문제중심학습에 참여한 중학생의 과학적 자기효능감 형성 과정 분석 = An Analysis of Middle Schoolers` Science Self-Efficacy Development in Problem Based Learning

다국어 초록 (Multilingual Abstract)

The present study tries to identify the characteristics of Problem Based Learning (PBL), which affects the development of middle school students` science self-efficacy. Additionally, we have tried to analyze the relationship within those characteristics to demonstrate the processes of science self-efficacy development. In line with this reasoning, we have developed a 20-module, problem-based learning science program and applied this program to 9th grade students (n=17). Two rounds of qualitative interviews have been conducted with each participant after the program, which has been analyzed with the well-documented method by Corbin and Strauss (2007). As a result, three characteristics of problem based learning have been identified to affect the development of science self-efficacy: a) authentic and ill-structured problem sets, b) small group activity, and c) result sharing. Further analysis has revealed that an authentic and ill-structured problem set as a condition precedent of self-efficacy development, while small group activity has worked as an acceleration condition. Lastly, sharing the result works as a transition condition to future interest on science-related activity or choosing science-related majors.

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