지속가능발전교육을 위한 지역사회 문제해결 중심 PBL 수업의 효과성 연구
A Study on the Effectiveness of PBL Classes Focusing on Solving Community Problems for Education for Sustainable Development
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본 연구는 지속가능발전교육을 위한 지역사회 문제해결 중심의 PBL 수업사례 분석을 통해 PBL 수업의 효과와 의의를 밝히고자 한다. 본 연구에서는 SDGs 11번째 목표인 ‘지속가능도시와 지역사회’를 주제로 설계한 <공감하며만든세상읽기> 교과목의 PBL 수업사례를 분석의 도구로 활용했다. PBL 수업의 학습목표는 지역사회 문제해결 프로젝트 활동을 통한 ESD 핵심역량의 함양이다. ESD 핵심역량 평가를 위한 t-검증 결과 교육 전과 교육 후 역량의 평균값이 차이 나는 유의미한 결과가 도출되었다. 즉, 교육 후 ESD 핵심역량이 향상되었음이 입증되었다. 성찰 기록의 분석을 통한성찰 평가에서는 세 가지 측면의 의의가 도출되었다. 첫째, 협력과 피드백의 팀 활동을 통해 지역의 문제를 자신과 연계할 수 있는 상호연계의 인지 역량이 확장되었다. 둘째, 현장학습을 통해 지역문제에 깊이 공감하고 연대하는 사회적 책임감과 사회정서 역량이 배양되었다. 셋째, 지역의 지속가능발전을 위한 실질적 문제해결의 S⋅VALLEY 프로젝트 결과물을 도출함으로써 문제해결력과 실천적 행동역량을 배양할 수 있는 동기와 의지력이 향상되었다. 따라서 본 지역사회 문제해결 중심의 PBL 수업은 ESD가 추구하는 핵심역량 함양과 지역사회 활동에 참여 및 실천을 촉구한다는 측면에서 대학에서의 ESD 확장과 실천 교육프로그램 개발에 유의미한 의미를 제공할 것으로 기대된다.
Abstract
This study aims to reveal the effectiveness and significance of PBL classes through the analysis of a PBL class case centered on community problem solving for education for sustainable development. This study utilized a case study of a PBL class in the course “Reading the World Made with Empathy,” which was designed under the theme of the 11th goal of the SDGs, “Sustainable Cities and Communities,” as a tool for analysis. The learning goal of the PBL class is to cultivate ESD core competencies through community problem solving project activities. The results of the t-test for the evaluation of ESD core competencies showed a significant difference in the mean values of competencies before and after the training, which proved that ESD core competencies improved after the training. There are three aspects of significance in the evaluation of reflection through the analysis of reflection records. First, through team activities of cooperation and feedback, the cognitive capacity of interconnectedness to relate local issues to oneself was expanded. Second, social responsibility and socio-emotional competencies were cultivated through field trips to allow for the students to deeply empathize with local issues and to get a sense of solidarity with the community. Third, the motivation and willpower to cultivate problem-solving skills and practical action capabilities were enhanced by deriving the results of the S-VALLEY project, which solved practical problems for the sustainable development of the region. Therefore, this community problem solving oriented PBL class is expected to provide meaningful implications for the expansion of ESD in universities and the development of practical education programs in terms of fostering the core competencies pursued by ESD and by encouraging participation and action in community activities.
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