| Problem Development and Application Case Study for Problem-Based Learning in History Subject |
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Eun-Sook Bae |
| 역사 과목에서 문제중심학습(Problem-Based Learning)의 문제 개발과 적용 사례 연구 |
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배은숙 |
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| Abstract |
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The purpose of this study is to apply problem-based learning method to history subject among various learner-centered learning methods. The researcher grasped the theoretical background and precedent research that the problem-based learning method is invented and utilized. In addition, The researcher analyzed the educational effects of problem-based learning through two questionnaires.
In the process of problem development, this study tried to present a problem that requires a complex thinking power as well as a topic to penetrate the history of Greece and Rome. The main theme was the war that contributed to the expansion of Greece and Rome. As regards Greece, learners should be aware of Herodotus, a criticism of Western supremacy, and the critical view of him and the prisoners of war. As regards Rome, scholars are interested in the purpose of the war.
The conclusion of the study is as follows. First, the instructor should provide a concrete and sufficient explanation of the problem-based learning method. Second, learners seemed to grasp the intention of the instructor if the problem was clear and simple. Third, after problem-based learning, learners’ level of difficulty, amount of learning, amount of knowledge, and achievement of educational goal increased. On the other hand, the preference for problem-based learning is lowered.
An educational effect is high when intention of the instructor who is inherent in problem is conveyed properly. The instructor should not provide one-sided lectures and answers, but provide opportunities for learners to increase their opportunities to actively seek knowledge. |
| Key Words:
Problem-Based Learning, Western Ancient History, Western Supremacy, Prisoners of War, Educational Effect Analysis, Role of the Instructor |
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