• Journal of radiological science and technology
• /
• v.30 no.3
• /
• pp.197-203
• /
• 2007

The education of radiological technology in Korea is provided lots of information but are low effectiveness of studying due to attach importance to traditional lecture preparing for the national exam of radiological technologist. With a critique about traditional education, a new method of teaching, PBL(Problem based learning) can meet with the workplace through problems and see the real world of occupation objectively taking part in a self-directed learning and cooperative discussion process. And when become a radiological technologist as a member of current society can build up solving problems and ability of communicative competence. We suggest problem-based learning for the education of radiological technologist, hope to see make for cultivating radiological technologist of ability and improve the quality of education.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.18 no.8
• /
• pp.106-114
• /
• 2017

This study was a one-group pre-post test design experimental investigation conducted to evaluate the effects of problem-based learning by type of learning in nursing students. The subjects of the study were 125 senior students in the Department of Nursing Science at a single university located in A. City, and the study was conducted for eight weeks from April 18 through June 10, 2016. Data analysis consisted of descriptive statistics, ANOVA, ${\chi}^2$-tests and t-tests. Most nursing students underwent converger type of learning, and after problem-based learning, their learning flow, problem-solving ability and critical thinking disposition increased significantly. In problem-based learning by type of learning, the problem-solving ability was significantly higher in the converger type than in the accommodator type, and there were no significant differences in learning flow and critical thinking disposition; however,in all types of learning, learning flow and critical thinking disposition increased. Since these results suggest that teaching and learning strategies should be set up for each type of learning, it is necessary to seek plans for teaching and learning strategies to make up for the weak points and strengthen the strong points by each type of learning when applying the problem-based learning method.

• Journal of Convergence for Information Technology
• /
• v.10 no.3
• /
• pp.115-125
• /
• 2020

Problem-Based Learning is the most commonly used teaching method in the field of education as the demand for talented people with creative problem-solving abilities has increased in recent society. In this study, we developed a tool that can simply and regularly measure the learning effects of applying Problem-Based Learning on the classroom. Twenty-two preliminary items for the development were constructed by gathering expert opinions about items collected in existing research of Problem-Based Learning effects measurement. Using this preliminary items, data were collected from 124 students who took the subject-based study. And the validity and reliability were verified through Rash analysis. 11 of 124 students and 1 of 22 items were found to nonconforming and excluded. In addition, the optimal scale for the configuration of this tool was found to be a four-point scale, and the reliability of separation on the subject and the item was found to be excellent. We hope that the assessment tools of Problem-Based Learning effectiveness developed in this study will be actively used to measure learning effectiveness and manage the quality of education.

• The Journal of the Convergence on Culture Technology
• /
• v.8 no.6
• /
• pp.9-22
• /
• 2022

The purpose of this study was to provide basic data on pre-service teacher's education based on cooperative learning-oriented teaching and learning methods by applying cooperative learning to verify the effectiveness of pre-service early childhood teacher's communication and problem-solving ability. In the first semester of 2021, 4th grade students who took the teaching method by subject class opened by department of early childhood education at C university were taught for 11 weeks from March 1st week to May 2nd week in 2021 for 4 hours a week. The results of this study were as follows: First, the average score of interpretive ability was the highest in the sub-areas of communication ability of pre-service early childhood teachers, followed by message conversion ability, role performance ability, self-presentation ability, and goal setting ability in the cooperative learning-oriented teaching method by subject class. Second, in terms of the overall average score of pre-service teacher's problem-solving ability, the average score of post-test was increased compared to the average score of pre-test. Through the cooperative learning-oriented class experience in the university's early childhood teacher training course, it is possible to cultivate the practical ability that can be used variously for the children such as communication ability and problem-solving ability in the early childhood education field. Therefore, it is necessary to provide opportunities for cooperative learning-oriented teaching methods in the teacher's education curriculum.

• Convergence Security Journal
• /
• v.13 no.2
• /
• pp.101-109
• /
• 2013

Problem Based Learning(PBL) is one of effective teaching-learning strategy for enhancing military students' motivation, comparing with the other study method. After monitoring military student classes, we conclude that PBL can enhance the effectiveness of learning in War history case study education and finds merits; PBL assists students to play a more active role in the class, induces students to solve problems independently, and makes the learning military situation real case study. The case study is common in social sciences and life sciences. Case studies may be descriptive or explanatory. It is good for War history education. The demerit of PBL is a costly method as students should spend more time and institutions should provide more manpower and materials. This study suggests that more empirical researches on alternative teaching methods, including PBL, to a lecture in War history education.

• Journal of Digital Convergence
• /
• v.11 no.1
• /
• pp.329-338
• /
• 2013

Purpose: This study was to identify the types of subjectivity on PBL experience of freshmen in nursing students. Method: This study is exploratory research through Q methodology. From 102 Q populations, we selected 31 Q sorting was done by 25 of P sample. When the Q sorting is completed on nine point scale, we interviewed participants and documented their responses. The data was analyzed by using QUNAL program. Result: The result of the study showed 4 types. Four factors provided an explanation for 71.6% of total variances, and these four factors were analyzed and categorized as four types. We named type 1 as [positive pressure], type 2 as [relational friendly], type 3 as [creative benefit], type 4 as [paticipatory development]. Conclusion: In this study, PBL was valuable experience and recognized as a variety of perspectives for freshmen in nursing students. These findings indicate we suggest that planning of strategy for efficient operation on PBL was reflected above results.

