제품디자인 수업에서 문제 해결 역량 증진을 위한 PBL 활용 수업 연구

Abstract

The current era in which we live is an information age in which the rate and quantity of information and knowledge are increasing rapidly due to the development of media. Creative activities based on creative ideas are becoming more important than simple production and technology activities. In addition, the ability to solve problems that arise in everyday life and to develop work by reflecting them is more important than ever, rather than design that only pursues aesthetics and appearance. In modern society, consumer needs are changing very rapidly, and according to this desire, designers must try to quickly grasp consumer needs and solve the presented problems, and systematic design education must be provided to cultivate creative designers with these problem-solving capabilities. In specialized high school design major classes, the need for various teaching and learning methods is required for students to have expertise and prepare for rapidly changing demands, design knowledge, and information. PBL, which allows students to discover problems and improvements on their own and derive problem-solving solutions through collaboration and cooperation in this process, is emerging as one of the alternatives. However, due to various difficulties such as subject achievement standards and completion of learning modules, we are well aware of the advantages and effects of using PBL, but it is not applied smoothly in actual specialized high school design subject classes. This study attempted to find a way for design students to cultivate their competencies as future designers by applying PBL to specialized high school product design classes. The basis for the study was prepared through a survey to analyze the current status of design education and organize concepts and theoretical considerations on PBL in order to carry out the purpose of the study. Based on this, the 'product design class using PBL' was researched and developed, and the developed class model was directly implemented in the field of specialized high schools and then a survey was conducted to verify its effectiveness. After the product design class using PBL, a class satisfaction survey for students showed high satisfaction with the class overall, and positive results were shown in interest and motivation for new teaching methods, but the limitations of the scope of the study also appeared due to time and environmental limitations. In this regard, it is expected that it is necessary to adjust the number of hours of class and expand the subject of the study when further research on the class is conducted.PBL is effective in cultivating communication and collaboration skills necessary for design majors because it provides opportunities to cultivate various competencies such as cooperation and communication as well as problem-solving skills. We hope that follow-up studies using PBL in specialized high school design department classes will be conducted in the future, and that effective design education methods will be studied and continued to foster future talent.