논쟁문제의 해결과정에 인터넷을 활용한 문제중심학습(Problem-based Learning)이 사회과 학업성취에 미치는 효과연구

다국어 초록 (Multilingual Abstract)

The Purpose of this study is to design 'seven-jump problem based learning
model (PBL) model enhanced by the Internet' and to verify the effects of the model for learning controversial issues on ability of economic literacy &
argumentation. Internet-seven-jump PEL model begins with a problem given insufficient information for a ready solution. The tutorial group consists of four groups of six students. Students, aided by a tutor, approach the problem as a collaborative team, generating hypotheses and inquiring against them scaffolded by learning issue and knowledge inventory respectively. To explain it more specifically, scaffolding based on Toulmin model provides a guiding framework for argumentation ability when dealing with learning issues. As each student solving learning issues, the teacher coaches him(her) to probe what students know from confronting the learning issue as well as what knowledge students could bring from their experiences. While students document established prior knowledge on 'the know part' in the internet study board, they also document hypothetical knowledge about the learning issues on 'the need to know part' . Studnts' need to know drives their information-gathering efforts to check their hypothetical knowledge. This dynamic process could change what they know and may raise new need to know and ideas. By this process, they finally built up knowledge
base called knowledge inventory.
The main hypotheses are as follows;
1. The subjects in the internet-seven-jump problem based model would
achieve higher scores in economic literacy test compared to those in the
reflective decision-making model.
2. The subjects in internet-seven-jump problem based model would achieve
higher scores in argumentation ability test compared to those in the reflective decision-making model.
For the tests of hypotheses, the subjects consisted of 89 high school students in S Science High School. These students are allocated to one of the two groups: the experimental group taught by internet-seven-jump model and the control group taught by the reflective decision-making model.
The results of data analysis by ANCOVA accepts both of hypotheses. These
imply that the developed model is more effective in resolving controversial issues than the reflective decision-making model for increasing learning ability of economic literacy and argumentation.
We argue that the following five aspects of our model bring these effects. CD It allows students to check their knowledge inventories and motivate them to learn their deficient knowledge. (2) Cognitive apprenticeship embedded in the internet board is able to guide students to build their logical map for their argumentation without a big confusion. (3) It focuses on improving both students' knowledge acquisition and their problem-solving ability. (4) It fosters students'
meta-cognitive skill through making arguments in the context of students' own experience generating issues. (5) It facilitates each small group to test and synthesize each student's knowledge inventory and argumentation.