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Korean J Med Educ > Volume 22(2); 2010 > Article
Korean Journal of Medical Education 2010;22(2): 131-139. doi: https://doi.org/10.3946/kjme.2010.22.2.131
문제바탕학습 참여자의 언어적 상호작용 분석
오선아1, 정은경2, 우영종2, 한의령2, 김영옥3
1전남대학교 의생명인력사업단, 전남대학교 의과대학
2전남대학교 의학교육학교실
3전남대학교 소아청소년과학교실
Analysis of Verbal Interactions in Problem-based Learning
Sun A Oh1, Eun Kyung Chung2, Young Jong Woo2, Eui Ryoung Han2, Young Ok Kim3
1The Brain Korea 21 Project, Center for Biomedical Resources, Chonnam National University, Gwangju, Korea.
2Department of Medical Education, Chonnam National University Medical School, Gwangju, Korea.
3Department of Pediatrics, Chonnam National University Medical School, Gwangju, Korea.
Corresponding Author: Eun Kyung Chung, Tel: 062-220-4178, Fax: 062-236-3653, Email: ekcmedu@chonnam.ac.kr
Received: March 22, 2010;   Revised: May 9, 2010;  Accepted: May 10, 2010.
ABSTRACT
PURPOSE: Problem-based learning (PBL) is a constructive learning environment that solves ill-structured problems through collaborative learning. The purpose of this study was to analyze the interaction of students and a tutor in a small-group PBL discussion. This study examined how the types of interactions are composed over the meeting. METHODS: Fourteen third-year subjects from Chonnam National University Medical School, Korea formed two tutorial groups. Two tutorial sessions were videotaped and analyzed. All videotapes were transcribed to analyze the interaction type. The criteria of interaction analysis were learning-oriented interaction (exploratory questioning, cumulative reasoning, handling conflicts about the knowledge), procedural interactions, and irrelevant task interactions. RESULTS: Nearly all discourses between tutors and students were learning-oriented interactions. The results showed that students spent more time on cumulative reasoning. In contrast, tutors implemented more exploratory questioning. Little time was spent on handling conflicts about knowledge and procedural and irrelevant/off-task interactions. CONCLUSION: To improve critical thinking and problem-solving competence in PBL, we should consider various efforts to encourage discussion about conflicting knowledge. A PBL tutor training program should be provided to facilitate PBL group discussions.
Keywords: Problem-based learning;Verbal interaction analysis
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