창의적 문제해결에서 SNS를 활용한 협력적 성찰이대학생의 학습동기, 문제해결능력, 학업성취에 미치는 영향

구양미,서정희 한국교육방법학회 2014 교육방법연구 Vol.26 No.4

본 연구의 목적은 창의적 문제해결에서 SNS(Social Network Service)를 활용한 협력적 성찰이 대학생의 학습동기, 문제해결능력, 학업성취에 미치는 영향을 확인하고 협력적 성찰을 지원하는 환경과 도구로써 SNS의 활용 가능성을 탐색하는 데 있다. 연구대상은 서울시 소재 A 대학의 교육방법 및 교육공학을 수강하는 2개 반 학생 총 51명으로 1개 반(26명)은 실험집단, 다른 1개 반(25명)은 통제집단으로 배정하였다. 중간고사 이후 6주간 창의적 문제해결을 진행하였으며, 실험집단에서는 페이스북을 활용한 협력적 성찰을 실시하였다. 학습동기와 문제해결능력에 미치는 영향을 검증하기 위하여 창의적 문제해결을 시작하기 전 실험집단과 통제집단 학생을 대상으로 학습동기와 문제해결능력에 대한 사전검사를 실시하였으며, 창의적 문제해결을 마친 후 사후검사를 실시하였다. 또한 학업성취에 미치는 영향을 검증하기 위하여 교과지식 및 교과기반 창의적 문제해결력을 측정하기 위한 기말고사를 실시하고, 창의적 문제해결 결과보고서와 함께 학업성취를 평가하는 자료로 활용하였다. 연구자료 분석에 있어서 학습동기와 문제해결능력은 사전검사를 공변인으로 하여 공분산분석(ANCOVA)을 실시하였으며, 학업성취도는 창의적 문제해결 보고서와 기말고사의 평가 점수를 토대로 독립표본 t검증을 실시하였다. 더불어 통계적으로 유의미한 차이가 나타난 학습동기 하위영역과 문제해결능력 하위요소, 학습성취도 측면에서 페이스북의 협력적 성찰 기록을 분석하여 협력적 성찰 내용 측면에서 통계 분석 결과를 보완하고자 하였다. 연구결과, SNS를 활용한 협력적 성찰이 학습동기에는 유의미한 영향을 미치지 못하였으나 문제해결능력과 학업성취에는 긍정적인 영향을 미치는 것으로 나타났다. 이러한 결과는 SNS가 창의적 문제해결에서 대학생의 문제해결능력과 학업성취를 촉진시키기 위한 협력적 성찰 환경을 제공할 수 있음을 의미한다. The purpose of this study is to verify the effects of collaborative reflections using SNS(Social Network Services) on college student’ learning motivation, problem solving competency, and academic achievement in Creative Problem Solving activities. 51 college students who were taking a course ‘Instructional Methods and Educational Technology’ in a university in Seoul were participated for this research. These students were allocated two groups, one was an experimental group of 26 students, the other was a control group of 25 students. After mid-term examination, all students of these two group performed Creative Problem Solving activities in the course for six weeks, but only experimental group’s students did collaborative reflection by using facebook, a kind of SNS. Pre- and post-test on motivation and problem solving competency were conducted for both experimental and control group students before and after creative problem solving activities respectively. To verify the effects on academic achievement, final exam result which was designed to measure subject knowledge and student-based creative solving skills and creative problem solving task report score was used. Analysis of covariance(ANCOVA) in which pre-test scores on motivation and problem solving competency respectively were covariates and independent sample t-test with final exam scores and creative problem solving task report scores of participants students were used for statistical analysis. In addition, the qualitative analysis of the collaborative reflection activities on facebook is performed to strengthen the statistical analysis results on the learning motivation, problem solving competency, and academic achievement. As a result, collaborative reflections using SNS don’t affect on motivation, but have an effect significantly on problem solving competency and academic achievement(p<.05). This research shows that SNS can provide college course with an effective environment of collaborative reflection, which is to improve college students’ creative problem solving competency.

