PBL방법을 적용한 <미국문화와 영화> 수업 연구

Abstract

This paper deals with the procedure of the class “American Culture & Film” conducted through Howard Barrows’ Problem-Based Learning (PBL) Spring semester, 2016. Before the PBL-based teaching, the class has been more teacher-oriented, knowledge-based, and competition-contested rather than student-oriented, discussion-based, and cooperation-concerted. Once the PBL-based class starts, the instructor plays the role of facilitator and moderator, while the students under sub-divided groups are engrossed in discussion and collaboration in order to resolve the problems assigned by the instructor. The students are required to present solutions about the problems in three weeks. The class in general has been noisy, not “pretty,” and almost chaotic, but the students have been much more active, creative, and really concerned about the academic problems. The topics of the problems are closely related to the goals of the class―understanding American culture and its history. Specific problems, however, are addressed neither in textbooks nor in class lecture. Student response shows that the new pedagogy facilitates deeper learning of American culture. The PBL-based class has been conducted under such useful strategies as reflective journal, group assessment, and peer group evaluation.