문제중심학습 환경에서 성찰적사고 지원요인 탐색

초록

The purpose of this study was to examine factors that affect reflective thinking in a web-enhanced problem-based learning environment. To achieve this purpose, interviews and classroom observations were conducted for 9 6th grade students at a middle schools located in a rural area at Pennsylvania state. Students were participated in a web-enhanced science supplementary curriculum that were designed based on problem-based learning principles. Data were collected from students interviews. Three factors were emerged from the qualitative data analysis based on the rounded theory. The identified factors included authentic ill-structured problem task, learner ownership over their learning process, and social earning and scaffoldings. Authentic problem tasks provide students with opportunities to control over their learning activities and enable them to work with their peers and tutors with the aids of scaffolding tools. These factors interact each other and affect students reflection during problem-based learning. Finally, some recommendations for future studies were suggested in order to build a more comprehensive model that explains reflective thinking in a problem-based learning environment.

키워드