거꾸로 하는 문제중심 학습(FPBL) 수업에서 나타난 학생들의 인식론적 프레이밍 분석- 고등학교 생명과학 동아리 적용 사례를 중심으로 -
Analysis of Students’ Epistemological Framing in Flipped and Problem-Based Learning (FPBL) - Focusing on High School Life Science Club Case -
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The purpose of this study was to analyze the characteristics of the discourses through epistemological framing and the factors influencing the epistemological framing of high school students involved in FPBL(Flipped and Problem-Based Learning) classes on cancer. FPBL classes in twelve steps were conducted for three weeks with 16 students of a life-science club in a general high school. To collect data from four groups of four students, group activities were recorded as well as the whole-class activities. During the classes, the data from all discourses and activities were collected, and interviews and self-evaluation reports were performed. All the discourses and interviews were transcribed and coded. The analysis showed that discourses regarding ‘finding the right answers’, ‘using only the information given by the teacher’, ‘accumulating information without criticism’, ‘filling in the worksheets without discussion’, ‘producing output to satisfy the teacher’, and ‘being not confident in learning’ were found when classroom-game framing was formed. When making-sense-of-phenomena framing was established, discourses featuring ‘there are no fixed answers’, ‘using one's background knowledge and asking questions with curiosity’, ‘critical search for information and organization of it’, ‘active discussion’, ‘reaching a rational solution’, and ‘expressing self-confidence in learning’ appeared. The factors that affected classroom-game framing were misconceiving unstructuredness of FPBL, misunderstanding the finding-facts step, positioning framing of indicator-receiver, and having the burden to produce output. The factors that affected the formation of making-sense-of-phenomena framing were students’ internalization of problems, the teacher’s feedback, characteristics of the problem-solving step, and positional framing of facilitator-constructor. These results can be useful resources for teachers who want to apply FPBL lessons to their classes to promote learner's epistemological framing.
Abstract
The purpose of this study was to analyze the characteristics of the discourses through epistemological framing and the factors influencing the epistemological framing of high school students involved in FPBL(Flipped and Problem-Based Learning) classes on cancer. FPBL classes in twelve steps were conducted for three weeks with 16 students of a life-science club in a general high school. To collect data from four groups of four students, group activities were recorded as well as the whole-class activities. During the classes, the data from all discourses and activities were collected, and interviews and self-evaluation reports were performed. All the discourses and interviews were transcribed and coded. The analysis showed that discourses regarding ‘finding the right answers’, ‘using only the information given by the teacher’, ‘accumulating information without criticism’, ‘filling in the worksheets without discussion’, ‘producing output to satisfy the teacher’, and ‘being not confident in learning’ were found when classroom-game framing was formed. When making-sense-of-phenomena framing was established, discourses featuring ‘there are no fixed answers’, ‘using one's background knowledge and asking questions with curiosity’, ‘critical search for information and organization of it’, ‘active discussion’, ‘reaching a rational solution’, and ‘expressing self-confidence in learning’ appeared. The factors that affected classroom-game framing were misconceiving unstructuredness of FPBL, misunderstanding the finding-facts step, positioning framing of indicator-receiver, and having the burden to produce output. The factors that affected the formation of making-sense-of-phenomena framing were students’ internalization of problems, the teacher’s feedback, characteristics of the problem-solving step, and positional framing of facilitator-constructor. These results can be useful resources for teachers who want to apply FPBL lessons to their classes to promote learner's epistemological framing.
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