• Journal of Digital Convergence
• /
• v.20 no.4
• /
• pp.443-447
• /
• 2022

The purpose of this study attempted to investigate academic achievement and cooperative ability as problem-based learning to strengthen communication in Spanish courses. 70 learners taking Spanish at A University from September to December, 2021 were divided into an experimental and a control class to examine their academic achievement and cooperate ability. Academic achievement was not statistically significant, but the sub-area of communication was significant as 0.031 (*p<.05) and the cooperative ability of the experimental group, the average was increased, but it was not statistically significant. Based on this study, continuous follow-up research to develop teaching methods and teaching and learning models suitable for strengthening Spanish communication through various learner-centered convergence teaching methods will contribute to fostering talent desired by the 21st century.

• Journal of the Korean Society for Library and Information Science
• /
• v.47 no.4
• /
• pp.103-124
• /
• 2013

This study investigated how Problem-Based Learning method effects on students' Self-Regulated Learning Strategies especially for the LIS education. For this purpose, the differences in students' self-regulated learning strategies were examined as a pre and a post survey using the same questionnaire. Correlation between cognitive and motivational self-regulated learning strategies was examined, and the details of the SRL's sub-components were measured to see the effects of Problem-based learning. Statistical significance using the paired sample t-test were also conducted. The results revealed that Problem-based learning is effective in improving students' cognitive motivational self-regulated learning and found out the possibilities for a follow-up study for motivational self-regulated learning.

• Journal of Korean language education
• /
• v.28 no.2
• /
• pp.265-289
• /
• 2017

외국어를 학습하는 데 있어서 해당 외국어의 의사소통 능력을 향상시키고 평가한다는 것은 상당히 큰 중요성을 가진다. 교실에서 학습자의 듣기, 말하기, 읽기, 쓰기 능력을 통해 학습자의 언어 능력을 함양하고 평가하기 위해 어떠한 연습문제나 시험 혹은 평가방법을 사용하느냐 하는 것은 학습자의 학습동기에 지대한 영향을 미친다. 왜냐하면, 보통 학습자들은 교수자가 무엇을 가르치고 기대하며 평가하느냐에 따라 자신들의 학습방법을 맞춰 나가기 때문이다. 이러한 맥락에서 본 연구는 보다 적극적인 학습자들의 참여를 유도하고 유연성 있는 학습자 중심의 학습법을 고양시키며 다양한 언어능력을 고취시키기 위하여, 효과적인 외국어 학습법의 하나로 알려진 paraphrasing을 학습에 활용하고자 한다. 특히 paraphrasing은 일상생활 속에서도 의사소통을 원활히 하기 위한 수단으로서 글 바꿔 쓰기 혹은 말 바꿔 말하기로 활용되기도 하나, 본 소논문에서는 paraphrasing이 학습을 목적으로 하는 학습현장에서 활용되었다는 것을 감안하여 의역을 통한 학습 혹은 의역학습법을 소개하고자 한다. 실제로 paraphrasing은 언어 및 외국어 학습자들에게 상당히 효과가 있는 것으로 알려진 것에 비해 실제로 한국어 교육현장에서 사용한 연구들은 거의 찾아 볼 수가 없다고 해도 과언이 아니다. 따라서, 의역학습법을 학습현장에서 도입했을 때 경험한 여러 시행착오를 바탕으로 실질적으로 교실에서 사용된 예시들을 소개하고, 한국어를 가르치는 교수자들과 한국어를 배우는 외국인 학습자들에게 paraphrasing을 사용한 새로운 한국어 교수방법과 평가 도구를 제안하고자 한다. 이를 통해, paraphrasing이 한국어를 가르치는 교수자들과 한국어를 배우고자 하는 외국 학습자들에게 효과적인 언어학습 도구로서 실질적으로 교육현장에서 널리 사용될 수 있는 계기가 되었으면 한다.

• Journal of the Korean Applied Science and Technology
• /
• v.40 no.1
• /
• pp.160-167
• /
• 2023

The purpose of this study was to find out the learning effect of applying problem-based learning in esthetic major education at universities and to provide basic data for developing teaching and learning methods that can strengthen competitiveness in esthetic education. Therefore, this study conducted an empirical educational effect analysis by applying PBL classes to 15 students taking oriental therapy, a esthetic major course opened at H University. As a result, the average value of learners' problem-solving ability and cooperative self-efficacy increased after participating in PBL classes, and the effectiveness of PBL teaching and learning methods was confirmed, suggesting effective teaching and learning methods to increase learners' problem-solving ability and cooperative self-efficacy in the field of esthetic.