[논문]프로젝트 수업에서의 자기조절학습에 대한 학생들의 인식

정선주

doi:10.5392/jkca.2021.21.04.645

[국내논문] 프로젝트 수업에서의 자기조절학습에 대한 학생들의 인식
Students' Perception of Self-Regulated Learning in a Project-Based Learning Curriculum 원문보기

한국콘텐츠학회논문지 = The Journal of the Korea Contents Association, v.21 no.4, 2021년, pp.645 - 657

정선주 (가천대학교 영미어문학과)

초록
AI-Helper

프로젝트 수업(PBL)은 학생들의 자기주도적인 학습을 유도하고 배움이 실제 경험과 분리되지 않는 교육을 가능하게 한다. 이 연구의 목적은 프로젝트 수업에서 학생들의 생활기술과 자가조절학습 전략이 어떻게 변화하였는지를 살펴보며 선행연구를 통해 알려진 PBL의 장점들이 학생들의 학습 과정에서 어떻게 나타나는지를 알아보고자 하는 것이다. 한국의 한 대학교에서 3학점인 프로젝트 수업이 4주간 이뤄졌고, 본 수업은 23명의 영어전공자들을 위해 개설되었다. 프로젝트 수업이 진행되는 동안, 학생들은 시간조절, 협동심, 업무기준평가와 참여도에 대해 자가평가를 프로젝트 수업동안 3회 진행하였다. 자가평가 이외에도 학생들은 그들의 전략과 진행사항을 기록한 자기성찰지를 3회 작성하였다. 자가평가와 자기성찰지를 분석한 결과, 학생들의 협동심에 대한 인식이 프로젝트 수업을 통해 증진되었다는 점을 알아냈다. 또한, 학생들은 자가조절학습의 3단계를 프로젝트 수업을 통해 모두 거쳤다는 점을 알게 되었다. 본 연구의 결과, PBL은 학생들의 협동심 발달에 긍정적인 영향이 있었고, 자기조절전략을 다양하게 사용할 수 있는 기회를 제공하였다. 본 연구의 결과를 바탕으로 프로젝트 수업을 통해 학생들의 생활기술 및 자기조절 학습역량을 증진시킬 수 있는 교육적 제안을 한다.

Abstract ▼ AI-Helper

Project-based learning (PBL) encourages self-autonomy and connects learning and real-life skills in the learning process. The purpose of the current study is to investigate students' life skills and self-regulated learning strategies in a PBL curriculum in order to examine how the proposed benefits of PBL are manifested in students' self-awareness of their learning process. Twenty-three students in a university in Korea participated in a 3-credit, 4-week, intensive PBL course for English majors. During the PBL course, students were asked to self-assess their life skills related to time management, cooperation, standard of work, and participation three times. In addition to the self-assessment, students kept reflection journals to keep track of their use of self-regulated learning strategies and progress which were also submitted three times. Based on the analysis of self-assessment and self-reflection, the results showed that students' perception of cooperation improved significantly during PBL. Furthermore, it was found that students also progressed through the three phases of self-regulated learning. Implications on suggesting on the use of PBL to encourage the development of life skills and self-regulated learning strategies are provided.

Keyword

표/그림 (3)

그림 Figure 1. Data Collection Process
표 Table 1. Descriptive Statistics of Life Skill Variables (N=23)
표 Table 2. Self-regulated Phases and Strategies

AI 본문요약
AI-Helper

제안 방법

This university, to enhance students’ real-world skills, revised the curriculum for third year students to include an intensive 4-week PBL course
The current study was conducted in a PBL course for English majors. The goal of the course was to create creative and useful content that can clearly and effectively provide information to international students on campus using their knowledge of English, culture, and effective communication strategies.

대상 데이터

The current study was conducted at a Korean university in the Seoul Capital Area. This university, to enhance students’ real-world skills, revised the curriculum for third year students to include an intensive 4-week PBL course.

이론/모형

Descriptive statistics and the non-parametric Friedman test were used to analyze the data from self-assessment. The reliability coefficient of the self-assessment is 0.

성능/효과

Findings from the forethought phase shows that students were able to think about the PBL requirements and set goals for their groups and consider the value of the project.
Future studies on a larger scale in other content fields may be able to provide more information on students’ use of SRL and the development of such strategies through PBL. Moreover, the current study only focuses on the four life skill variables and SRL, but it may be valuable to test other affective domains, such as anxiety, motivation, and self-esteem, which were also found to be encouraged in PBL. Innovative ways of employing PBL can also provide information to practitioners in implementing PBL in their classrooms to promote SRL in future studies.
Despite some limitations of the study, the findings may be able to encourage researchers and practitioners to use PBL to help students develop important life skills and other learning strategies such as planning, strategizing, monitoring, and reflecting strategies that will provide students with the skills to take responsibility of their learning. Skills that can be transferred from classroom learning to a work community can help students better prepare for the real world where they would be expected to understand the goal of a project to set realistic objectives and implement skills that can help them show initiative and responsibility.
Despite some limitations of the study, the findings may be able to encourage researchers and practitioners to use PBL to help students develop important life skills and other learning strategies such as planning, strategizing, monitoring, and reflecting strategies that will provide students with the skills to take responsibility of their learning. Skills that can be transferred from classroom learning to a work community can help students better prepare for the real world where they would be expected to understand the goal of a project to set realistic objectives and implement skills that can help them show initiative and responsibility.

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