초등학교 아동들을 위한 문제중심학습 모형이 개발되어야 할 현실적 필요성에서 문제중심학습 교수학습 절차와 방법을 초등학교 수업에 실제 적용하여 각 절차의 구체적인 수행방안을 제시하는 것이 본 연구의 목적이다. 이를 위해 초등학교 2, 4, 6학년 과학교과 세 단원을 문제중심학습 문제로 개발하고 본 연구의 선행연구에서 개발된 교수학습 절차에 따라 수업을 계획, 적용하였고, 4학년의 수업 사례를 중심으로 각 단계별 진행방법과 문제점을 제시하였다. 2학년과 6학년의 경우는 학년간의 차이점을 비교하였다. 적용한 결과, 선행연구에서 제시한 교수절차는 모든 학년에 보편적으로 적용할 수 있으나, 문제의 종류에서는 저학년일수록 구조화 되고 실생활보다 단순화 되어야 하며, 단계별 진행 방법에서 저학년은 지속적으로 교사가 유도하고 고학년은 자기주도적으로 문제를 해결할 수 있도록 도와주는 등 학년에 따라 교사의 개입정도와 방법이 달라져야 한다는 점을 지적하였다.

The purpose of this study is to validate and specify appropriate teaching- learning process of PBL for the instruction in elementary schools. For the purpose, three Science problems and teaching- learning processes for 2nd, 4th, 6th grades are developed and applied in an elementary school. In this paper, however, the implementing procedure of 'Hongje river, we make it clean!'unit of the 4th grade is described in detail. The case of 2nd and 6th grade levels are described briefly for the purpose of comparing differences between grades. As a result of application of the PBL teaching-learning model, it is founded that the process of the model is appropriate for the all grade levels. However, the way of managing each process should be different for the grade level and the children' ability as follows: First, the type of problems should be different according to the grade level. For example, in the case of 2nd grade, the problem should be more structured and simplified than 4th, 6th grade. Second, the role of teacher should be different. Lower grade students who are less self-directed need more teachers' guide and coaching during the all procedure. However, higher grade students need teachers' guide just when they are out of their learning track.

The purpose of this study is to validate and specify appropriate teaching- learning process of PBL for the instruction in elementary schools. For the purpose, three Science problems and teaching- learning processes for 2nd, 4th, 6th grades are developed and applied in an elementary school. In this paper, however, the implementing procedure of 'Hongje river, we make it clean!'unit of the 4th grade is described in detail. The case of 2nd and 6th grade levels are described briefly for the purpose of comparing differences between grades. As a result of application of the PBL teaching-learning model, it is founded that the process of the model is appropriate for the all grade levels. However, the way of managing each process should be different for the grade level and the children' ability as follows: First, the type of problems should be different according to the grade level. For example, in the case of 2nd grade, the problem should be more structured and simplified than 4th, 6th grade. Second, the role of teacher should be different. Lower grade students who are less self-directed need more teachers' guide and coaching during the all procedure. However, higher grade students need teachers' guide just when they are out of their learning track.

problem-based learning, teaching & learning process, Elementary Science teaching & learning