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Korean J General Edu > Volume 16(2); 2022 > Article
Korean Journal of General Education 2022;16(2):157-171.
DOI: https://doi.org/10.46392/kjge.2022.16.2.157    Published online April 30, 2022.
PBL Writing Lessons and Guidance through a Critical Biography Writing Class
Woo Young Kim
Visiting Professor, Daeyang Humanity College
평전쓰기 과제를 통한 PBL 글쓰기의 수업과 지도
세종대학교 대양휴머니티칼리지 초빙교수
Correspondence:  Woo Young Kim,
Email: atarac77@hanmail.net
Received: 20 March 2022   • Revised: 11 April 2022   • Accepted: 18 April 2022
The purpose of this article is to analyze the actual operation cases of the PBL writing task conducted during a class at Sejong University and to clarify the PBL nature and the meaning of this task. Among the problems given in Sejong University's Writing and Presentation for Problem Solving in the first semester of 2018, the students were assigned with the following PBL writing task: “Write a review of ordinary neighbors around us.”
This problem tackled genre literature, such as existing reviews and autobiographies, and attempted to approach it anew through new subjects. It had a project-based element in that team activities were necessarily premised in the process of performing the task. Moreover, it had a subjective-based element suitable for the PBL task in that it had an unstructured characteristic to it. At the same time, the fundamental meaning of writing can be found through expressive writing, which has recently been somewhat neglected in college.
In addition, the goal was for the students to reflect on the lives of ordinary people in our society, compared to those of the elites who succeeded in describing existing reviews and autobiographies. Interviews with subjects that had to be conducted during the writing process were meaningful in that the students had the experience of enhancing their inter-generational communication skills and constructing data that ended up creating a sort of Korean micro history. Furthermore, from this study we can see that all processes, from data research to actual writing, have improved the students' intellectual abilities and allowed for a degree of reflection and discussion that they were unable to experience from their major courses.
Key Words: PBL, Writing, Critical Biography, Biography, Project
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