창의적 문제해결을 위한 대학 학습자 역량 모델 탐색과 요구도 분석

임철일 ( Cheolil Lim ),한형종 ( Hyeongjong Han ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2021 교육정보미디어연구 Vol.27 No.1

본 연구는 창의적 문제해결을 위해 대학 학습자가 지녀야 하는 역량이 무엇인지를 종합하는 역량 모델을 탐색하는 목적을 지닌다. 또한, 역량 모델에 대해 현재 대학의 학습자가 인식한 수준과 어떠한 역량을 우선적으로 고려해야 하는지를 확인하고자 하였다. 대학 교육을 통해 달성해야 하는 핵심 역량으로서 창의적 문제해결에 대한 중요성이 강조되고 있다. 창의적 문제해결의 향상이 보다 체계적으로 이루어지기 위해서는 우선적으로 학습자들이 어떠한 지식이나 기술, 태도를 지녀야 하는지를 고려해야 한다. 하지만 학습자들이 창의적 문제해결을 위해 지녀야 할 구체적인 역량이 무엇인지를 종합하는 접근은 미흡하다. 이를 위해 본 연구에서는 선행문헌 고찰을 통한 초기 역량 모델의 도출, 두 차례 델파이 조사 분석을 통한 정교화를 통해 수정한 역량 모델을 도출하였다. 대학의 학습자가 인식한 창의적 문제해결 역량의 수준과 어떠한 측면에서 우선적으로 접근이 필요한지를 확인하기 위해 중요도와 수행도의 차이 분석, Borich의 요구도 분석, The Locus for Focus 모델을 활용한 요구도 분석이 이루어졌다. 연구 결과, 지식이나 구체적인 기술이나 태도가 무엇인지를 기초ㆍ영역 지식 및 기술, 문제 확인 및 재정의, 사고 활동, 창의적 해결안 도출, 창의적 해결안의 적용 가능성 확인, 창의적 문제해결 과정 및 산출물 평가의 주 역량에 포함되는 스물 다섯 개의 세부 역량으로 구성된 역량 모델을 도출하였다. 학습자가 인식한 중요도와 수행도의 차이를 분석하기 위해 대응표본 t검증을 실시한 결과, 역량 전반에 있어서 대학의 학습자들은 창의적 문제해결 역량 전반에 대한 중요성은 높게 인식한 반면 실제 대학의 교과목에서 다루는 문제를 창의적으로 해결하려는 수행 수준은 낮은 것으로 나타났다. 문제 확인과 재정의에 있어서 다각적 검토, 실패에 대한 두려움 극복, 다양한 정보 탐색 및 종합, 실제 영역에의 적용 활동에 대한 우선적인 요구가 있음을 확인하였다. The purpose of this study is to explore a competency model that synthesizes the knowledge, skill, and attitude that college learners must possess for creative problem solving. Also, it is to identify the current level and what competencies need to consider first. The importance of creative problem solving is being emphasized as a core competency that must be achieved through university education. In order to improve creative problem solving more systematically, first of all, what kind of knowledge, skills, and attitudes learners have should be considered. However, the approach to synthesize competencies that learners must have for creative problem solving is insufficient. Using literature review and Delphi method, the competency model was deduced. To identify the level of creative problem solving competencies recognized by learners and which competencies need to be considered first, analysis of the difference between importance and performance, Borich's needs, and The Locus for Focus model were done. There were the six key competencies including twenty-five detail competencies as follows: ‘Basic and domain knowledge & skill’, ‘Problem identification and redefinition’, ‘Thinking activity’, ‘Deduction of creative solutions’, ‘Confirming applicability of creative solutions’, ‘Evaluating creative problem solving process and product’. In terms of the competency model, university learners recognized the importance of overall creative problem solving competencies highly, whereas the level of performance in trying to creatively solve the problem was low. Multilateral examination for problem identification and re-definition, overcoming the fear of failure, searching and synthesizing of various information, and application to the actual field should be considered as priority.

협력적 문제해결(CoProC) 전략을 통한 중학생의 실천적 인성 역량 및 협력적 문제해결력의 함양

조혜숙 ( Hye Sook Cho ),권동욱 ( Dong Uk Kwon ),강유진 ( Eugene Kang ),박종석 ( Jongseok Park ),손정우 ( Jeongwoo Son ),남정희 ( Jeonghee Nam ) 한국과학교육학회 2018 한국과학교육학회지 Vol.38 No.5

