PBL(Project based Learning)을 활용한 융복합 교양교과목 운용 및 의미 －<미래환경과 위험사회> 교과목을 중심으로－

Abstract

This paper analyzes the characteristics and meaning through a class case of a convergence liberal arts curriculum using project-based learning(PBL). Curriculums such as project development and operation, task process, output, and evaluation of the subject <Future Environment and Risk Society> were targeted for research. The characteristic contents of the educational course operation results are that first, five project types are specifically presented. This eliminates vagueness when selecting a project topic, helps learners to set a specific project topic, and makes them aware that it is a convergence subject. Second, because communication between instructors and learners is important, a detailed project operation plan was established and feedback was continuously provided. It emphasized that the role of the instructor in the convergence education subject is a facilitator. This means that when operating a convergence subject, it is possible to eliminate the preconceived notion that it will be a person with convergence competency as a major. Third, it was analyzed and inferred from the sample in which part the learner was able to actively engage in convergence learning through the PBL development style and results. Fourth, through lecture evaluation and learners’ subjective opinions, it was confirmed that the PBL teaching method can show very effective learning outcomes even in convergence liberal arts subjects. Fifth, after taking the subject of <Future Environment and Risky Society>, it was possible to confirm the changes in learners’ perceptions and attitudes toward global issues through the reflective journal questions. Based on this, using PBL in convergence liberal arts education subjects is positive in that it can enhance self-directed learning ability and lead to classes in which students directly participate.