창의적 문제해결 능력 함양을 위한 PBL 중심의 공간디자인 연구

Abstract

(Background and Purpose) Today, the policies of higher education institutions focus on introducing an education system to nurture creative convergence talent. Among the educational methods for developing these abilities, PBL is recognized as an effective educational alternative to develop creative problem-solving abilities. Therefore, this study aimed to derive implications through the entire design process and the completed results to develop creative problem-solving abilities through a PBL-applied class model in the education field of Shop Space Design. (Method) This study first establishes the basis of the instructional model through PBL-related literature. Second, it applies the designed class model to the “Shop Space Design” course to second-year students majoring in spatial design at a university in Korea. Third, it conducts a survey of students who participated in the class, evaluates and analyzes the academic achievement of problem-solving and self-directed learning, and derives the applicability and implications of the PBL instructional model. (Results) The survey showed that satisfaction was generally high in the evaluation at each stage of the class. In the first stage of planning, the second plan drafting was as high as 94%. In this process, it is judged that students who had no experience in the field solved a problem through the process of acting and observing on their own while exploring and checking the space. In the second stage, the process of reconfirming the problem and deriving a solution, it was found that the continuous feedback of the instructor facilitated problem-solving. In the third stage of evaluation, more than 94% of the students responded that it was helpful in developing problem solving and self-directed learning in the final presentation, evaluation, and final panel stage. Finally, it is considered a significant step for problem solving that shows results by making efforts until the end through voluntary participation and collaboration of the students themselves to solve community problems through the entire process of planning, checking, implementing, and solving. (Conclusions) This study was conducted by applying a learner-centered class model in the process of finding and solving problems in the community, and its significance is to verify it through the evaluation of factors and results for problem-solving abilities by applying it to the actual education field. It is expected that this will serve as a basis for continuous instructional model development in spatial design major courses in the future.