Abstract
The Purpose of this research is to investigate how Project Based Learning(PBL) cognitive department and among the learner and instructor in the industrial highschool. Theoretical framework for the study is based on PBL, collaborative learning and module learning. The importance of the PBL has been continuously reviewed by many educational researchers. In addition, it was supported by previous research results. Based on theoretical frameworks and previous researches on the PBL provided design principles and method for learning in the industrial highschool. As a result of this study, we have developed and applied to investigate (1) differences between the types of departments(agriculture, industry, commerce) of cognition on learner's and instructor's task solving process, (2) correlation between the type of groups(learner, instructor) and type of departments(agriculture, industry, commerce) cognition on task solving process. The total of 100 learners and 50 instructors from industrial highschool in the study for the period of sixteen weeks. Based on the type of groups and departments, participants were divided into six groups such as learner and instructor of agriculture, industry, commerce department. The result of the study can be summarized as follows: First, in the study, between the types of departments(agriculture, industry, commerce) of cognition on learner's and instructor's task solving process are differences. Second, correlation between the type of groups(learner, instructor) and type of departments(agriculture, industry, commerce) of cognition on task solving process are differences. Although the differences were insignificant for cognition of PBL's help, however, four items(accomplishment, application subject, hereafter application) showed significant differences in performances. The implication of the result indicated the cognition of PBL in the industrial highschool seem significant for departments and subjects characteristic of learning. In future research it is recommended that PBL model designs should consider components of group and department types.
본 연구는 전문계 고등학교에서 프로젝트 학습을 실시하였을 때, 프로젝트 학습에 대한 학습자와 교수자간의 인식차이와 계열별 학습자들 간의 인식 차이가 있는지를 확인해 보고자 하는데 있다. 이를 위해, 프로젝트 학습은 모듈수업 가운데 교수 학습기본 모형을 적용하여 수업을 실시하였고, 집단유형(학습자, 교수자)과 계열유형별(농업, 공업, 상업)로 프로젝트 학습을 통한 학습결과에의 도움 여부, 프로젝트 학습 수행에의 만족도, 프로젝트 학습의 적용가능 교과, 향후 프로젝트 학습의 적용 선호여부에 관한 4개 항목 대한 인식차이를 살펴보았다. 연구결과, 전문계 고등학교 학습자들이 프로젝트 학습에 참여한 이유는 자발적인 경우(21.0%)보다는 교수자들의 권유 때문인 것으로 나타났다(58.0%). 또한, 집단(학습자, 교수자)과 계열(농업, 공업, 상업)간 상호작용효과는 프로젝트 학습 수행에의 만족도, 프로젝트 학습의 적용가능 교과, 향후 프로젝트 학습의 적용 선호여부항목에 있어서는 각각 상호작용 효과가 있는 것으로 나타났다. 전문계 고등학교에서의 성공적인 프로젝트 학습 수행을 위해서는 학습자들의 적극적인 참여를 유도하고 교수자와 학습자용 프로젝트 학습 모듈이 각각 개발되어야 하며, 동시에 계열에 따른 별도의 프로젝트 학습 모형이 개발 적용되어야 할 것이다.