문제중심학습법을 적용한 디자인 프로젝트 수업 모형

Abstract

As society increasingly demands that students have creative problem-solving capabilities, design educators try to come up with learner-initiated educational methods to enhance students’ abilities in self-directed learning. This study attempts to provide educational insights for developing learner-initiated educational methods by designing a model of design project class based on constructivist view and applying it in an actual design class to test its feasibility. Based on literature reviews of project learning method and Problem-based Learning (PBL), the author presents a model of design project class by applying the PBL method at the planning phase of the learning process. Then, this study examines the feasibility of the designed model by applying it in a design studio class at the undergraduate level and analyzes the participating students’ learning accomplishments and experiences. In the results, it was revealed that the design project class with the application of the PBL method gave a high level of satisfaction to students in terms of the cognitive and affective aspects of the learning process. The class also allowed the students to make implementable plans so that their learning motivation and capabilities to conduct the design task could be sustained until the project’s end. It implies that the planning phase with the PBL method could improve the shortcomings of existing programs by playing an essential role in bridging to the next phase of implementation to achieve the learning objectives. This study is significant in that it provides a learner-initiated educational method of PBL – when applied to the planning phase of the design project class – and discusses the educational insights based on the empirical study. The author expects that the research outcomes gleaned from this study will serve as groundwork for future studies in developing new learner-initiated educational method in design education.