students of the fifth grade in a class participated in the PBL classes among which 12 student swere actual subject s for the data collect ion and analysis of this study for six week s. Each class lasted two hours a week. As for the result s of the PBL classes, this study found that PBL environments facilitate the learner to experience becoming not only an in dependent, responsible, and active learner but also a collaborative, cooper at iv e learner, mainly due to the nature of problems as authentic, hence, giving owner ship of learning to the learner. PBL, therefore, showed import ant possibilites of the learner``s cognitive, affective, and moral development. However, PBL, in this paper, is approached not just as one of many other similar models, but rather as ``educational discourse`` comprehend sively conversing indistinguishable diversity embedded in these other models under a principle of`` learner - centeredness, ``