• 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.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.101-113
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• 2010

The purpose of this study is to develop and evaluate the practical problem-based lesson plan for high school home economics class focusing on consumer choice of genetically modified(GM) food. The ADDIE instructional design model was applied. The first analysis step, practical problems were chosen based on the previous studies and the educational goal suggested in the 2007 revised curriculum. The next design and development steps, 4 hours of lesson plans were developed by reconstitution a chapter of Food Safety. Additional learning materials(17 student activity papers, 17 student reading materials, 3 teacher reading materials) were also developed. The implementation step, the lesson plans developed were applied to the S high school students in Bundang, Geyonggi-do. The last evaluation step, the perception change about GM food and the adequacy of teaching method were evaluated. As results, the studens' attitudes and minds towards the GM food were changed. The level of concern on GM food increased, and the ratio of students who would check whether GM food or not was increased. Also students showed high level of satisfaction on teaching method and materials.

• Journal of Korean Philosophical Society
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• v.129
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• pp.267-290
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• 2014

The slippery slope argument means that if we accept a type of action A, we are committed to accepting B, C and eventually N. Then, N is situation which we must not accept morally. It works causal mechnism that B because A is raised, C because B is raised. But in the logic textbooks and treatises, the slippery slope argument is classified as fallacy. The reason is that the argument is not a causal argument. Actually, it is a probable. Also it is argued that the argument is wrong because it fears about the future extremely. But We can not say all slippery slope argument is fallacy even though a slippery slope argument is sometimes fallacy. I think it is persuasive argument in a significant place. Therefore I argue that the argument is not simple logic as a form of thinking, but practical reasoning applied the context of dialogue. So in order to find it to be practical reasoning we demand the new understanding to fallacy theory. In traditionally, fallacy is defined to wrong reasoning logically, but according to Walton, fallacy means a verbal tactic or deceptive trick that can be used to cause someone to fall down in argument. That is to say, whether or not the argument is successful depends on how it uses as argument tactic in a given context of dialogue. Therefore I argue that whether or not the argument is successful, because of it is practical problem used in a context of dialogue, is to be approached to pragma and dialectical method, not semantic.

• International Area Studies Review
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• v.13 no.1
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• pp.467-490
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• 2009

This study seeks to improve the problems of analytical rigor and practical utility found in the concept of human security by examining ways to create a global governance system for the effective achievement of United Nations Millennium Development Goals(UN MDGs). This study regards poverty as the most fundamental threat to human security in order to achieve the analytical rigor of human security concept. At the same time, it also examines how to creating a global governance for achieving UN MDGs to improve practical utility of human security concept. The global governance system of MDGs should acquire global political representativeness, efficacy of policymaking process, and democracy within it. For these purposes, the creation of a "Global Summit for Development," the establishment of a more equal partnership between the states, international organizations, and NGOs, and institutionalization of operational and strategic cooperation among development institutions are proposed.

• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.2
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• pp.1-6
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• 2012

This paper introduces a model of practice education for creative problem solving, using five steps on CPS. Learners can get the motivation about development of creative thinking and problem solving skill through the theory of CPS. Furthermore, they can apply problem solving skill to various problem. As a result of the study, the learners could realize the importance of the problem definition and the creative problem solving method. We proposed a guideline about five steps of CPS method and a method about idea evaluation. So, we established the education model about leaners can get the creative problem-solving skill more efficiently.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.625-633
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• 2023

In this paper, we will examine the theoretical background and educational methodological basis of Novel engineering class cases published to date. For this purpose, we selected and investigated 30 Novel engineering-related academic papers and dissertations published from 2016 to 2023. As a result, the theoretical background is Seymour Papert's constructionism and Vygotsky's socio-cultural constructivism, and the educational methodological basis is creative problem-solving learning, problem-based learning, interdisciplinary convergence class, action learning, associating reading and writing education, possibility with integrated curriculum. We hope that this study will solidify the theoretical value of the Nobel Engineering convergence teaching model and serve as an alternative for teachers preparing for future education.

