[논문]초등학교에서 PBL을 이용한 영어과학 수업의 실제적 적용에 관한 연구

박인화

doi:10.5762/kais.2020.21.5.559

초록
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영어가 세계 공용어로 자리매김 됨과 더불어 다양한 방면에서 급격히 변화하고 있는 현대사회가 추구하는 인재상을 기르기 위해 본 논문은 PBL 학습법을 영어과학 수업에 적용하였다. PBL 수업을 위하여 직접 PBL 문제를 개발하여 수업에 적용하였으며 PBL 학습 효과를 확인하였다. 본 논문의 연구 대상은 외국어 특성화 교육이 중점이 되어 각 학년당 수준별로 나뉘어 분반 수업으로 진행되는 A 초등학교의 4학년 상반에 속한 7명 학습자를 대상으로 1학기 동안 5개의 PBL 문제 활동이 모두 끝난 후 PBL 학습에 대한 설문을 받았다. 연구 결과는 PBL 활동을 통해 발표력 향상 86%, 학습에 대한 흥미도 86%, 학습에 대한 이해력 향상 86%, 문제해결능력 향상 100%, 협동력 100% 효과를 학습자들이 경험할 수 있었다. 반면에 처음 접한 활동이라 이해하기 어려움, 문제에 이해에 대한 어려움, 인터넷을 통한 자료조사에 대한 어려움이 도출되었다. PBL 학습은 학습자들에게 다소 생소하였으나 활동을 통해 중요성 및 효과성을 인식하고 있었으며 큰 관심을 보인 점을 보았을 때 교육 현장에서는 더욱 PBL 적용에 힘써야 하는 큰 시사점을 준다.

Abstract ▼ AI-Helper

In order to attain the best-educated people in a rapidly changing, modern society with English is an official language, this study applies the problem-based learning (PBL) method to the English Science Class. PBL problems were developed for PBL classes, and their effectiveness has been proven. The f...

In order to attain the best-educated people in a rapidly changing, modern society with English is an official language, this study applies the problem-based learning (PBL) method to the English Science Class. PBL problems were developed for PBL classes, and their effectiveness has been proven. The focus of this study was five PBL questions posed during the first semester, targeting seven learners in the fourth grade of Elementary School A. The questions were divided into levels aimed at each grade, with the emphasis on specialized English education. Learners wrote journals, peer evaluations, and self-evaluations after finishing their PBL classes. Also, a survey about PBL was conducted after the first semester. The results of the study showed that learners experienced an 86% improvement in presentation skills, an 86% improved interest in learning, 86% better understanding, and 100% improvement in both problem-solving skills and cooperation. On the other hand, learners had difficulty in understanding PBL problems, and with research using the internet. PBL was somewhat unfamiliar to the students, but the survey found that learners are already aware of its effectiveness, and that they are interested in PBL.

주제어

표/그림 (2)

그림 Fig. 1. ADDIE Model
표 Table 1. The PBL Problems of Life Science

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문제 정의

After presentation, journal, self-evaluation, peer-evaluation are conducted. The journal asks learners to describe what they have learned, felt, and how to incorporate it into their life. After all PBL activities were completed, a survey was conducted on the overall PBL.
This study shows that the integration of PBL class into English, the world's official language, is very important and that instructors in each field should take responsibility for further research.

가설 설정

(2) The problems in PBL is close to the real life.
What if you live in the sea? Can people live in the sea of water? How can fish live? Animals and plants live in their own ecosystems as people have their houses. How sea animals live in freshwater? Investigate the types of ecosystems to publish an article on Yujung Science Magazine.

제안 방법

Through this, learners can sort out difficult words or terms in the problem, arrange various opinions on discussion with other peers, and lead to problem discovery. The way of presenting the problem is an explanation, video clips, handouts, articles, newspaper, or brainstorming. After constructing the problem, it is necessary to examine whether it is appropriate to the level of the learner, whether the information is well provided for the inquiry, and whether the characteristics of the learner are well reflected.
This study will introduce PBL concept with characteristics, PBL instructional design, procedures of developing PBL problems, research method and survey results after applying PBL method to the English Science class.
It still comes out a teacher-centered class, acquiring knowledge for good answers only, and uniform evaluation. To recover this problem, the English science class was deigned by PBL lesson and it was conducted for 20 weeks. In result, 86% presentation skills, 86% learning interest, 86% understanding skills, 100% problem-solving skills and cooperation were responded.

대상 데이터

The item scale is 5 points (1-not at all, 2-not, 3-normal, 4-yes, 5-very). A total of respondents are seven.

이론/모형

In this study, the English Science class is designed based on ADDIE(Analysis, Design, Development, Implementation, Evaluation) model.

성능/효과

Types of answers are not at all, not, normal, yes, very. As a result, the respondents who answered yes, 86% presentation skills, 86% interest in learning, 86% understanding skills and 100% responded to problem-solving skills and cooperation on learning.
To recover this problem, the English science class was deigned by PBL lesson and it was conducted for 20 weeks. In result, 86% presentation skills, 86% learning interest, 86% understanding skills, 100% problem-solving skills and cooperation were responded. Otherwise, understanding PBL lesson at first, discussing and investigating with peers, reading and understanding the problems, researching data in the internet were learners' difficulties.

참고문헌 (10)

S. K. Park, A Study on the Application of Creative Drama for the Application of Problem-Based Learning(PBL) Theory -Focusing on 'Integrated Curriculum' in Low-grade Elementary School-, Master Thesis, Graduate School of Sejong University, 2019.
Y. S. Cho, Theory and Practice of Problem-Based Learning, Hakjisa, pp. 3-6, 2006.
Y. S. Kim, The Development of the Component Standard and the Learning for English Subject PBL, Masters's thesis, Catholic Kwandong University, pp.17-18, 2017.
D. N. Syarafina, Jailani, R. Winarni, The Application of Problem Based Learning to Improve Students' Self-efficacy, International Conference on Science and Applied Science, 020024-1-020024-7, 2018. DOI: https://doi.org/10.1063/1.5054428
S. M. Loyens, J. Magada, R. M. Rikers, Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning, Educ Psychool Rev Vol. 20, pp,411-427, 2008. DOI: http://doi.org/10.1007/s10648-008-9082-7

상세보기
J. R. Savery, T. M. Duffy, Problem based learning: An instructional model and its constructivist framework, In B. G. Wilson (Eds.), Constructivist Learning Environments, pp.135-150, Englewood Cliffs, NJ: Educational Technology Publications, 1996.
H. S. Barrows & A. Myers, Problem-based learning in secondary schools. Unpublished monograph, Springfield. IL: Problem-based learning Institute, Lanphier School, and Southern Illinois University Medical School. 1994.
I. A. Kang, Why constructivism? Learner-centered educational environment in information-oriented age, seoul,: Muneumsa, 1998.
N. Aldoobie, ADDIE Model, American International Journal of Contemporary Research, Vol. 5, No. 6, pp. 68-72, 2015.
H. J. Yoon, (The) development and implementation of Problem-Based Learning strategy and the examination of its pedagogical effectiveness, Master's Thesis, The Graduate School Ewha Womans University, 2009.

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초등학교에서 PBL을 이용한 영어과학 수업의 실제적 적용에 관한 연구
A Study on the Applications of English Science Class using PBL 원문보기

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초등학교에서 PBL을 이용한 영어과학 수업의 실제적 적용에 관한 연구 A Study on the Applications of English Science Class using PBL 원문보기

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초등학교에서 PBL을 이용한 영어과학 수업의 실제적 적용에 관한 연구
A Study on the Applications of English Science Class using PBL 원문보기

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