摘要：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.
其他摘要：협력학습(cooperative learning)은 동료 학생들 간의 상호 작용활동을 통해 학습과제를 해결하면서 학습내용을 비판적 으로 이해할 수 있고 지식을 정교화할 수 있다. 또한 협력학습 은 새로운 학습내용을 기존의 지식구조에 통합하려고 노력함 으로써 표층적인 학습보다는 심층적인 학습이 가능하며 자신 의 의견을 상대방에게 전달하면서 의사소통능력이 길러지는 장점이 있다[1,2]. 이러한 협력학습의 예가 문제바탕학습 (problem-based learn
