웹 기반 프로젝트 중심 학습에서 성찰적 실천 과정이 학습자의 태도 및 학습 결과에 미친 영향 = The Effects of Reflective Practice on Attitudes, Performances of Students in Web-based PBL

다국어 초록 (Multilingual Abstract)

The main purpose of this study was to examine the effect of reflective practice in web-based PBL on students` attitudes, performance. Especially, it was to investigate how to improve their learning and higher order thinking through the reflective practice. This study was based on the theories and empirical studies in the following areas: Web based PBL, Reflective practice, critical thinking, and collaborative learning. Web-based PBL was independent variable of the study, which was divided into two levels of reflective PBL and PBL. Attitudes (self awareness, participation), performance (critical thinking, portfolio) of students were regarded as dependent variables. And the computer literacy and background knowledge of instructional system design were regarded as co-variables. 51 students were participated with subjects of this study. Reflective PBL group has 7 teams of 29 members, PBL group has 8 teams of 22 members. The two groups are provided same on-line learning community for web-based PBL, information about project, and learning content of instructional system design for e-learning. The reflective practice strategies of peer tutoring, critical discourse, reflective journals, and critical questions by instructor were provided to RPBL group for facilitating reflective learning. And the collaborative strategies of collaborative discussion except any facilitation for reflection was provided to PBL group. The result of this study were the followings: The first, self-awareness message score and the number of interaction with web board discussion of RPBL group were significantly higher than those of the other groups. The second, critical thinking message score and portfolio evaluation score of RPBL group were significantly higher than those of the other groups, too. The last, RPBL group improved their project portfolio through critical learning process, and the reflective attitude of awareness their learning process and result. Based on the findings of the study, following conclusions were drawn. First, reflective practice of web-based PBL is positive effect of self-awareness of students. Reflective attitude like self-awareness is possible that developing professional knowledge and higher order thinking through deepen reflection of their learning process and result. Secondly, reflective practice affects active participation of students into the critical discussion with their colleague. They performed discussions with critical question of instructor, writing reflective journals after the discussion. These activities facilitate the students` participation their learning. Thirdly, the reflective practice process improves critical thinking skills of students. They are wondering what`s the appropriate answer to the critical question with multiple perspectives. Critical discussion was following to the ill-structured critical question. The result of this process developed the critical thinking skills of students. Fourthly, students developed their portfolio with higher quality by recursive revision after reflecting their learning process and result. The last, Reflective practice was the useful instructional and learning method that developed students` professional knowledge and attitudes of domain. It means of integrations of process of learning and products of process with reflection.