가정과 예비교사 교육에서의 웹 기반 문제중심학습 과정 연구 = A Study about the Process of Web-based Problem-Based Learning for Pre-Teacher Education in Home Economics

다국어 초록 (Multilingual Abstract)

This research is to increase our understanding of a Web-based learning environment in training Home Economics pre-teachers. In particular, the study focuses on the cognitive learning process of pre-teachers in their use of the Web-Based Problem-Based Learning(PBL) Model to solve Practical problems in Home Economics education(HEE).
This research has performed based on the following structure.
Firstly, previous studies on Web-based learning models have been investigated in order to identify the characteristics of diverse learning models in a Web environment. The objective is to derive an appropriate Web-based PBL Model that can be applied to the HEE.
Secondly, a Web-based PBL Model has been established and its application has been implemented on a coursework for pre-teachers. The coursework used in this research is the Principles of the HEE. The practical problems related to the coursework has been identified and used to build a PBL model.
Thirdly, Our Web-based PBL Model has been experimented in a class environment. The experiment is designed to seek implications of our model in training of pre-teachers. Seven subjects are recruited for the experiment. All subjects are 3-year students in the Home Economics Department and they were studied for 11 weeks. The subjects were asked to solve 3 practical problems and they were supposed to use the on-line and off-line learning environments together for the comparison. In the on-line learning environment, the subjects were asked to utilize a Web-based discussion board that allows a real-time interaction during their learning process. The subjects used the Web-based interaction 1-2 times per week on average. The off-line learning environment was based on a class discussion for which the subjects were required to attend a 90 minute long class every week for their progress and evaluation.
Fourthly, since the focus of our experiment is to produce deeper understanding the cognitive learning process, a qualitative study has been performed rather than a quantitative approach. For the on-line learning environment, the study analyzed the reports and artifacts collected from the Web-based interaction board. For the off-line learning model, the data for analysis are collected from the observation during a series of classes.
The findings of this study are outlined as follows.
First finding treats the research question: How does pre-teachers' learning process progress? The subjects proceeded their learning voluntarily through active collaboration. The subjects showed a positive attitude toward collaboration during the course of solving given three practical problems. Also, the subjects moved on their learning in an introspective manner with a self, peer, and group evaluation. These observations suggest that in a Web-based PBL Model, the subjects experience a self-directed, collaborative and reflective learning process via active interaction with other subjects.
Second finding addresses the research question: How is pre-teachers' understanding concerning the role of HE teachers and their education changing? All subjects participated in the study showed the changes in their understanding regarding the problems. The subjects' understanding of the issues increased and clarified as they solved the given three problems. During the course of solving those problems, their confidence and responsibility as a pre-teacher of HE were grown enough to be observed. These changes can be explained, in part, with observation from the new learning environment where the subjects can experience more active, self-directed, interactive learning process, than a lecture-based learning.
The primary objective of our research is to address the issues related to the training of pre-teachers with a Web-based learning environment. Our investigation of the Web-based PBL Model as a new interactive learning paradigm shows that it allows pre-teachers to experience a more self-directed learning process and improve the confidence in recognizing their identity and responsibility as a prospective teacher in the field of HE.

목차 (Table of Contents)

• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 및 연구방법 = 4
• 3. 연구의 제한점 = 6
• 4. 용어의 정의 = 7
• II. 이론적 배경 = 8
• 1. 웹 기반 문제중심학습 = 8
• 1) 웹 기반 문제중심학습의 개념 및 특성 = 8
• 2) 선행연구 고찰 = 19
• 2. 가정과 예비교사 교육 = 23
• 1) 가정과 교육의 성격 = 23
• 2) 가정과 예비교사 교육의 성격 = 26
• III. 웹 기반 문제중심학습 모형에 의한 수업의 실제 = 31
• 1. 문제중심학습 설계 = 31
• 1) 목표설정 = 33
• 2) 문제개발 = 33
• 3) 학습자료 선정 및 교재 = 36
• 4) 강사의 역할 = 37
• 5) 평가도구 개발 = 37
• 2. 학습사이트 구축 = 38
• 1) 학습사이트 설계 = 48
• 2) 학습사이트 개발 = 40
• 3. 수업에의 적용 = 51
• 1) 참가자 특성 = 51
• 2) 수업 진행과정 = 52
• 3) 자료수집 방법 및 종류 = 56
• IV. 적용결과 해석 = 57
• 1. 가정과 예비교사들의 학습과정 = 57
• 1) 학습의 초기과정 = 57
• 2) 학습의 진행과정 = 60
• 3) 학습의 평가과정 = 67
• 1. 가정교과와 가정과 교사에 대한 인식의 변화과정 = 69
• 1) 첫 번째 문제해결과정 = 69
• 2) 두 번째 문제해결과정 = 74
• 3) 세 번째 문제해결과정 = 75
• V. 결론 및 제언 = 78
• 참고문헌 = 81
• ABSTRACT = 88
• 부록 = 91