고등교육기관 내 문제중심학습과 성과 측정에 대한 연구: IC－PBL 성과 평가지표를 중심으로

초록

[Purpose]This study was conducted to review the effectiveness of the IC－PBL method recently introduced by many higher education institutions to cultivate talents who have improved adaptability to radical changes following the advent of the 4th Industrial Revolution, and to find ways to strengthen and revitalize learning outcomes. [Methodology]IC－PBL refers to a methodology that directly applies the previously acquired theory to the solution of problems occurring in the actual industrial field. This study defined the learning outcomes of IC－PBL classes as 4C: Critical Thinking, Communication, Collaboration, and Creativity, and produced learning performance evaluation indicators to measure them. [Findings]After the implementation of the IC－PBL class, the improvement of learners’ learning outcomes was confirmed. Therefore, in order to apply IC－PBL more effectively to learners, characteristics of clusters such as learning attitude and team synergy were defined, and an efficient IC－PBL education method was proposed to maximize learning outcomes to instructors based on learner characteristics classified according to cluster analysis results. [Implications]This study suggests that IC－PBL－based classes have a positive effect on learners’ problem－solving learning activities, and that IC－PBL teaching methods need to be actively used in other high school and secondary education institutions to foster human resources with problem－solving skills and future society.

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