• The Journal of the Korea Contents Association
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• v.13 no.4
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• pp.230-238
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• 2013

This research purposes to investigate parameters which effect on the relapse of alcoholism, to understand psychological factors for stress control and drinking anticipation which lead to the relapse of female alcoholism and to seek practical ways in social welfare for alcoholism, focusing on the traumatic experiences and post traumatic stress symptoms of female alcoholics experienced physical, sexual abuses. The main results of this research can be summarized as follows. First, the characteristic related with physical, sexual traumatic experiences of subjects is that physical, sexual abuses by acquaintances under 18 is more common than that experiences over 18. Second, the 8 pathes among 10 direct pathes are statistically significant. Third, as the result of verification of indirect effects through parameters, in the model, 4 out of 6 indirect pathes parameterized as post traumatic stress symptoms, problem focused coping, and drinking anticipation are significant. Based on these results, the practical implications for the warning of relapse of female alcoholics had been discussed.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.319-335
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• 2013

Chinese mathematical curriculum is divided 4 areas(number and algebra, space and figure, statistics and probability, practice and synthetic application). The purpose of this paper is to analyze the contents of the practice and synthetic application in yanbian elementary textbook. For this, 12-textbook which was published in yeonbeon a publishing company is analyze by topic, mathematical process, area of content and mathematical activity. mathematical process The following results have been drawn from this study. First, contextual backgrounds of practice are restricted in classroom. The contents of synthetic application are limited in connection of mathematical areas. Mathematical problem solving is a main in mathematical process, whereas reasoning activity is a few. Mathematical experience activity is a main in mathematical process, whereas synthetic activity is a few. We can use the suggestions of this paper for development of textbook and the contents of mathematical process.

• The Journal of the Korea Contents Association
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• v.16 no.3
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• pp.476-487
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• 2016

Although the number of adolescents with complicated problems and needs has increased, there has been a limited service for this population. In addition, a traditional social service could not alleviate the problems. In order to provide an alternative to a traditional social service to this population, the wraparound model is reviewed and explored. The study presents a review of literature on wraparound and social work via EBSOCO. By reviewing 12 articles on the subject, the study discovers 3 topics, such as (1) youth with various problems, (2) general characteristics of wraparound, and (3) evidence-based practice and wraparound. Based on 3 topics, the study also discusses the feasibility of wraparound service in Korea.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.41-62
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• 2019

The purpose of this study was to examine how the contents and pedagogical styles of Food and Nutrition in the middle school home economics textbooks could promote constructivist learning. For this, Food and Nutrition contents of 12 current textbooks were analyzed, based upon the learning factors derived from both a practical problem-focused curriculum from the constructivist perspective, and the current home economics curriculum from the objectivist perspective. Pedagogical styles of the texts and exercises were classified into four types- neutral informative, injunctive, persuasive, and participative, out of which 'persuasive' and 'participative', in particular reflect the constructivist perspective. The major findings were as follows: First, the analysis results of Food and Nutrition contents showed that of 14 learning factors, 13 of the textbooks corresponded well to the current curriculum(92.9%). On the other hand, Out of the 26 learning factors, 18 of the textbooks corresponded to the practical problem-focused curriculum(72.4%). Classified into each stage of the practical problem solving processes, only learning factors related with 'the concepts of the valued ends' were fully covered. However, the other learning factors related with the concepts of 'the practical problem', 'the context', 'the action' and 'the consequence', that is the factors particularly related with 'the concepts of the context', were not properly addressed. Besides, learning factors were not addressed from diverse viewpoints, especially from the social perspective. Second, the analysis of pedagogical style related to Food and Nutrition illustrated that the neutral informative(59.9%) in texts, and the participative in exercises(60.4%), were most common. However, persuasive and participative were insufficient in texts(22.1%). Furthermore even though the exercises, are more likely to be described from the constructivist perspective, nearly none of the exercises was considered from the social perspective. In conclusion, this study showed that Food and Nutrition in Korean home economics textbooks need to reflect constructivist learning better.