프로젝트 학습법을 적용한 농업 수업에서 얻게 된 특수학교 교사의 실천적 지식

Abstract

The purpose of this study is to investigate the practical knowledge of special school teachers gained during agricultural classes applying the project learning method to special education students. To achieve this, we applied the action research method and attempted to find areas for improvement through repeated class implementation and subsequent reflection. The study was conducted in rounds 1 and 2, and participants included teachers as researchers, teachers observing classes, and students participating in the study. As a result of analyzing the collected data, three upper categories of 'From sowing to cooking: Practicing self-directed agricultural project class: ', 'Students-initiated project learning featured with value of sharing', and 'Expanding the breadth and depth of agricultural experience' were organized, and which has following nine subcategories and thirty four semantic themes. As a result of the study, first of all, it is confirmed that the self-directed learning of participants can be enhanced when appropriate support and scaffolding are provided by the teacher considering the each participant’s varying performance level in agricultural classes to which the project learning method is applied. Second, it is indicated that the project learning method is more effective when it is involved with cooperative learning or peer teaching rather than 1:1 teaching or direct teaching strategy. Third, it was found that agricultural classes need to be operated in various ways in consideration of the school environment and the level of performance of students. Finally, through this study, we discussed how to utilize the project learning method for self-directed class participation of students with intellectual disabilities and suggested it for follow-up research.