• The Journal of the Korea Contents Association
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• v.6 no.9
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• pp.141-151
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• 2006

In this paper, We designed and implemented a web based PBL system for ICT training. We surveyed special qualities and a learning model which have been researched for web based PBL system. According to the result of preceding research, we designed a web based PBL system consisted of teaming guidance, learning subject, collaboration learning, loaming result, help center, bulletin board. Also, We applied the web based PBL system to beginner. According to the result of this application, it was found that the students had more interest in learning and utilization of the system when using the web based PBL system. And the web based PBL system was very useful in setting up a problem-solving plan and a ICT learning plan.

• Journal of the Korean earth science society
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• v.25 no.5
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• pp.327-335
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• 2004

The purpose of this study was to investigate the effect of cooperative skill training on problem based learning for elementary school science class. Two experiment groups were involved, in which problem based learning model was used and control group, in which traditional instruction was employed. One of experiment groups was trained in cooperative skills before the instruction. The results demonstrated a significant main effect in the scores of achievement and a significant interaction effect between the instructional strategies and learning ability level. The performance of high-level students in the two experimental groups was higher than that of control group. However, the performance of medium and low-level students trained with cooperative skills training was higher than that of students without cooperative skills training. A significant main effect was also found in self-esteem, but there was no significant interaction between instructional strategies and learning ability. Therefore, this study suggests that cooperative skills training is of great importance for minimizing the free-rider effect and increasing collaborative interaction in cooperative learning.

• Communications of Mathematical Education
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• v.13 no.2
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• pp.409-424
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• 2002

정보화 ${\cdot}$ 세계화 시대에서 중요한 것은 단순히 지식을 암기하는 것이 아니라 스스로 정보를 탐색해 보고 이를 바탕으로 새로운 지식을 창조해내며, 미지의 문제에 직면하였을 때 이를 자주적이며 능동적으로 해결할 수 있는 능력을 기르는 것이다. 이에 수학 교육에 있어서도 이러한 시대적 요구를 반영할 수 있는 새로운 변화가 필요하게 되었고 1997년 12월에는 교육 개혁의 일환으로 추진되어 온 제 7차 교육 과정이 확정 ${\cdot}$ 고시되었다. 제 7차 교육 과정에서는 수학적 힘의 신장을 개혁의 기본 방향으로 정하고 있는데 최근 수학 교육에서는 학습자들의 수학적 힘을 개발하기 위한 학습 방법 중의 하나로 문제 중심학습(Problem Centered Learning)이 주목을 받고 있다. 본 연구에서는 중학교 2학년 일차함수 단원에 알맞은 과제를 개발하여 문제 중심 학습을 실시하였을 때 교사와 학생, 학생과 학생 사이에 나타나는 상호작용을 분석하고, 교사의 역할과 지도과정을 살펴봄으로써 중등학교 수학과에서 문제 중심 학습의 활용 방안과 과제의 개발 방향을 찾고자 하였다.

• Proceedings of the Korea Multimedia Society Conference
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• 2002.05d
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• pp.786-791
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• 2002

본 논문은 웹 상에서 학습자 중심의 문제풀이 단계학습을 통하여 학습자가 자기 주도적으로 학습할 수학 교과의 학습목표 및 내용, 관련된 학습자료를 탐색하고, 교수자나 다른 학습자와 서로 상호작용을 하여 문제를 해결하기 위한 원격강의 프로그램을 개발하고자 일반적인 멀티미디어 체계적 교수설계 모형을 기초로 웹 기반 코스웨어 설계모형을 제시하고 학습자 중심의 실시간 수학 문제풀이 원격학습 시스템을 구현하였다. 이는 웹 기반의 수학 코스웨어 및 텍스트 모드로 제작 설계되었으며 웹 기반 학습자 중심의 수학 문제풀이 단계학습을 목적으로 한다.

• Proceedings of the Korea Information Processing Society Conference
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• 2014.04a
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• pp.620-623
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• 2014

정보교육과정은 정보과학적 사고(Computational Thinking)의 향상을 목표로 하고 있다. 정보과학적 사고는 실생활의 다양한 문제를 컴퓨팅 파워를 이용하여 처리할 수 있는 형태로 추상화(Abstraction)하는 영역과 문제를 해결하기 위한 단계를 정의하는 자동화(Automation)하는 영역으로 구분할 수 있다. 정보 교육에서 추상화는 문제를 해결하기 위해서 데이터의 속성을 정의하고 구조화하거나 데이터들의 추상적인 관계와 의미를 분석하는 것으로 정보탐구 중심의 정보교육이라 할 수 있고, 자동화는 문제를 해결하는 절차 혹은 단계를 정의하고 이를 컴퓨팅 파워를 이용하여 자동적으로 처리할 수 있도록 하는 것으로 정보처리 중심의 정보교육이라고 할 수 있다. 본 연구는 정보교육의 두 가지 핵심영역에 따라 학습자가 인식하는 정보교육이 어떻게 다른지를 분석하고자 하는 목적으로 학습자의 정보교육에 대한 흥미, 가치, 자신감과 더불어 정보탐구와 정보처리 중심의 정보교육에 대한 인식의 차이를 분석하였다.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.87-111
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• 2011

