사회과 문제중심학습의 효과 분석 -고등학교 경제단원을 중심으로- = Comparing Problem-based Learning with Traditional Instruction: focused on High School Economics

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the effect of Problem-based Learning, compared with traditional instructions in Social Studies. For doing this, we first had the students in six classes pretested on general economic knowledge, unit-specific content knowledge, and the attitude for economics. Then we administered two different instructional strategies: PBL and the traditional instruction. Finally we allowed the learners to take post-tests and measured the degree of improvement in their attainment of general/unit-specific economic knowledge and their attitude toward economics by using statistical method and non-structured interviews. The results of data analyses are as follows: 1) We found out that, in attaintment of economic knowledge and the attitude for economics, a significant difference exists between the PBL and the non-PBL group. This result shows that Problem-based Learning is more effective than traditional instruction methods in terms of acquiring knowledge and motivation. 2) We found that Problem-based Learning is more effective in terms of learning knowledge for risk-takers than for risk-avoiders. 3) We found that the risk-takers, regardless of instructional methods, got to have more positive attitude toward economics than risk-avoiders, after exposed to the treatment.