대학 무용전공교육에서 PrBL과 PjBL 통합 교수-학습 모형 개발의 필요성 연구

Abstract

This study examines the theoretical foundations and educational characteristics of Project-Based Learning (PjBL) and Problem-Based Learning (PrBL) within the context of dance education, with the aim of proposing an integrated teaching. learning model appropriate for university-level choreography and dance produc tion courses. The research was conducted through an extensive literature review, drawing upon scholarly sources collected from academic databases including KCI, RISS, DBpia, ERIC, and Google Scholar. The analysis followed three stages: (1) reviewing and organizing the conceptual principles of PjBL and PrBL, (2) com paring the reported educational effects and limitations across previous studies, and (3) identifying key instructional elements and competencies applicable to dance education. Based on the synthesized findings, this study conceptually designed a 15-session integrated instructional model that combines the complementary strengths of PjBL and PrBL. The proposed model adopts a cyclical learning struc ture encompassing topic exploration, problem identification, creative inquiry, col laborative creation, peer feedback, and reflective evaluation. Emphasis is placed on learner autonomy, cooperative engagement, iterative exploration, and process oriented learning all of which are essential in contemporary dance education. As a theoretically grounded framework derived from literature analysis, the model does not claim empirical validation; rather, it offers a pedagogical direction for shift ing traditional technique-centered dance instruction toward a more inquiry-driven, creative, and reflective learning paradigm. This study also highlights the need for future practice-based research. To establish the educational validity and practical effectiveness of the integrated model, further empirical studies should apply it in real instructional settings and examine its impact on learners’ creative thinking, problem-solving ability, collaborative competence, and reflective awareness. Such studies will contribute to refining the model, enhancing instructional design in dance education, and supporting broader curriculum innovation in higher educa tion dance programs.