과학과 교육과정의 인체 생리 단원에 기반한 5I PBL 수업 모형 개발

초록

This study aimed to develop a 5I problem- based learning (PBL) instructional model based on the human physiology unit and achievement standards of the science curriculum and to examine its content validity and educational appropriateness through a Delphi study with experts. The secondary science curriculum includes key concepts related to human physiology—such as structure and function, homeostasis, neural and endocrine regulation, and immune responses—which provide a scientific basis for understanding health-related issues. However, instructional structures that systematically connect these concepts to health-related decision-making have not been sufficiently articulated in science education. To address this gap, a curriculum analysis was conducted to identify core concepts and their potential extension into health-related contexts. Based on this analysis, a five-stage 5I PBL instructional model (Issue, Interest, Information, Idea Improve, Implement) was designed to reflect the processes of understanding, interpreting, evaluating, and applying health-related information, with explicit alignment to curriculum achievement standards. A three-round Delphi study with experts confirmed the validity of the model in terms of stage structure, learning activities, and classroom applicability. The proposed model provides a curriculum-aligned framework that connects scientific concept learning with the interpretation of health issues and health-related decision- making, suggesting its potential to support the integration of health literacy into science instruction.

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