데이터 기반 사회문제해결 프로젝트 수업의 설계 및 적용 사례: 데이터 시각화를 중심으로

초록

This study analyzed a liberal arts course that integrated data visualization learning with a social problem solving project and explored students’ project outcomes, self-reported perceptions, and reflective learning experiences. A single-course case study was conducted with 15 students enrolled in a liberal arts course at S Women’s University in Seoul. The course consisted of foundational learning on data storytelling and visualization, Python-based practice in data collection, analysis, and visualization, and team-based social problem-solving projects. A PBL instructional expert reviewed the course design and provided feedback during implementation. Data were collected from team project outcomes, student surveys, and reflective journals. The analysis of project outcomes showed that students used public, online, survey, and institutional statistical data to specify social problems and propose evidence-based solutions through visualization. Survey results indicated high levels of perceived learning participation, social problem awareness, and recognition of the importance of data use. Retrospective self-ratings of competencies related to social problem-solving project performance were generally higher after the course than students’ recalled pre-course ratings. Reflective journals revealed expanded awareness of social problems, experiences with data visualization and storytelling, interdisciplinary collaboration, self-efficacy, and perceived career applicability. This study presents a case in which data visualization learning was connected with real-world social problem exploration and evidence-based solution development.

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