문제중심학습(PBL)과 디자인 방법론의 유사성을 활용한 미술교육 프로그램의 연구

Abstract

과거 형태와 기능개선의 역할을 담당하던 디자인은 새로운 가치창출의 도구로 그 역할이 확대되었다. 또한, 디자이너들의 문제해결의 전문적 역량인 ‘디자인 방법론’은 경영을 비롯하여 공학, 의료, 서비스 등으로 그 영향력이 확대되면서 혁신적인 문제해결의 열쇠로 주목되고 있다. 교육 분야 역시 새로운 문제해결의 방법의 하나로 디자인의 역할에 주목해 오고 있지만 내용적, 인적, 환경적 제반요소의 부족으로 큰 난항을 겪고 있다. 따라서 ‘디자인 방법론’을 체계적이고 효과적이게 학습하고 보편적으로 활용할 수 있는 디자인 방법론의 교수-학습화 및 관련 프로그램 개발이 필요하게 되었다. 디자인 방법론의 문제해결력은 디자인 사고의 이해와 디자인 프로세스의 체계적인 과정에서 자발적으로 이루어졌을 때 신장될 수 있는데, 이는 디자인 방법론을 교육하기에 적합한 교수-학습 환경을 구현할 때 가능하다. 따라서 본 연구는 디자인 방법론을 교수-학습화하기 위해서 PBL(problem-based learning)을 활용하였다. 절차적, 내용적, 형식적, 효과적 측면의 유사성을 토대로 PBL의 적합성을 검토하였으며 동시에 디자인 방법론의 교육적 한계인 문제개발, 교사 및 학습환경의 지침 역시 PBL을 통해 보완하였다. PBL을 활용한 디자인 방법론의 구조는 다음과 같다. ①교수학습을 위해 선행적으로 실시해야 할 준비단계, ②비구조적인 문제로 시작하는 디자인과 PBL의 공통점에 기인하여 PBL 교수-학습설계 내용을 활용한 설계 및 개발단계, ③디자인 사고방법과 디자인 컨셉도출과 같은 디자인 고유의 학습이 가능하도록 디자인 프로세스를 활용한 실행 및 평가 단계로 나뉜다. 디자인 프로세스를 활용한 실행 단계는 ①발의하기 → ②정의하기 → ③조사하기 → ④분석하기 → ⑤컨셉잡기 → ⑥개발하기 → ⑦평가하기 순으로 진행되며 디자인 컨셉을 효과적으로 수립할 수 있는 디자인 컨셉 프로세스를 함께 제안하였다. 한편 제시한 모형의 적합한 교육 내용을 찾고자 2009 개정 미술교과서 디자인 관련 단원을 분석하여 적절한 학습내용을 선정하였다. 또한, 1단계 ‘이해와 기초’, 2단계 ‘적응과 기본’, 3단계 ‘활용과 심화’의 순으로 진행되는 단계적 운영 전략을 제시하였다. 이는 교수자에게 효율적으로 학습을 추진할 수 있도록 가이드를 제시하고, 학습자에게는 새로운 학습 패러다임에 적응할 수 있는 여건을 제공하였다. 단계별 프로그램은 총 5개로 다양한 주제와 상황에 디자인 방법론을 활용할 수 있도록 구성하였으며, 이를 통해 학습자는 결과물 중심의 학습을 넘어 디자인 방법론의 과정 속에서 창의적으로 문제를 해결하는 자기주도적 문제해결력을 신장시킬 수 있으리라 본다.|The design as a tool improving the shape and function is extended to create new values in its role. Furthermore the design process methodology which most designers utilize to solve most problems have extensive effected on not only management field but also engineering, medical and other service fields and is paid attention as an innovating problem solving tool. Although educational field have also taken notice of the design process methodology, applications to this field is not satisfactory yet owing to the insufficiency of contents, human resources, environmental factors. Hence development of a teaching-learning model is highly required to learn the design process methodology systematically and efficiently and apply the methodology universally. The problem-solving ability by the design process methodology can be improved only if one fully understand the design thinking approach and the design process. For this, it is a necessity to realize an appropriate teaching-learning environment for educating the design process methodology. In this thesis, PBL(Problem-Based Learning) is utilized for making the design process methodology to be teaching-learning methods. Suitability of PBL was examined based on the similarity of various aspects in procedures, contents, structures and effects, at the same time, problem developments and teaching-learning guidelines, which are the educational limitations of the design process methodology, were complemented by PBL. The structure of the design process methodology utilizing PBL is as follows: ➀ A preparatory stage for teaching, ➁ A design/development stage for organizing the PBL teaching-learning based on the similarities between the design starting with unstructured problem and PBL, ➂ A implementation/evaluation stage for learning the inherent features of design such as design thinking and design concept extraction by design processes. The evaluation stage using the design processes is performed as: ➀ Initiative → ➁ Identification → ➂ Research → ➃ Analysis → ➄ Conception → ➅ Development → ➆ Evaluation, an effective design conception process is suggested together. On the one hand, appropriate educational contents of proposed model are introduced by analyzing design-related chapter in Art textbook(2009). A phase-in operation strategy is also proposed: 1. ‘Comprehensions and Basics’, 2. ‘Adaptations and Fundamentals’, 3. ‘Applications and Intensification’. This proposed strategy provides instructors with guidelines for effective teaching and learners with means for adapting the new learning paradigms. Phased programs are composed of 5 items for applying the design process methodology to various topics and situations. Using the proposed methods, it is expected that learners can improve their self directed problem-solving abilities in the process of the design process methodology, beyond the output-centered learning.; The design as a tool improving the shape and function is extended to create new values in its role. Furthermore the design process methodology which most designers utilize to solve most problems have extensive effected on not only management field but also engineering, medical and other service fields and is paid attention as an innovating problem solving tool. Although educational field have also taken notice of the design process methodology, applications to this field is not satisfactory yet owing to the insufficiency of contents, human resources, environmental factors. Hence development of a teaching-learning model is highly required to learn the design process methodology systematically and efficiently and apply the methodology universally. The problem-solving ability by the design process methodology can be improved only if one fully understand the design thinking approach and the design process. For this, it is a necessity to realize an appropriate teaching-learning environment for educating the design process methodology. In this thesis, PBL(Problem-Based Learning) is utilized for making the design process methodology to be teaching-learning methods. Suitability of PBL was examined based on the similarity of various aspects in procedures, contents, structures and effects, at the same time, problem developments and teaching-learning guidelines, which are the educational limitations of the design process methodology, were complemented by PBL. The structure of the design process methodology utilizing PBL is as follows: ➀ A preparatory stage for teaching, ➁ A design/development stage for organizing the PBL teaching-learning based on the similarities between the design starting with unstructured problem and PBL, ➂ A implementation/evaluation stage for learning the inherent features of design such as design thinking and design concept extraction by design processes. The evaluation stage using the design processes is performed as: ➀ Initiative → ➁ Identification → ➂ Research → ➃ Analysis → ➄ Conception → ➅ Development → ➆ Evaluation, an effective design conception process is suggested together. On the one hand, appropriate educational contents of proposed model are introduced by analyzing design-related chapter in Art textbook(2009). A phase-in operation strategy is also proposed: 1. ‘Comprehensions and Basics’, 2. ‘Adaptations and Fundamentals’, 3. ‘Applications and Intensification’. This proposed strategy provides instructors with guidelines for effective teaching and learners with means for adapting the new learning paradigms. Phased programs are composed of 5 items for applying the design process methodology to various topics and situations. Using the proposed methods, it is expected that learners can improve their self directed problem-solving abilities in the process of the design process methodology, beyond the output-centered learning.