이 연구에서는 과학교과에 협력적 문제해결(Collaborative Problem solving for Character competency, CoProC) 전략이 중학생의 실천적 인성 역량에 미치는 영향을 알아보고, 이 전략을 적용한 학생들의 반성 글쓰기에서 나타나는 협력적 문제해결력의 변화를 알아보고자 하였다. 이를 위해 광역시에 위치한 중학교 1학년 여학생반을 대상으로 하여 2개 학급 49명은 협력적 문제해결(CoProC) 전략을 적용한 집단(CoProC 집단)으로, 2개 학급 46명은 전통적인 강의식 수업 및 실험 수업을 적용한 집단(비교 집단)으로 나누었다. 두 집단에는 한학기 동안 5개 주제의 프로그램을 적용하였다. CoProC 집단은 비교집단 보다 실천적 인성 역량의 총점에서 통계적으로 유의미하게 높은 결과를 나타냈으며, 하위 항목에서는 협력, 소통, 책임, 긍정적 자기이해에서 통계적으로 유의미하게 높게 나타났다. 협력적 문제해결(CoProC) 전략을 적용한 수업에서 학생들의 실천적 인성 역량의 하위항목별 효과 크기(effect size)를 분석해보면, CoProC 집단은 비교 집단 보다 배려, 협력, 소통, 정직, 책임, 긍정적 자기이해, 자기조절에서 효과가 있는 것으로 나타났다. 또한 중학교 과학수업에서 적용한 협력적 문제해결(CoProC) 전략이 협력적 문제해결력에 미치는 영향을 알아보기 위해 CoProC 집단의 학생들이 수행한 5개 주제의 활동 중초기와 후기의 수업에서 작성된 반성 글쓰기를 분석하여 협력적 문제해결력의 사회적 역량에 한정하여 그 변화를 알아보았다. 그 결과 협력적 문제해결력의 총점에서 큰 수준의 효과 크기를 보였다. 하위항목인 구성원의 탐색과 이해는 작은 수준의 효과 크기를 나타냈으며, 조직 구성 및 유지는 중간 수준의 효과 크기를 나타냈다. 또한 의사소통과 자기 행동 반성은 큰 수준의 효과 크기를 나타냈다. 과학교과중심의 협력적 문제해결(CoProC) 전략은 과학적 탐구 과정에서 이루어지는 과학적 의사소통을 통한 문제해결의 과정을 통해 학생들의 협력적 문제해결력을 향상시킬 수 있다. The purpose of this study is to investigate the impacts of Collaborative Problem solving for Character competency (CoProC) strategy on the practical character competency and collaborative problem solving competency in middle school. For this study, 49 seventh grade students (two classes) were selected for use applying the CoProC strategy (CoProC group) while 46 students (two classes) were used for traditional lecture and experimental class (comparative group). In the result, CoProC group showed a statistically significant result in practical character competency than the comparative group. In the sub items of the competency, the CoProC group showed result statistically significant in cooperation, communication, responsibility, and positive self-understanding than the comparative group. Analysis of the effect size of students’ practical character competency showed that the CoProC group results showed more effective than the comparative group in terms of care, cooperation, communication, honesty, responsibility, positive self-understanding, and self-regulation. In addition, we investigated the effect of the CoProC strategy on collaborative problem solving competency. As a result, it showed a large effect in the total score of collaborative problem solving competency. Among the sub items of the competency, ‘exploration and understanding of members’ showed a small size of effect and ‘Establishing and maintaining team organization’ showed a medium size of effect. ‘Communication’ and ‘self-reflection’ showed a large effect. CoProC strategy embedded in Science subject could improve students’ collaborative problem solving competency through the process of scientific communication in the scientific inquiry process.

바깥놀이 평가 및 문제해결활동이 유아의 문제해결력과 사회적 유능감에 미치는 영향

이정,전유영 열린부모교육학회 2024 열린부모교육연구 Vol.16 No.1

The purpose of this study is to investigate the effect of outdoor play evaluation and problem-solving activities on children’s problem-solving ability and social competence. The subjects of this study were 48 5-year-old children enrolled in a kindergarten located in O-si, Gyeonggi-do. In this study, outside play evaluation and problem-solving activities were conducted for children in the experimental group for 8 weeks. In order to find out the effectiveness of outdoor play evaluation and problem-solving activities, the child’s problem-solving ability and social competence test were conducted before and after the experimental treatment. As a result of the study, first, outside play evaluation and problem-solving activities had a positive effect on improving children’s problem-solving ability. Looking at each sub-area, it had a positive effect on the discovery and statement of the problem, the suggestion and application of ideas for problem solving, and did not affect the conclusion of the problem solving. Second, outdoor play evaluation and problem-solving activities had a positive effect on improving children’s social competence. Looking at each sub-area, it had a positive effect on emotional regulation, emotionality, peer relationship skills, and social norm understanding. The results of this study have implications for confirming the educational value of child-led play evaluation and problem-solving activities and suggesting the direction of play evaluation centered on children and play.

