Model Development and Implementation of Class Design for Family and Resource Management Using Problem-Based Learning: Focusing on Case Study of "Leisure Culture and Life Management" Class
Family and Environment Research
The purpose of this study is to present a practical class design model that applies the problem-based learning (PBL) method to the subject of home economics. To begin with, a specific class model example was developed by conducting thorough document research and expert consulting. Two modules, named "Click! Global Leisure Environment" and "Happy Leisure Product Launching" were presented as the PBL questions. The case study focused upon in this research is an elective course called "Leisure
... alled "Leisure Culture and Life Management." The 21 students enrolled in this course were considered in this study. Two teaching methods, namely a face-to-face teaching method and a web-based system "Snowboard" teaching method, were used to run the class. The research results are as follows: first, theoretical research and program development and demonstration were practiced with five different age groups: childhood, adolescence, university student, middle age, and senescence. Then, selfevaluation, peer evaluation, and group evaluation were conducted to motivate the students. Finally, a class evaluation was conducted by questioning the lecturer, who ranked well, scoring higher than or equal to 4.0 points out of 5.0 on all the questions. Through the PBL method, students showed an improved study attitude with more proactive participation in the class, they strengthened their communication skills and created a synergy with their team members. This study has significant meaning because it is the first research to apply the PBL method to home economics. Therefore, we expect other curricula to apply PBL and fully utilize this teaching method as well in the future. Keywords problem-based learning, leisure, family and resource management Family and Environment Research 서론 정보통신의 발달에 따라 지식정보화 시대로 진입하면서, 사회는 단순히 전문가적 지식을 뛰어 넘어 창의적 사고와 협력적 소통을 바탕으로 실제 상황에 적용할 수 있는 문제해결역량을 갖춘 인재를 요구한다. 그러나 지금까지 대학은 학생들의 고차원적 인지능력 육성 보다는 지식 중심의 주입식 교육에 더 많은 관심을 두어온 것이 사실이다. 그 결과 교수자는 많은 정보를 전달하고 학습자는 우수한 성적을 얻었음에도 불구하고 비자발적인 학습동기와 무비판적인 암기 위주의 편협한 교육현실 속에서 학생들은 정보를 축적하고 성과를 창출하는데 미력한 실정이다.