교직과목에서 PBL 활용에 대한 예비교사의 인식과 문제해결방안 도출에 관한 연구

Abstract

Objectives This study examined to explore what kind of experiences and perceptions pre-service teachers had after applying problem based learning (PBL) to the teaching subjects. In addition, this study tried to verify what the pre-service teachers' specific problem solving skills were and how they evaluated the participation of themselves and their peers.
 Methods In the study, 99 pre-service teachers participated, and they brainstormed on topics that could occur in the educational field in problem based learning (PBL), and created problem scenarios based on the contents derived from this. The pre-service teachers formed a group based on a topic of high interest among these scenarios and performed according to the stages of problem-oriented learning (PBL). In this process, reflection journals, self-evaluation, and peer evaluation data were collected for each scenario. Qualitative data was analyzed based on reflection diaries, and descriptive statistics such as frequency, mean, and standard deviation based on self-assessment and peer evaluation were conducted.
 Results The experiences and perceptions that pre-service teachers gained through problem-based learning (PBL) had both positive and negative aspects. Looking at the problem-solving methods derived from the scenarios by pre-service teachers, they did not yet have teaching experience, so they talked about ideas that were difficult to apply to the field, but realistic solutions were derived. Third, it was found that pre-service teachers rated peer evaluation higher than self-evaluation.
 Conclusions By using problem based learning (PBL) in the teaching subjects, we were able to derive prospective teachers' sense of reality, and problem solving, at the same time, practice their role as techers while immersing themselves in problem scenarios, and encourage reflective reflection.