수학 문제해결 역량 평가도구 개발

김혜미,한선영 대한수학교육학회 2018 학교수학 Vol.20 No.1

The aim of this study was to develop an assessment tool that can be used to evaluate the mathematical problem solving competency. First, a literature research was conducted to document the concepts of the competency, the problem solving competency, the mathematical problem solving competency and the relevant sub-elements. Second, a survey was conducted targeting the students having excellent mathematical problem solving competency to examine the behavioral examples of mathematical problem solving competency, and provisional preparatory questions were deducted. Third, content validity verification was performed twice by the mathematics education experts and teachers to verify the derived preparatory questions. The face validity verification was conducted targeting the first-grade students of high schools located in Seoul. Finally, preliminary survey and the main survey was conducted. The descriptive statistical analysis(average, standard deviation, skewness, and kurtosis), correlation analysis between the questions and total scores, reliability analysis, and exploratory factor analysis were performed to analyze the preliminary survey. And for the main survey analysis, the confirmatory factor analysis, which was about the verification of reliability and validity of the latent variables and measured variables, was performed to evaluate the suitability of measurement model. The construct validity was derived by reviewing the convergent validity and discriminant validity. In conclusion, the seven subordinate factors of mathematical problem solving competency, including the problem understanding, planning, strategy seeking, plan execution and self-questioning, cooperative problem solving, mathematical modeling, and problem making, were extracted. Also, a total of 40 questions were developed to be able to evaluate the factors. Hence, the mathematical problem solving competency assessment tool developed in this study could provide a practical basis for further studies and education fields. 본 연구의 목적은 수학 문제해결 역량을 측정할 수 있는 평가도구를 개발하는 것이다. 이를 위해 첫째, 문헌 연구를 통해 수학 문제해결 역량의 하위요소를 설정하고 둘째, 수학 문제해결 역량이 우수한 학생을 대상으로 설문 조사를 실시하여 예비문항을 추출하였다. 셋째, 내용타당도 및 안면타당도 검증을 실시하였으며 마지막으로, 예비조사와 본조사를 거쳐 문항분석과 탐색적 요인분석을 실시한 후, 도출된 모형에 대한 확인적 요인분석을 통해 적합성을 확인하였다. 연구 결과, 수학 문제해결 역량의 하위요소로 문제 이해, 계획 수립, 전략 탐색, 계획 실행 및 반성, 협력적 문제해결, 수학적 모델링, 문제 만들기의 7가지 요인이 추출되었으며, 이를 측정할 수 있는 총 40개의 측정 문항이 개발되었다. 이는 향후 수학 문제해결 역량 측정을 위한 평가도구로 활용할 수 있으며, 이를 토대로 수학 문제해결 역량 성취를 위한 교육 목표 및 방향을 설정하는데 지표가 될 수 있을 것이다.

고등학생의 유전 문제 해결 과정에서 드러난 표상 능력의 차이

이신영 한국생물교육학회 2019 생물교육 Vol.47 No.2

This study aimed to explore differencesbetween successful and unsuccessful problem-solvers’ representationalcompetence revealed by the solving of twogenetic problems in different presentational modes. Fourhigh school students participated in solving two geneticproblems that contained diverse genetic concepts and requiredcomplex reasoning. Representational competence wasanalyzed with the form of representation, the level ofabstraction and the accuracy of domain knowledge in representation. The student who solved the problem successfully,presented via the verbal mode, selected the appropriateform of representation such as Punnett square and diagramof chromosomes. Her representation showed a high level ofabstraction and accurate domain knowledge. The studentswho solved the problem presented via verbal, graphical, andtable modes constructed the pedigree commonly. Thesuccessful students, however, transformed the original representationinto pedigree so perfectly that it accuratelyreflected the domain knowledge of the original representation. The students used their representation forunderstanding information of the problems, thereby reasoningthe right answers, visualizing and monitoring theproblem-solving process. These findings may provide educationalinsights for educators who seek to understand therelationship between genetic problem-solving processes andrepresentation. This study aimed to explore differences between successful and unsuccessful problem-solvers’ representational competence revealed by the solving of two genetic problems in different presentational modes. Four high school students participated in solving two genetic problems that contained diverse genetic concepts and required complex reasoning. Representational competence was analyzed with the form of representation, the level of abstraction and the accuracy of domain knowledge in representation. The student who solved the problem successfully, presented via the verbal mode, selected the appropriate form of representation such as Punnett square and diagram of chromosomes. Her representation showed a high level of abstraction and accurate domain knowledge. The students who solved the problem presented via verbal, graphical, and table modes constructed the pedigree commonly. The successful students, however, transformed the original representation into pedigree so perfectly that it accurately reflected the domain knowledge of the original representation. The students used their representation for understanding information of the problems, thereby reasoning the right answers, visualizing and monitoring the problem-solving process. These findings may provide educational insights for educators who seek to understand the relationship between genetic problem-solving processes and representation.

