문제중심학습(Problem-Based Learning)에 대한 중학교 과학교사들의 인식
Middle School Science Teachers' Perception of Problem-Based Learning
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초록
본 연구는 중학교 과학 교사들을 대상으로 하여 학습자 중심의 모형 가운데에서 최근 주목받고 있는 문제중심학습(Problem-Based Learning: PBL)의 효과와 PBL의 도입 가능성, 장애 요인 등 PBL에 대한 인식을 분석하는데 그 목적이 있다. 이를 위하여 서울, 경기, 인천 지역 중학교에 재직하는 과학교사 131명을 대상으로 설문조사를 실시하였으며 질문지와 함께 PBL에 대해 모르는 교사들을 위한 안내지를 제공하였다. 설문지 문항은 1)PBL 관련 학습 능력, 2)PBL에 대한 인식, 3)PBL 도입 시 장애 요인의 3가지 카테고리에서 하위 총 25문항(Likert 5점 척도, 선택형, 서술형)으로 구성되었다. 연구 결과, 전체 교사의 45%가 PBL에 대해 알고 있었으며 이 중 22%(전체의 9.9%)는 PBL 수업을 진행해 본 경험이 있었다. PBL 수업의 효과 면에서는 문제해결력 향상에 대해 PBL을 알고 있는 교사의 기대치가 더 높은 것으로 나타났다(p<0.05). 또한 PBL 수업의 경험이 있는 교사들의 기대가 더 높았으며(p<0.05) PBL 수업을 수행할 의사 또한 더 높은 것(p<0.05)으로 나타났다. 교사들이 인식하는 PBL 도입의 장애 요인은 수업시간의 부족(4.05), 교사부담(3.99), 문제개발(3.89), 채점기준 마련(3.81) 순으로 나타났다. 이러한 장애 요인에도 불구하고 PBL에 대한 경험이 있는 교사일수록 PBL 수업과 그 도입에 대해 보다 긍정적으로 인식한다는 점은 주목할 만한 사실이다.
Abstract
Problem-Based Learning (PBL) is an effective teaching strategy for inhancing student's problem solving skill and self-directed learning. In order to implement PBL effectively and maximize its benefits, teachers' perception of the need of PBL and their awareness of the benefits would be essential. This study, therefore, attempted to investigate Korean middle school science teachers' perception and awareness of PBL and to discuss some practical issues regarding implementation of PBL in the Korean educational context. 131 science teachers in Seoul, Incheon and Gyeonggi-do voluntarily participated in this survey study. The survey questionnaire consisted of 25 items over three sub-categories. The results indicated that 45% of the teachers were aware of PBL as a teaching strategy, and 22% out of 45% already had experiences of PBL strategy. The teachers who had experienced in PBL were more likely to positively perceive the benefits of PBL (e.g. developing of problem-solving ability) than other teachers who had not. The more they had experienced in PBL, the more the teachers were committed to the implementation, even though they were aware of various barriers such as limited class time, more class preparation time, difficulties in evaluating students' achievement, and lack of students' knowledge and skills.
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