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학술저널

Exploring the Practicality of Design-based Learning (DBL) as a Teaching Method of Elementary Science Education

Purpose The purpose of this study is to examine the characteristics of design-based learning (DBL: hereinafter DBL) and to explore practicality in science education. Method To this end, the background of the appearance of DBL was examined through a literature survey. Results Design is the basis of technology and engineering education, and it can be seen that the concept of integrated education of science and technology began through STS education. Design-based learning (DBL) is a form of problem-solving learning (PBL) that promotes students to learn more meaningfully as a class that solves problems while working together as a team, and goes through the process of problem definition-information collection-design-test-problem-solving. Conclusion DBL can be practiced as a method of inquiry learning in science education in that students design themselves to solve problems and find final solutions through repeated tests.

I. Introduction

II. How Did Design-Based Learning (DBL) Appear?

III. What is Design-Based Learning (DBL)?

IV. Conclusion

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