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본 연구의 목적은 문제중심학습을 지리교육에 적용하여 그 가능성을 살펴보는 것이다. 이를 위해 첫째 문제중심학습을 적용한 기존의 교수·학습모형을 분석·검토하고 이를 토대로 고등학교 지리과에 적합한 문제중심 교수·학습모형을 설계하였다. 둘째, 3차시씩 두 차례 모두 6차시에 걸쳐 실험 수업을 실시하였다. 셋째, 실험 수업 후 수업에 관한 각종 자료를 통해 그 과정을 분석함으로써 학습자들의 문제중심학습 과정을 고찰하였다. 문제중심학습을 도입한 지리과 수업의 연구 결과를 요약하면 다음과 같다.첫째, 학습자들의 만족도가 매우 높았다. 둘째, 학습자들이 문제 해결 후 자아 존중감을 느끼고, 다른 학습자들의 다양한 의견을 듣고, 자신을 성찰하는 모습도 확인하였다. 셋째, 직접 문제를 해결하는 과정에서 사회 문제에 대한 관심이 증대되었다. 넷째, 자기 주도적 학습력의 신장, 상호협동학습법의 습득, 학습에의 동기 지속, 실생활의 전이의 기회, 참여도, 문제 해결력에 있어서 효율적임이 입증되었다.


This study attempts to examine the possibility of problem based learning in geography teaching for high school students. To achieve this, first, the PBL(problem-based learning) model for geography teaching that is especially suitable for high school context was designed. Second, two three-period instructions based on the model were carried out. Third, each instructional step, students reflections, and correlation with the purposes of problem-based learning were analyzed.The results of the study are as follows:First, students showed interest in the group discussion in the sense that they happen to know what they had not known before while discussing in a group. Also they liked to actively participate in the learning process as well as to express their opinions. Second, it appeared that, after solving problems, learners had self-satisfaction and further self-respect. Also, during group discussion and presentation various opinions from other learners could allow the students to review what they learned and could give them the opportunity to reflect themselves. Third, learners interest about social issues increased in the process of problem solving, which help uplift their citizenship. Finally, according to the result of analyzing correlation with the purposes of PBL, PBL turned out to be an effective, efficient, and attractive method that can be viable in the real classroom situation.