Communications of Mathematical Education (한국수학교육학회지시리즈E:수학교육논문집)

Korean Society of Mathematical Education (한국수학교육학회)
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A Study on Team Project Learning in Flipped Calculus Classes

대학 미적분학 플립드 수업에서 팀프로젝트 탐구

  • Min, Sook (Department of Mathematics, Yonsei University)
  • Received : 2019.04.12
  • Accepted : 2019.05.03
  • Published : 2019.05.15
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Abstract

The purpose of this study is followings. First, we develop and apply teaching and learning methods for conducting team projects in flipped calculus class. Second we collect data such as team reports, individual reviews, and surveys during class activities. Third we survey the impacts on participation in student team activities, advanced studying, communication and collaboration. A total of 120 engineering and science majoring students participated in the 16-week long class study administered in team project learning styles in Spring 2018. There were two characteristics of this class. First students studied concepts and examples with video in pre-class and did the team project learning in the classroom. Second we used Google Drive to record team project progress, and to make sure the instructor to intervene appropriately in team activities. We conducted a team project inside and outside the classroom. This could lead the instructor to advise students and so their participation in team activity increased. As a result, it not only had a good effect on communication and cooperation, but also had an effect on advanced learning.

이 연구는 대학 미적분학 플립드 수업에서 팀프로젝트를 진행하기 위한 교수 학습방법을 개발 적용하고 수업 활동 중 얻어진 수행계획서, 팀 보고서 및 개별 후기, 설문을 통해 학생들의 팀 활동 참여, 심층적인 학습 성취, 의사소통과 협력에 미치는 영향을 제시하고자 한다. 총 120명의 대학 이공계 학생을 대상으로 2018학년도 봄 학기 16주간 미적분학 플립드 수업에서 4주간 팀프로젝트를 진행하였다. 이 수업의 특징은 수업의 진도를 맞추기 위해 개념과 예제 중심의 학습을 동영상으로 진행하였고 팀프로젝트는 강의실에서 진행하였다. 특히 팀프로젝트 과정을 기록할 뿐 아니라 교수자가 팀 활동에 적절히 개입하기 위해 Google 문서를 활용하였다. 결과적으로 팀프로젝트를 강의실 안과 밖에서 진행하여 각각의 단계마다 교수자의 개입이 명확해지면서 학생들의 팀 활동 참여가 증가하였고 이는 의사소통과 협력에 좋은 영향을 끼칠 뿐 아니라 더불어 심층적인 학습활동으로 작용한 것으로 평가된다.

Keywords

<표 III-1> 플립드 수업 모델

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<표 III-2> 수업 주제 및 학습목표

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<표 III-3> 팀프로젝트 문제

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<표 III-4> 플립드 수업에서 팀프로젝트 교수·학습 활동

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<표 III-5> 팀프로젝트 주제

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<표 III-6> 플립드 수업에서 팀프로젝트 실행의 사례: A팀

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<표 IV-1> 팀 내 갈등과 해결

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<표 IV-2> 일변수함수 미분을 다변수함수로의 일반화

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<표 IV-3> 정적분 근삿값 공식의 심화학습

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<표 IV-4> 심층적 학습

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<표 IV-5> 의사소통

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<표 IV-6> 협력

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<표 IV-7> 수학에 대한 흥미와 자신감 상승

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