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A Collaborative Action Research on the Development and Implementation of an Elementary School Social Studies Blended PBL(Problem-based learning) Model

  • Journal of Studies on Schools and Teaching
  • Abbr : JSST
  • 2023, 8(2), pp.95-127
  • DOI : 10.23041/jsst.2023.8.2.004
  • Publisher : Education Research Institute at CNUE
  • Research Area : Social Science > Education
  • Received : July 2, 2023
  • Accepted : August 31, 2023
  • Published : August 31, 2023

Park, Yun-Kyoung 1 Sunun Park 1 Kim, JiHun 2 Kim, Jiyoon 3 Yu, So-Hyeon 4

1청주교육대학교
2대전 산내초등학교
3서울대학교사범대학부설초등학교
4대전호수초등학교

Accredited

ABSTRACT

This study aims to develop a blended PBL model for elementary school social studies classes and explore its applicability. For this purpose, a collaborative action research was conducted between two professors specializing in curriculum and instruction, and elementary school teachers who were field experts. The blended PBL model developed in this study consisted of seven stages: 1) topic introduction, 2) topic exploration, 3) problem discovery, 4) exploration of problem solutions, 5) problem-solving, 6) presentation of results, 7) action and reflection, where each stage combined offline and online activities. To explore the applicability of this model, a five-period lesson plan on the elementary school students' media usage problems was designed and applied to a fourth-grade social studies class. Participant observation records, lesson video recordings, student activity products, and teacher reflection notes were collected and analyzed. During the lessons, various synchronous and asynchronous interactions between teachers and students, and students and students, across the offline and online learning spaces were identified. Based on the results of the data analysis, we discussed the possibility of changes in the roles of teachers and students, expansion of the scope and continuity of communication, the learning time and space, and diversification of the ways of expressing learning outcomes.

Citation status

* References for papers published after 2023 are currently being built.