플립러닝 기반 디자인씽킹을 활용한 교육프로그램 개발

Abstract

Objectives The purposes of this study were to develop and apply a horticultural education program for adults with developmental disabilities(DD) using flipped learning based design thinking, and to verify its educational effectiveness. The goal was to examine the educational effectiveness of the program and provide basic data and insights for the development of educational programs targeting adults with DD, where research on teaching and learning methods has not been well done. Methods The program development was carried out following the procedures of the ADDIE model stages: analysis, design, development, implementation, and evaluation. The developed program was applied to the experimental group, and its effects were analyzed. In order to investigate the effectiveness of the horticultural education program using flipped learning-based design thinking, the educational effectiveness was evaluated through the analysis of empathy ability, self-directed learning ability, and academic achievement of adults with DD. Furthermore, a network text analysis was conducted to explore the frequency and centrality of keywords derived from individual interviews with participants in the experimental group and relevant stakeholders. Results The results of applying the developed flipped learning-based design thinking horticultural education program in this study showed statistically significant increases in empathy ability, self-directed learning ability, and academic achievement of adults with DD compared to before the program implementation. Additionally, through interviews with participants in the experimental group, improvements were observed in their attitudes toward class participation and satisfaction with learning experiences following the program intervention. Based on the results and implications obtained from each stage, the horticultural education program for adults with DD using flipped learning-based design thinking was ultimately completed. Conclusions This study holds significance in the development and validation of a horticultural education program using flipped learning-based design thinking, which is distinct from traditional lecture-based horticultural education programs, specifically targeting adults with DD. There is a need to examine the potential for the establishment of flipped learning-based design thinking as a teaching and learning method not only for adults with DD but also for learners with DD across various age groups.