문제중심학습(Problem-Based Learning)을 활용한 예비 생물교사 대상의 식물분류학 수업 사례 연구

Abstract

This study was aimed to investigate the effects of problem-based learning (PBL) applications in plant systematics classes for pre-service biology teachers through two problems about the vegetative and reproductive organs of plants during 8 weeks. The study was conducted with 26 pre-service biology teachers from one college of education. This study reported the first PBL class case in plant systematics classes as a part of botanical education for pre-service biology teachers, and thus, the students’ solutions to the problems were presented. The data for the students’ views about the PBL classes was collected from a questionnaire on the plant teaching efficacy, students’ reflective journals and semi-structured interviews. The students produced diverse solutions through active participation to PBL activities. Plant teaching outcome expectancy was shown to be higher than personal teaching efficacy. Pre-service biology teachers expressed satisfaction with the PBL activities for creating plant teaching materials. They were found to have enjoyed the process of communicating with their members, forming good relationship and solving problems with collaborative learning in PBL classes. Although expressing lack of time, they also had opportunity for self-directed learning and indirect experience in teaching. In conclusion, PBL needs to be applied to other biological subjects for educating pre-service teachers.