간호대학생의 학습유형에 따른 문제해결능력 및 임상수행능력

박인숙 ( In Sook Park ),한용준 ( Yong Jun Han ),노건창 ( Kun Chang Roh ) 경희대학교 경영연구원 2014 의료경영학연구 Vol.8 No.2

This study investigates the differences in the problem solving ability and clinical performance competency by learning style of nursing students. And this study analysis the effect of problem solving ability on clinical performance competency of nursing students. The data was collected from nursing students through a structured questionnaire. The statistical analysis methods were frequency analysis, reliability analysis, ANOVA, and multiple regression analysis. The learning style of nursing students was classified by the diverging, assimilating, converging, accommodating, and it was diverging 24.7%, assimilating 34.4%, converging 26.0%, accommodating 14.9%. The problem solving ability was classified by the confidence, approach-avoidance style, and personal control. Also, the clinical performance competency was classified by the nursing process, nursing skills, education/cooperative relations, interpersonal-relationships/communication, and professional development. There were significant differences in the problem solving ability and clinical performance competency by learning style of nursing students. The diverging was showed the highest score in the problem solving ability and clinical performance competency. The confidence and approach-avoidance style of the problem solving ability influenced the nursing process, nursing skills, and professional development. The confidence of the problem solving ability influenced the interpersonal-relationships/communication, and the approach-avoidance style influenced the education/cooperative relations. Specially, approach-avoidance style of the problem solving ability was important factor for the clinical performance competency. The results of this study will provide useful data on the nursing education through problem based learning and clinical practice.

일상적 창의성과 문제해결능력의 관계에서 공학계열 대학생의 팀워크역량과 자기주도학습력의 이중매개효과 분석

배성아,옥승용,노수림 한국공학교육학회 2020 공학교육연구 Vol.23 No.6

In this paper, the effect of daily creativity of engineering students on problem-solving ability is addressed through the dual mediating effect of teamwork competency and self-directed learning ability. To this end, a regression-based statistical mediation analysis has been performed on the dual mediation model in which daily creativity and problem solving ability were treated as independent and dependent variables respectively, and teamwork competence and self-directed learning ability were included as mediation variables. The analysis result confirmed that the daily creativity has direct effect on the problem-solving ability, as well as indirect effects through teamwork competence and self-directed learning ability. In particular, the serial mediating effect of teamwork competency and self-directed learning ability was also confirmed to be statistically significant in the relationship between daily creativity and problem-solving ability. This verifies that problem-solving ability can be improved not only directly by improving daily creativity but also indirectly by improving teamwork competence and self-directed learning ability. In addition, teamwork competency showed greater indirect effect on problem-solving ability than self-directed learning ability, so increasing teamwork competency has a more significant effect on improving problem-solving ability than increasing self-directed learning ability. Therefore, in order to develop better problem-solving ability, it is necessary to identify and improve the learners' teamwork competency first and to strive to create an environment where learners can solve problems based on mutual trust with their teammates.

졸업학년 간호대학생의 의사소통능력과 문제해결과정이 임상의사결정능력에 미치는 영향

김미옥(Miok Kim),남현아(Hyun A Nam),이애영(Ae Young Lee) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.5

