초등 안전교육의 실제문제기반 교수학습환경 효과분석

다국어 초록 (Multilingual Abstract)

This study analyzed the effect of the problem-based learning environment on the improvement of learners' safety awareness and learning motivation for safety education in elementary safety education. The research questions were "Is the problem-based learning environment of elementary safety education effective in improving the safety awareness of elementary school students?" and "Is the problem-based learning environment of elementary safety education effective in improving the motivation for elementary school students to learn safety education?"
Research contents and procedures for solving research problems can be organized into three categories.
First, the necessity of a constructivism approach in elementary safety education was revealed, and as a specific strategy to promote this, a constructivist teaching and learning environment suitable for safety education was explored. Second, after examining the possibility of problem-based learning environment among constructivism-based safety education, a method for designing a problem-based learning environment model was finally derived. Third, after designing classes based on the derived model and verifying the prior homogeneity of 4th grade elementary school students in Gyeonggi-do, the experimental group applied a problem-based learning environment, and the control group applied general lecture-style safety education.
As a result of the study, first, there was a statistically significant difference in safety awareness between the experimental group applying a problem-based learning environment of elementary safety education and the control group applying general lecture safety education. In addition, as a result of analyzing the differences by sub-area of safety awareness, there was a statistically significant difference in safety practice and safety policy understanding and evaluation. Second, there was also a statistically significant difference in the motivation for learning safety education between groups. In addition, as a result of analyzing the differences by sub-area of safety education learning motivation, there were statistically significant differences in all areas of attention, relevance, confidence, and satisfaction.
Two conclusions could be drawn based on the research results. First, it can be said that a problem-based learning environment in elementary school safety education is effective in improving learners' safety awareness. In particular, it is interpreted that the improvement in safety awareness is due to the understanding and evaluation of safety policies and safety practices, which are sub-areas. Second, in elementary school safety education, a problem-based learning environment is effective in improving learners' motivation to learn safety education. In this point, it is interpreted that the improvement of safety education learning motivation is due to all areas of attention, relevance, confidence, and satisfaction.
From the above, a problem-based learning environment of elementary school safety education is an effective way to improve learners' safety awareness and learning motivation for safety education. However, since the experimental period is short-term, limited content, and research on learners, follow-up studies are needed to verify a more mid- to long-term approach, various contents, and the effects applied to learners. In addition, sufficient development and research should be conducted on evaluation tools that can establish a knowledge system of safety education and measure its level.

국문 초록 (Abstract)

이 연구는 초등학교 안전교육에서 실제문제기반 교수학습환경이 학습자의 안전인식도와 안전교육 학습동기 향상에 미치는 효과를 분석하였다. 연구문제는 ‘초등학교 안전교육의 실제문제기반 교수학습환경은 초등학생의 안전인식도 향상에 효과가 있는가?’와 ‘초등학교 안전교육의 실제문제기반 교수학습환경은 초등학생의 안전교육 학습동기 향상에 효과가 있는가?’였다.
연구문제를 해결하기 위한 연구내용 및 절차는 세 가지로 정리할 수 있다.
첫째, 초등학교 안전교육에서 구성주의적 접근의 필요성을 밝히고, 이를 도모하기 위한 구체적인 전략으로써 안전교육에 적합한 구성주의 교수학습환경을 구축하는 방안을 탐색하였다. 둘째, 구성주의에 입각한 안전교육 중 실제문제기반 교수학습환경의 가능성을 검토해본 후, 실제문제기반 교수학습환경 모형 설계 방안을 모색하고, 최종적으로 실제문제기반 교수학습환경 모형을 도출하였다. 셋째, 도출한 모형을 토대로 수업을 설계하고, 경기도 소재 초등학교 4학년 학생들의 사전 동질성을 검증한 후, 실험집단은 실제문제기반 교수학습환경을 적용하고 통제집단은 일반 강의식 안전교육을 적용하여 6차시 수업을 진행하였다.
연구결과, 첫째, 초등학교 안전교육의 실제문제기반 교수학습환경을 적용한 실험집단과 일반 강의식 안전교육을 적용한 통제집단 간에는 안전인식도에 통계학적으로 유의한 차이를 보였다. 그리고 안전인식도의 하위영역별 차이를 분석한 결과 안전 실천도와 안전정책 이해 및 평가에서 통계학적으로 유의한 차이가 있었다. 둘째, 집단 간 안전교육 학습동기에서도 통계학적으로 유의한 차이를 보였다. 그리고 안전교육 학습동기의 하위영역별 차이를 분석한 결과, 주의집중, 관련성, 자신감, 만족감 모든 영역에서 통계학적으로 유의한 차이가 있었다.
연구결과를 토대로 두 가지 결론을 도출할 수 있었다. 첫째, 초등학교 안전교육에서 실제문제기반 교수학습환경은 학습자의 안전인식도 향상에 효과가 있다고 할 수 있다. 특히 안전인식도의 향상은 하위영역인 안전 실천도와 안전정책 이해 및 평가에서 기인한 것으로 해석된다. 둘째, 초등학교 안전교육에서 실제문제기반 교수학습환경은 학습자의 안전교육 학습동기 향상에 효과가 있다고 할 수 있다. 여기서 안전교육 학습동기의 향상은 주의집중, 관련성, 자신감, 만족감 모든 영역에서 기인한 것으로 해석된다.
이상에서 볼 때, 초등학교 안전교육에서 실제문제기반 교수학습환경은 학습자의 안전인식도와 안전교육 학습동기를 향상시킬 수 있는 효과적인 방안이라 할 수 있다. 그러나 실험기간이 중단기적이고, 안전교육 중 일부 내용만을 다루었으며 한정된 학습자를 대상으로 진행된 연구임에 따라 중장기적인 접근과 다양한 내용 및 학습자를 대상으로 적용한 효과를 검증하는 후속 연구가 필요하다. 또한 안전교육의 지식체계를 정립하고 그 수준을 측정할 수 있는 평가도구에 대한 개발과 연구가 충분히 이루어져야 한다.

목차 (Table of Contents)

• 표 차 례 ························································································································ⅲ
• 그림차례 ························································································································ⅳ
• 국문요약 ························································································································ⅴ
• Ⅰ. 서론
• 1. 연구의 필요성 ·········································································································1
• 2. 연구목적 및 연구문제 ···························································································6
• 3. 연구내용 ···················································································································6
• Ⅱ. 이론적 배경
• 1. 학교 안전교육과 구성주의 ·················································································7
• 2. 초등 안전교육과 실제문제기반 교수학습환경 ···············································11
• 3. 초등 안전교육의 실제문제기반 교수학습환경 모형 ·····································17
• Ⅲ. 연구방법
• 1. 연구설계 ·················································································································22
• 2. 연구대상 ·················································································································23
• 3. 연구도구 ·················································································································23
• 4. 분석방법 및 절차 ·································································································25
• 5. 초등 안전교육의 실제문제기반 교수학습환경 적용 수업 ···························26
• Ⅳ. 연구결과
• 1. 안전인식도 향상 효과 ·························································································31
• 2. 안전교육 학습동기 향상 효과 ···········································································33
• Ⅴ. 결론
• 1. 요약 ·························································································································36
• 2. 결론 ·························································································································37
• 3. 한계점 및 제언 ·····································································································38
• 참 고 문 헌 ····················································································································40
• 부 록 ····················································································································47
• ABSTRACT ····················································································································48