대학 PBL 수업 활성화 전략 탐색: A대학교의 사례를 중심으로

초록

University education is facing criticism that it cannot keep up with rapid social changes and train outstanding individuals that are needed for society. Therefore, it is necessary to change the paradigm from instructor-centered and lecture-based classes to learner-centered constructive learning. PBL is a typical teaching and learning method that meets these changes and is spreading strategically in various universities. However, professors who have to teach with PBL often do not know about PBL or how to teach through PBL. This study aims to derive activation strategies for PBL classes in university education through case studies on A University, which is recognized as well settled for PBL classes. For this purpose, the participants were observed in 8 PBL classes in A University, and in-depth interviews with 8 professors and 14 students were conducted and the results were analyzed through qualitative research. As a result, three upper categories and seven lower categories were derived from the early, middle, and late stages of the class. The activation strategies to be applied in PBL class were (1) clear presentation of direction, (2) confidence in student potential, (3) stimulation of passion through challenging tasks, (4) establishment of learner participation plan, (5) presentation and encouragement of student's unique viewpoint, (6) presentation opportunity, and (7) acquisition of achievement through learning. Through this study, it is expected that university education innovation officials and professors related to PBL class will find meaningful implications for finding out ways to realize high quality class by eliminating unnecessary misconceptions about PBL.

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