웹 기반 프로젝트 중심 학습에서 성찰적 실천 과정이 학습자의 태도 및 학습 결과에 미친 영향

서지정보

· 발행기관 : 한국교육공학회
· 수록지 정보 : 교육공학연구 / 19권 / 2호
· 저자명 : 정영란, 김동식

목차

I. 연구의 필요성 및 목적
II. 이론적 배경
III. 연구 방법 및 절차
IV. 결과 및 해석
V. 논 의
VI. 결론 및 제언
참 고 문 헌

초록

본 연구는 개별 학습자의 자기조절 능력을 바탕으로 지식의 효율적 습득을 강조하는 기존의 웹 기반 학습의 문제점을 인식하고, 이를 극복하기 위한 대안적 관점으로 웹 기반 프로젝트 중심 학습에서 심도 있는 학습과 비판적 사고력과 같은 고차원적 사고 능력을 학습하기 위한 방안인 성찰적 실천 과정의 효과를 탐색해 보고자 하였다. 성찰적 실천은 자신의 학습 과정과 결과를 비판적으로 인식하여 개선점을 고안하고 이를 실천에 적용하는 것을 강조하는 대안적인 교수-학습 방법이라고 할 수 있다. 본 연구에서는 팀 단위의 공동의 과제를 수행하는 웹 기반 프로젝트 중심 학습을 학습자의 성찰적 실천 과정을 강조하는 성찰적 PBL과 성찰적 실천과정 없이 팀 구성원들의 협력을 통한 과제 수행을 강조하는 일반적 PBL로 구분하고 성찰적 실천 과정이 학습자의 태도와 학습 결과에 어떠한 영향을 미치는지를 탐색해 보았다.웹 기반 프로젝트 중심 학습에서의 성찰적 실천 과정은 학습자들이 작성해야 할 최종의 학습 결과물과 이를 작성하기 위한 학습 과정이 분리되지 않고 학습 과정에서 지속적으로 공동의 학습 결과를 검토하는 성찰과 이를 개선하기 위한 실천을 수행하기 때문에, 학습자 중심의 탐구 학습을 지원하는 유용한 교수-학습 환경이라고 할 수 있다. 본 연구를 통해 성찰적 실천과정은 학습자가 자신의 학습 과정과 결과에 대하여 깊이 인식함으로써 심도 있는 학습을 가능하게 하며, 결과적으로 전문적인 능력을 계발하도록 한다는 것을 시사하고 있다.

영어초록

The main purpose of this study was to examine the effect of reflective practice in web-based PBL on students’ attitudes, performance. Especially, it was to investigate how to improve their learning and higher order thinking through the reflective practice. This study was based on the theories and empirical studies in the following areas: Web based PBL, Reflective practice, critical thinking, and collaborative learning.Web-based PBL was independent variable of the study, which was divided into two levels of reflective PBL and PBL. Attitudes (self awareness, participation), performance (critical thinking, portfolio) of students were regarded as dependent variables. And the computer literacy and background knowledge of instructional system design were regarded as co-variables.51 students were participated with subjects of this study. Reflective PBL group has 7 teams of 29 members, PBL group has 8 teams of 22 members. The two groups are provided same on-line learning community for web-based PBL, information about project, and learning content of instructional system design for e-learning. The reflective practice strategies of peer tutoring, critical discourse, reflective journals, and critical questions by instructor were provided to RPBL group for facilitating reflective learning. And the collaborative strategies of collaborativediscussion except any facilitation for reflection was provided to PBL group.The result of this study were the followings: The first, self-awareness message score and the number of interaction with web board discussion of RPBL group were significantly higher than those of the other groups. The second, critical thinking message score and portfolio evaluation score of RPBL group were significantly higher than those of the other groups, too. The last, RPBL group improved their project portfolio through critical learning process, and the reflectiveattitude of awareness their learning process and result.Based on the findings of the study, following conclusions were drawn. First, reflective practice of web-based PBL is positive effect of self-awareness of students. Reflective attitude like self-awareness is possible that developing professional knowledge and higher order thinking through deepen reflection of their learning process and result. Secondly, reflective practice affects active participation of students into the critical discussion with their colleague. They performed discussions with critical question of instructor, writing reflective journals after the discussion. These activities facilitate the students’ participation their learning. Thirdly, the reflective practice process improves critical thinking skills of students. They are wondering what’s the appropriate answer to the critical question with multiple perspectives. Criticaldiscussion was following to the ill-structured critical question. The result of this process developed the critical thinking skills of students. Fourthly, students developed their portfolio with higher quality by recursive revision after reflecting their learning process and result. The last, Reflective practice was the useful instructional and learning method that developed students’ professional knowledge and attitudes of domain. It means of integrations of process of learning and products of process with reflection.Key words : Web-based PBL, Reflective Practice, Critical thinking

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