There is increasing need for teaching teenager media literacy and problem solving ability to recognize social problems around them, who live in modern society under diversifying media circumstances. For this reason, Fine Art education is responsible f...
There is increasing need for teaching teenager media literacy and problem solving ability to recognize social problems around them, who live in modern society under diversifying media circumstances. For this reason, Fine Art education is responsible for teaching students to be an independent creator and active consumer who can use media literacy with critical attitude toward media contents, and to foster problem solving ability to solve the present question in life situation with various knowledge and techniques learned. So, the 2009 Curriculum Revision focuses on instructing students to select, apply, and reorganize the various knowledge of art regarding real world situation, and to be a creative cultural inventor. This problem solving ability is one of the essential core competencies for teenager who lives in modern society. The problem solving ability is one of the most advanced and comprehensive thinking ability, which contains critical, creative thinking, and several subordinate thinking processes. According to Choi, Sook-young(2011), ‘creativity and innovation’, ‘critical thinking and problem solving ability’, and ‘communication and cooperation’ are emphasized as the core knowledge to be equipped by teenager, which is required for 21 century’s life and job. Therefore, this research applied problem-based learning on the high school art class focusing on UCC making, so that students could learn and recreate video art knowledge and acquire problem solving ability.
The problem-based learning applied in this research presents the real world phenomenon as ill-structured problems, so that it makes students find meaningful resolution themselves and it is an instructional strategy and constructivist approach which teaches not only subject and process knowledge, but also problem solving strategies simultaneously(Jo, YounSoon, 2006). Thus, this research is aimed to know the effect of UCC making art class in problem-based learning context on the first grade of high school students’ problem solving ability.
So, I designed UCC making lessons applying PBL(problem-based learning), and taught the 101 students of S high school in Seong dong-gu, Seoul. The students were divided into two groups, an experimental group of 51 and a control group of 50, and the lessons were given 12 times and 10 times to each group.
The problem solving ability was measured by Problem-Solving Inventory(PSI) developed by Heppner and Peterson (1982), which was translated by Hong, Young Su(2004) for teenager study.
The data was analyzed by SPSS ver21.0 and the outcome which cannot be analyzed statistically was analyzed qualitatively. On the basis of the analysis, I examined the effect of applying problem-based learning on the development of problem solving ability in high school art class. The summary is below.
First, the average of experimental group who were given PBL applied art lessons increased to 28.17, while the control group only showed 0.24 increasing. In this research, PBL applied art lessons have shown the greater improvement of problem solving ability than lecture learning in control group.
Second, the experimental group showed great improvement in the areas of approach avoidance style and confidence among three of subordinate scope of problem solving ability.
Third, many of the experimental group’s performances reached the achievement standards, and the experimental group got better evaluation.
Forth, more than half of the experimental group’s students carried out positive evaluation on the questions about the problem-based learning activity and the UCC making activity.
To conclude, this research provides positive educational implications for the effect of PBL based UCC making art lessons on students’ problem solving ability improvement, and indicated the awareness change and the possibility of acquiring attitude through the extension of art media, knowledge reorganization through practical expressing activity within independent editing process. Also, ‘the student evaluation of instruction form’ revealed positive evaluation for students’ engaging in learning, an independent identity, creativity of activity and cooperation, and it has educational implications.
Regarding this conclusion, there are recommendations for further research.
Therefore, future study is required to develop programs for acquiring problem solving ability and it needs to be provided systematically by considering learners level. Also, using social issues as well as various subjects, the instruction needs to focus on not only acquiring knowledge but also reorganizing and editing ability.
I anticipate further researches to be conducted dealing with effective and systematic approach and more practical art education studies closely related to educational field and learners to be carried out.
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