프로젝트 기반 학습(Project-Based Learning)에서 나타난 초등학생의 통계적 문제 해결 및 논의 내용 분석
Anaysis of statistical problem solving and discussion of elementary school students in project-based learning
- 주제(키워드) 프로젝트 기반 학습(Project-Based Learning) , 통계적 문제 해결 , 소집단 활동 , 초등 수학 , Objectives This study aims to give implications to collective activities in project-based learning related to stat , istical learning by looking at two different case groups in the discussion process in project-based learning where the statistical problem solving process should be conducted. Methods To this end , project-based learning was conducted for eight elementary school students in Seoul , and results were derived according to the project evaluation rubric. Data were collected from records , activities , and reflection logs of problem solving processes and interviews and analyzed quantitatively and qualitatively. Results As a result , each group's remarks differed by statistical problem-solving steps. In addition , the perform , ance results were superior to those arbitrarily determined in a rigid discussion atmosphere , where the democratic consensus process was conducted in a free discussion atmosphere. Conclusions Based on the examples of the two groups , the atmosphere of discussion and agreement , flexible changes in role sharing , free chatting and sharing about the progress of the project , and responsibility for the proj , ect were influenced. Based on this , we propose to consider future project-based learning and statistical problem solving processes when developing and applying them.
- 주제(기타) 교과교육학
- 설명문(URI) https://www.kci.go.kr/kciportal/ci/sereArticleSearch/ciSereArtiView.kci?sereArticleSearchBean.artiId=ART002739538
- 등재 KCI등재
- 발행기관 학습자중심교과교육학회
- 발행년도 2021
- URI http://www.dcollection.net/handler/ewha/000000182691
- 본문언어 한국어
초록/요약
Objectives This study aims to give implications to collective activities in project-based learning related to statistical learning by looking at two different case groups in the discussion process in project-based learning where the statistical problem solving process should be conducted. Methods To this end, project-based learning was conducted for eight elementary school students in Seoul, and results were derived according to the project evaluation rubric. Data were collected from records, activities, and reflection logs of problem solving processes and interviews and analyzed quantitatively and qualitatively. Results As a result, each group's remarks differed by statistical problem-solving steps. In addition, the performance results were superior to those arbitrarily determined in a rigid discussion atmosphere, where the democratic consensus process was conducted in a free discussion atmosphere. Conclusions Based on the examples of the two groups, the atmosphere of discussion and agreement, flexible changes in role sharing, free chatting and sharing about the progress of the project, and responsibility for the project were influenced. Based on this, we propose to consider future project-based learning and statistical problem solving processes when developing and applying them.
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