프로젝트기반학습을 통한 문제제기식 교육—대학영작문 수업모형 개발과 적용
Developing Problem-Posing Education Through Project-Based Learning in an English Writing Course
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The purpose of this study is to develop and explore a framework of problem-posing education through Project-Based Learning (PBL) in an English writing course. The four-week framework was embedded into a university level, and a total of 17 students participated in the study. After collecting the students’ group journals, the data were analyzed to investigate their perceptions of the course. The findings are as follows: One is positive aspects. They developed positive attitudes towards the course, in terms of constructing knowledge through practicing critical thinking, improving English writing skills by developing their views, engaging in group activities, and negotiating with group members. The other is negative aspects. The students challenged the foriegn nature of this student-centered approach, and their relatively low level of English limited the inquiry process. The study concludes with two pedagogical implications: the need to use detailed and explicit modeling, and include individual tasks.
Abstract
The purpose of this study is to develop and explore a framework of problem-posing education through Project-Based Learning (PBL) in an English writing course. The four-week framework was embedded into a university level, and a total of 17 students participated in the study. After collecting the students’ group journals, the data were analyzed to investigate their perceptions of the course. The findings are as follows: One is positive aspects. They developed positive attitudes towards the course, in terms of constructing knowledge through practicing critical thinking, improving English writing skills by developing their views, engaging in group activities, and negotiating with group members. The other is negative aspects. The students challenged the foriegn nature of this student-centered approach, and their relatively low level of English limited the inquiry process. The study concludes with two pedagogical implications: the need to use detailed and explicit modeling, and include individual tasks.
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