The purpose of this study was to develop and evaluate practical problem-based Home Economics lesson plans applying to the multiple intelligence teaching learning strategy, focused on the unit 'Nutrition & Meals' of middle school Home Economics subject matter. To achieve this purpose, the lesson plans were developed and evaluated from the 72 middle school students in Chongju after implementing the instruction. The data from the questionnaire were analyzed by SPSS/WIN 12.0 and content analysis. The results were as follows: First, the objectives of practical problem-based 'Nutrition & Meals' Instruction using multiple intelligence teaching strategy were to understand the importance of nutrition and health in an adolescent period and to develop good eating habits. The Practical Problem was 'What should I do for good eating habits?' and the learning contents were healthy life, the kinds and functions of nutriments, food pyramid and a food guide. The learning activities were progressed by various types of teaching and learning methods including 8 types of multiple intelligence teaching strategy. The lesson plans were developed according to the process of practical problem solving model. 6 periods of lesson plans and worksheets were developed. Second, the practical problem-based instruction using multiple intelligence teaching-learning strategy were evaluated to increase students' positive learning attitudes, motivation, and good eating habits.

• Journal of the Korean Applied Science and Technology
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• v.36 no.4
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• pp.1460-1471
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• 2019

This study applied the PBL class to the 'Nursing Process and Critical Thinking' courses in the second semester of 2018, and is a primitive research that utilized a single-group, pretest-posttest experimental design in order to examine the effects of the class on Critical Thinking Disposition, Problem Solving Ability, and Professional Self-Concept. Self-report questionnaires were administered to 59 nursing college students in G province. The PBL class consisted of 8 weeks of traditional lectures and 4 weeks of PBL classes. The SPSS/WIN 23.0 program was used for data analysis. Frequency and percentage were used to analyze the general characteristics, and mean, standard deviation and paired t-test were used to analyze the difference between the two groups. As a result, the Critical thinking Disposition of nursing college students was significantly increased(t=4.39, p<.001) after PBL class(3.71±.36) than before PBL class(3.41±.40). The Problem Solving Ability was notably improved(t=3.97, p<.001) after PBL class(3.70±.59) than before PBL class(3.36±.38). The Professional Self-Concept was considerably increased(t=4.84, p<.001) after PBL class(3.22±.50) compared to before PBL class(2.92±.28). Therefore, applying Problem-Based Learning in nursing education to a greater extent is estimated to be effective in increasing the core competencies of nursing college students.

• Journal of Engineering Education Research
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• v.8 no.1
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• pp.99-112
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• 2005

Problem-Based Learning is focused, experiential learning organized around the investigation and resolution of messy, real-world problem. It is both a curriculum organizer and instructional strategy, two complementary processes. The PBL model developed in this study was composed the two components of Problem Design(curriculum organizer) and Problem Implementation(instructional strategy). The basic process of Problem Implementation Model were composed the 8 steps ; 1) the identification of problem, 2) the specification of problem, 3) the exploration and generation for solution, 4) the selecting of best idea, 5) the specific planning of best idea, 6) the implementation and realization, 7) the evaluation, 8) the applying and reflection.

• Communications of Mathematical Education
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• v.16
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• pp.245-267
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• 2003

수학적 문제 해결은 수학 교육에서 중요한 이슈이고 문제 해결 전략으로서의 유추를 주제로 본 연구에서는 중학생들을 대상으로 단순히 유사한 문제를 제시하는 것만으로 문제 해결에 성공을 할 수 있는지, 문제 해결에 성공을 할 수 없다면 중학생들에게 어떤 과정을 제시해야만 문제 해결 과정에서 유추를 사용하여 문제를 해결 할 수 있는지를 알아보고자 한다. 이를 위하여 본 연구에서는 유추에 의한 문제 해결과정을 표상 형성, 인출, 사상, 적합성, 스키마 형성의 과정으로 보고, 이러한 과정 중 사상 단계에서 사상 과정의 명료화를 중심으로 학생들의 유추 추론에 의한 문제해결 과정을 탐구하였다. 연구 결과, 유추 추론 과정에서 근거 문제만을 제시하는 것은 목표 문제를 해결하는데 유추 추론의 성공을 보장한다고 할 수 없었으며, 근거 문제가 제시되었는데도 목표 문제를 해결하지 못하는 경우 사상 과정을 명료화하자 목표 문제를 성공적으로 해결하였다. 또한 학생들은 목표 문제의 성공 이후 유사한 새로운 목표문제를 푸는데 성공하였다.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.549-560
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• 2005

Web-based distance teacher training should focus on increasing self-directed problem solving skills of trainers by problem-based instruction(PBL). Performance assessment evaluates achievement of learning goals through the practical performance learning to solve problems in the real situation. This study proposes a web-based performance assessment model for the distance teacher training. It reflects fairness and objectiveness issues of performance assessment which elementary teachers are concerned about through the survey on distance teacher training, and relieves instructors from overload of managing and scoring performance tests. The proposed model provides problem-based learning situations, interactions between individuals and groups, and web-based cooperative evaluation and the peer evaluation.