문제 유형의 새로운 개념적 틀 탐색

Abstract

Objectives This study attempted to explore and propose a new conceptual framework of four problem types that can be used in the field of education. There are three research questions as follows. First, what is the new problem type according to the structure and attributes of the problem? Second, what is the direction of the learning goal implied by the new problem type? Third, how can the problem type be used in classes? Methods Previous studies focusing on the structure and type of problems conducted for about 60 years from the 1960s to 2020 were investigated and analyzed. In addition, cases of related problems were compared and reviewed. Results First, the types of problems were newly proposed into four types: well-structure, quasi-structure, ill-structure, and null-structure regarding the perspective of the structure and operation of the problem space. By distinguishing the quasi-structure from the explanation divided into the well-structure and Ill-structure, the types of problems used in the class were specified, and the perspective on the problem was expanded by adding a null-structure. Second, The four problem types were analyzed from the perspective of ‘problem solving’ and ‘problem finding’. Third, it was explained that the problem type should be selected based on the learning goal for use in class, and the design of the learning experience should be made considering the structure and operation of the problem type. Conclusions As learners' active participation in classes continues to be emphasized, it is required to utilize the problem based on a clear understanding of the type of problem and its attributes. It is expected that the new conceptual framework of the four problem types proposed through this study can be used as a guide to reflect the direction of the problem types and learning goals used at the class and curriculum level and to plan the direction of education.