본 연구는 졸업학년 간호대학생의 의사소통능력, 문제해결과정정도와 임상의사결 정능력 정도를 파악하고 의사소통능력, 문제해결과정 정도가 임상의사결정능력에 미치는 영향을 파악하기 위한 서술적조사연구이다. G도 소재 일개 대학 간호학과 4 학년에 학생 총 191명을 대상으로 2017년 9월에서 12월까지 자료수집하였으며, SPSS WIN 23.0 프로그램을 이용하여 분석하였다. 연구결과 의사소통능력, 문제해 결과정, 임상의사결정능력의 정도는 중간 정도의 수준으로 조사되었다. 임상의사결 정능력 정도는 의사소통능력, 문제해결과정과, 문제해결과정은 의사소통능력과 정적 상관관계에 있었다. 임상의사결정능력에 영향을 미치는 요인은 의사소통능력, 문제 해결과정 순으로 나타났으며, 회귀모형의 설명력은 34.6%이었다. 이는 의사소통능력과 문제해결과정능력 함양을 위한 교육프로그램 개발과 지속적인 훈련은 간호대학 생의 임상의사결정능력 향상에 기여할 수 있음을 의미한다. 그러므로 간호학 전 교육과정에서 의사소통과 문제해결능력 함양을 위한 다양한 교육방법을 적극 활용하 여야 할 것이다. This study was done to identify the relationship between communication competence, problem solving process and clinical decision-making of nursing students and to investigate the effect of communication competence and problem solving process on clinical decision-making. The study period was from September to December, 2017. The collected data were analyzed using SPSS WIN 23.0 program. The level of communication competence and the degree of problem solving, Clinical decision – making was moderate. Clinical decision-making was positively correlated with communication competence and problem solving process. The problem solving process was positively correlated with communication competence. Clinical decision making ability was influenced by communication competence and problem solving process. The regression model was significant, and the total explanatory power was 34.6% .In order to improve the clinical decision-making of nursing students, it is suggested that multifaceted education such as communication-related education programs or case-based problem solving education programs should be given priority to enhance communication competence and problem solving process ability.

지역사회 문제해결형 기업가정신 교육과정 개발: 역량 기반 교육과정 설계를 기반으로

최용석,박종석,백보현 한국벤처창업학회 2022 벤처창업연구 Vol.17 No.5

As the economic, social, and environmental problems of the local community reach a serious level, our society is realizing the need to foster young talents who discover opportunities in local issues through entrepreneurship education and create social values through creative challenges. However, entrepreneurship education programs are generally focused on commerciality, so customized education programs to solve regional problems are insufficient. Therefore, this study aimed to develop a community problem-solving entrepreneurship curriculum. In this study, a competency based curriculum model was applied to develop the curriculum, and regional problem-solving entrepreneurship competencies were derived through expert advice from a total of 10 people. In the process, the Delphi methodology was additionally used to reduce the possibility of errors in the competency model. As a result of the study, a total of 23 regional problem-solving entrepreneurship competencies were confirmed, and knowledge(K) - skill(S) - attitude(A) by competency consisted of 5, 9, and 9, respectively. By applying this to Dunham's problem-solving six-step model, modular learning support measures were developed in the order of phase 1(problem discovery), phase 2(problem analysis), phase 3(plan), phase 4(measure), and phase 5(evaluation). This study is meaningful in that it integrated theory and practice by developing specific entrepreneurship curriculum and learning support measures based on the theoretical model devised in social welfare. In addition, it has implications in that it developed a regional problem-solving entrepreneurship competency model based on expert advice and proposed a specific curriculum based on this. 지역사회의 경제, 사회, 환경 문제가 심각한 수준에 이르자, 우리 사회는 기업가정신 교육을 통해 지역문제에서 기회를 발견하고 창의적 도전을 통해 사회적 가치를 창출하는 청년 인재 육성의 필요성을 절감하고 있다. 그러나 기업가정신 교육 프로그램은 대체로 상업성에 방점을 두고 있어 지역문제 해결 맞춤형 교육 프로그램이 미비한 상황이다. 이에 본 연구에서는 지역사회 문제 해결형 기업가정신 교육과정을 개발하는데 연구의 목적을 두었다. 본 연구는 교육과정 개발을 위해 역량 중심 교육과정 모형(Competency based Curriculum)을 적용하였으며, 총 10인의 전문가 자문을 거쳐 지역문제 해결형 기업가정신 역량을 도출하였다. 그 과정에서 역량 모형의 오류 발생 가능성을 낮추고자 델파이 방법론을 추가로 활용하였다. 연구 결과, 총 23개의 지역문제 해결형 기업가정신 역량이 확정되었으며, 역량별 지식(K)-기술(S)-태도(A)는 각각 5개, 9개, 9개로 구성되었다. 이를 Dunham의 문제해결 6단계 모형에 적용하여 Phase 1 문제 발굴, Phase 2 문제 분석, Phase 3 계획, Phase 4 조치, Phase 5 평가 순으로 모듈식 학습지원책을 개발하였다. 본 연구는 사회복지학에서 자안된 이론적 모형을 기반으로 구체적인 기업가정신 교육과정 및 학습지원책을 개발함으로써 이론과 실천을 통합하였다는 점에서 의미가 있다. 또한 전문가 자문을 토대로 지역문제 해결형 기업가정신 역량 모형을 개발하고 이를 근거로 구체적인 교육과정을 제안하였다는 점에서 시사점이 있다.