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문제중심학습 모형 및 실천적 교수전략 탐색: 새로운 이론적 패러다임에 기반하여

Exploration of a Problem-based Learning Model and Actional Instructional Strategies: On the basis of a new theoretical paradigm

최욱
한국교육공학회 (Korean Society Of Educational Technology)|2016.03|교육공학연구 (Journal of Educational Technology)|제32권 제1호|pp. 29-64|DOI http://dx.doi.org/10.17232/KSet32.1.029

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참고문헌

키워드

PBLMultiple intelligences통섭자기결정이론Self-determination theory문제중심학습knowledge artsHeutagogy다중 지능Knowledge artsSelf-determined learning
주제분류교육학

초록

이 연구의 목적은 PBL의 지속가능한 발전을 위해 교육의 핵심 쟁점과 동향을 반영한 새로운 패러다임의 이론적 기반을 정립하고 이를 토대로 현장의 교육전문가들에게 실행 안내서가 될 수 있는 새로운 체제의 문제중심학습 모형과 구체적인 교수전략을 개발하는데 두고 있다. 이러한 관점에서 본 연구에서는 통섭, 지식 예술(knowledge arts), 자기결정이론, 자기결정학습(Heutagogy), 다중 지능 이론 등을 새로운 체계의 이론적 기반으로 정립하고 각 이론들을 구성주의에 대한 비판적 수용과 병행하여 PBL과의 접목가능성에 초점을 두고 기술하였다 이와 더불어 각 이론들이 기존의 PBL 모형과 교수 설계 전략에게 던져주는 의미와 시사점을 다각도로 논의해보았다. 이러한 이론 체제들을 바탕으로 1) 문제 설계, 2) 학습 목표 재구성, 3) 문제 상황 파악, 4) 문제 해결 계약, 5) 문제 해결 과제 수행, 6) 성찰, 7) 학습 평가, 8) 장기 프로젝트 수행 순으로 체계화된 새로운 PBL 모형을 제시하였다. 그리고 이 PBL 모형의 전 과정이 새롭게 주창된 각 기반 이론들과 어떻게 연계, 융합되어 설계되었는지를 심도 있게 서술하였다. 여기서 정립된 새로운 패러다임의 이론들은 PBL의 기존 주요 이론적 기반인 구성주의의 취지와 부합하면서도 그 지평을 넓혀주어 문제중심학습 모형과 체계적인 교수 설계 전략의 범주도 확장시켜주는 계기를 마련해주었다. 또한 PBL에 이러한 폭 넓은 스펙트럼의 이론적 기반이 정립되고 연계된 교수 설계 전략의 지평도 확장시켜주면서, 다양한 다른 교수설계이론들뿐만 아니라 여러 교육 체제 및 제도 등과도 통합을 모색할 수 있는 길도 열어주었다.

Abstract

This study purports to establish a new paradigm of theoretical foundations that reflect upon major educational issues and trends for sustainable growth of PBL. Based on the paradigm, Another purpose for this study is to develop an up-to-date framework of PBL model and its practical instructional strategies that could become a hands-on guidance for educational practitioners. In this perspective, researcher identifies 1) Consilience, 2) Knowledge arts, 3) Self-determination theory, 4) Self-determined learning, and 5) Theory of multiple intelligences as the new framework of theoretical foundations. Moreover, this research describes each theory, focusing on the grafting possibilities with PBL and concurrently considering critical acceptance of constructivism. In addition, this study also discusses what meanings and implications the respective theory indicates to existent PBL model and instructional design strategies in every aspect. On the basis of the theoretical framework, a new model of PBL is developed and its systematic steps are as follows: 1) Designing the problem, 2) Restructuring the learning objectives, 3) Figuring out the problem, 4) Contracting about problem-solving, 5) Performing problem-solving tasks, 6) Reflection, 7) Assessment for learning, 8) Carrying out long-term projects. Additionally, the whole procedures are described in terms of how they are relevant and connected to the newly-initiated foundational theories in depth.

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