사회과 블렌디드 PBL 수업모형 설계와 개발 -온라인 프로그램을 활용하는 경제 수업의 구상-
Social Studies Blended PBL Instruction Model Design and Development -Economic Classes Utilizing Online Programs-
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이 연구의 목적은 사회과 수업에 문제 중심 학습법을 효과적으로 적용하기 위해 ‘블렌디드 PBL’ 수업모형을 설계하고, 나아가 학교 현장에 이를 적극적으로 적용할 수 있는 방안으로서 ‘온라인 프로그램을 활용하는 경제 수업’을 개발하는 것이다. 이를 위해 PBL과 e-PBL의 특성 및 한계를 검토하고, 블렌디드 PBL 모형 설계를 위한 이론적 논의를 전개하였다. 첫째, 사회과 블렌디드 PBL 수업이란 ‘사회과 수업의 목표를 달성하기 위해 PBL이 추구하는 학습의 원리를 반영하되, 학습의 방법 및 프로세스, 상호작용 방식, 교수자의 역할 등 다양한 학습 요소들을 결합한 수업모형’으로 이해할 수 있다. 둘째, 학습자 중심, 실생활 연계, 자기 주도적 학습 등 구성주의 학습 원리를 실현하면서, 학교 현장에 확산 적용하기 위해 블렌디드 PBL 수업모형의 단계와 주요 활동을 구체화하였다. 이 과정에서 면대면 PBL의 주요 특성과 e-PBL의 구조 및 핵심 요소를 추출하여 반영하였다. 셋째, 블렌디드 PBL 수업의 성공 요인인 교수자 역할을 지원하고, 상호작용을 촉진하기 위한 전략으로서 온라인 프로그램을 활용하는 아이디어를 제시하였다. 실제 개발된 온라인 프로그램을 분석하여 블렌디드 PBL 경제 수업을 구상하였다. 이 연구를 통해 다음과 같은 시사점을 도출할 수 있다. 첫째, 블렌디드 PBL 수업 설계 가이드를 제공함으로써, 교사가 개별 교수설계자로서 역량을 갖추어야 함을 주장한다. 둘째, 외국의 온라인 교육 프로그램을 소개함으로써, 교과 교육 전문가를 중심으로 다양한 디지털 콘텐츠와 온라인 프로그램의 개발을 촉구한다. 셋째, 미래형 디지털 학습 환경을 구축하기 위한 학교 시스템과 제도가 마련되어야 하며, 온라인 러닝을 활용하는 방안에 대한 폭넓은 후속 연구가 필요하다.
Abstract
The purpose of this study is to design a “Blended PBL” model to effectively apply problem-based learning to social studies classes, and to develop economic classes utilizing online programs. Based on the review of PBL and e-PBL, a theoretical discussion for designing a blended PBL was developed. First, the Social Studies Blended PBL is defined as ‘a model that reflects the principles of PBL and combines various learning elements.’ Second, while realizing constructivist learning principles, the stages and activities of the blended PBL model were materialized to apply to the school field. In this process, the main characteristics of face-to-face PBL and the structure and core elements of e-PBL were extracted and reflected. Third, it suggested how to use online programs as a strategy to support teachers and to facilitate interaction. Fiscal Ship game and Mint software were analyzed and examples of blended PBL economic classes were presented. This study suggests the following implications. By providing a blended PBL design guide, it is argued that teachers need competencies as instructional designers. Also, it is necessary to accumulate digital learning resources in cooperation with design professors, focusing on subject education experts. Third, school systems must be prepared to build a future digital learning environment, and extensive follow-up studies on how to utilize online learning are also needed.
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