학습자주도형의 창의적 학습 모형으로서 도전기반 학습(CBL)에 대한 탐색

초록

This paper explores the origin, concept, characteristics, and procedures of challenge-based learning (CBL) as a learner-driven creative learning model. The authors aim to show that challenge-based learning is a learning model based on regional-based industry-academia collaboration, and that is effective in solving complex problems in the 21st century society for sustainable development compared to similar learning models. Therefore, challenge-based learning can be a learning model that appropriately reflects the ‘2022 Revised Curriculum’. Through challenge-based learning, students can choose real-world challenges on their own and find solutions through collaboration with various actors and the inter-disciplinary approach, thereby cultivating core competencies such as critical thinking, creativity, and collaboration beyond simple knowledge acquisition. The stages of challenge-based learning are presented in various ways by researchers, but they generally go through the process of i) setting a challenge, ii) collecting and analyzing information, iii) developing and implementing a solution, and iv) evaluating and reflecting on the results. For the successful implementation of challenge-based learning, the importance of teachers’ professional development, students’ active participation, and fostering the ability to utilize digital technology tools are emphasized. In order to enhance the usability of challenge-based learning, it is necessary to increase the applicability in the humanities and social sciences of higher education and in elementary and secondary education, which have been relatively overlooked so far, and to actively accumulate theoretical and empirical research results for this purpose.

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