초⋅중등 생산기술 문제해결 학습경험의 계열화

Sequencing of learning experiences to production technology problems solving in elementary and secondary school

목적 본 연구의 목적은 초⋅중등 생산기술 문제해결 학습경험을 계열화하는 데 있다. 방법 이를 위하여 문헌고찰을 통한 학습경험의 계열성 확보 방안 및 초⋅중등 생산기술 문제해결 교육과정의 틀을 도출하고, 초등학교 고학년, 중학생, 고등학생을 위한 생산기술 문제해결 교육목표를 설정하였다. 설정된 목표 달성을 위한 학습경험을 선정하여 계열화하였다. 개발된 초안을 전문가 집단의 검토를 거쳐 수정 및 보완하였다. 결과 초⋅중등 생산기술 문제해결 교육과정은 초등학교 고학년(인지과정), 중학교(탐색과정), 고등학교(심화발전과정)으로 이뤄지며, 생산기술 문제해결 학습경험은 대단원, 중단원, 소단원으로 조직되었다. 초⋅중등 생산기술 문제해결 학습경험은 계열화의 원리에 따라 학습자 수준이 높아지면서 학습경험이 반복되고, 학습 맥락이 점점 넓어지며, 내용이 깊어지고, 복잡해진다. 구체적인 체험 과제 주제를 예시로 제시하였다. 결론 계열화된 초⋅중등 생산기술 문제해결 학습경험은 초등학교 고학년, 중학생, 고등학생의 생산기술 문제해결 역량을 함양하는 데 효과성과 효율성을 높일 것이다.

Objectives The purpose of this study is to sequence Production Technology problem-solving learning experiences for elementary and secondary students. Methods To this end, first, through literature review, a plan to secure the sequence of learning experiences and a framework for a curriculum for solving problems in elementary and secondary production technologies were derived. Based on the framework of the systematic elementary and secondary production technology problem-solving curriculum, educational goals for solving production technology problems for elementary, middle, and high school students were set by school level, and after that, learning experiences for solving production technology problems suitable for achieving the set goals were selected by school level and organized by applying a sequencing method. The developed draft was revised and supplemented after expert review. Results The production technology problem-solving curriculum sequenced according to the learner's level consists of the upper grades of elementary school (cognitive process), middle school (exploration process), and high school (in-depth development process). The learning experience of solving problems in production technology is organized into a large unit, a middle unit, and a small unit. According to the principle of sequencing, the learning experience of solving problems in production technology in elementary and secondary production technology becomes wider, deeper, and more complex as the learning experience of solving problems in production technology increases. Specific production technology problem-solving experiences are presented as examples. Conclusions The production technology problem-solving learning experience was developed by sequencing it into a cognitive process, an exploration process, and an in-depth development process, and based on this, an example of an experiential task was presented as a learning experience for solving production technology problems at the level of a sequenced sub-unit. Additional research is also required on the sequencing of the transportation technology and communication technology curriculum.