• 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 the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.117-131
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• 2022

The purpose of this study is to develop a board game design activity for environmental education and to investigate how it affects high school students' environmental knowledge, environmental literacy, and creative engineering problem solving propensity. Twenty-five freshman and sophomore students belonging to the environmental club participated in this study. The board game activity was designed as 10 class hours lessons based on the engineering design process. The main data source of this study was pre-post students' conceptual maps of the environmental topics (global warming or ecosystem destruction) to measure the background knowledge on the topic. In addition, the environmental literacy measurement questionnaire and the creative engineering problem solving propensity questionnaire were collected before and after the activity. The result shows that the number of environment-related words described by the students on the post-concept map increased compared to the pre-concept map. In addition, the environmental literacy score and the creative engineering problem-solving propensity score increased significantly after performing the board game design activity. The results show that environmental lessons using board game design activities can help student develop various competencies in a good way. As above, research that combines board games and secondary education must be activated, and a new educational method and systemic support for in-service teachers who want to apply it to science classroom is required.

• Journal of Creative Information Culture
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• v.5 no.1
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• pp.1-13
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• 2019

This study investigated how general blended learning strategies and flipped-learning instructional strategy affect college students' social presence and group cohesion. The main results of this study were summarized as follows. First, the group of flipped-learning instructional strategy was more effective in college students' social presence than general blended learning. Second, it was found that groups using flipped-learning instruction strategy had more positive effects on improving group cohesion among college students than those using the general blended learning instructional strategy. The results of this study can influence the identification and verification of the main components to be considered when using flipped-learning instruction strategy in blended learning environment. The results of this study can influence the identification and verification of the main components to be considered when using flipped-learning instruction strategy in blended learning environment.

• Journal of the Korea Society of Computer and Information
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• v.13 no.2
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• pp.59-66
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• 2008

Although the acquisition of information may be done individually, knowledge is created from the social context of peers, teachers. And feedback on the appropriateness and effectiveness of their knowledge and skill is commonly received. Learning occures effectively within environment that have shared understanding of problems and various tools to solve problems. The purpose of this study is to apply the main principles of creative Problem solving and develop e-PBL(Problem-Based Learning) to enhance creative problem solving skill. In this research, the group of students who studied by means of e-PBL based on web 2.0 showed much more satisfaction and problem solving skill than the other group of students who did by e-Learning.

• Journal of Engineering Education Research
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• v.12 no.2
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• pp.14-23
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• 2009

Most of the volunteering and community service had no direct link with classroom learning. Service-learning educational methodology that directly and intentionally integrates the classroom learning with service to the community. Research has found that this combination can improve the academic learning of the course material, give participants a deeper understanding of the social issues they address and provide valuable community services. And, service-learning has been offend environment to meet many of the KEC 2005 criteria that many be difficult to integrate into traditional engineering course. In studying, recognizing why service learning is a new attempt what is different form other learning experiences, we would like to search management strategies for service learning course and program development.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.15-29
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• 2010

We developed the novel coursework of 'NIE community activity teaching-learning plan' in the unit of 'Clothing Life' of the 7th 'Technology-Home Economics' curriculum and applied it to classes in the middle school. The educational themes of 'Textile and Cloth', 'Purchase, Usage and Storage of Clothes', 'Laundry of Clothes', Recycling and Disposal of Clothes' were extracted from ten kinds of textbooks. And eight lessons of NIE community activity teaching-learning plan were developed. Ninety-seven students at second grade in 3 classes of the middle school were randomly enrolled in this study. After learning, their environmental recognition and educational interest and attitude on the class of NIE community activity were investigated. The general environmental recognition of most students was improved via NIE community activity, which is emphasizing on the analysis of articles of newspapers, the critical and creative thinking, and the mutual discussion. The environmental recognition related to 'Textile and Cloth', 'Purchase, Usage and Storage of Clothes', 'Laundry of Clothes', Recycling and Disposal of Clothes' was significantly improved. Educational interest and attitude on the class of NIE community activity were also improved of great significance. The novel contents and methods of NIE community activity were evaluated to help students understand the class better and enhance their environmental recognition higher. With these results, NIE community activity teaching-learning plan might not only improve the educational interest and attitude, but also enhance the environmental recognition of the students.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.425-433
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• 2023

In this study, we developed a virtual artist play lesson model using gamification concepts and AI-generated art programs to foster creative thinking in freshman art majors. Targeting first-year students in the Digital Media Art Department at Sichuan Film & Television University in China, this course aims to alleviate fear of artistic creation and enhance problem-solving abilities. The educational model consists of four stages: persona creation, creative writing, text visualization, and virtual exhibitions. Through persona creation, students established their artist identities, and by introducing game-like elements into writing experiences, they discovered their latent creativity. Using AI-generated art programs for text visualization, students gained confidence in their creations, and in the virtual exhibitions, they were able to enhance their self-esteem as artists by appreciating and evaluating each other's works. This educational model offers a new approach to promoting creative thinking and problem-solving skills while increasing learner engagement and interest. Based on these research findings, we expect that by developing and implementing educational strategies that cultivate creative thinking, more students will grow their artistic capacities and creativity, benefiting not only art majors but also students from various fields.

• Journal of Korea Entertainment Industry Association
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• v.14 no.8
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• pp.467-476
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• 2020

The purpose of this study is as a base study for improving the quality of online classes through multilateral analysis that examines the learning outcoms of educational quality and learning emotions on non-face-to-face online classes at Technical Colleges To this study, from March 1, 2020 to August 31, 2020, a survey was conducted on 1,000 students of H Technical Colleges located in the metropolitan area. The collected data were statistically processed using the SPSS Statistics 18.0 program, t-validation were performed to reveal awareness of online class also correlation analysis and multiple regression analysis were performed to reveal the relation and influence of factors related to quality of instruction, learning emotions, learning outcomes. First, there was a statistically significant difference in perception of online classes by gender and grade. Second, there was a positive correlation between the educational quality, learning emotions, and learning outcomes for online classes. Third, among the learning outcomes, the factors that influence the achievement were the educational content and positive emotions, and the factors that influence the satisfaction among the learning outcomes were the educational content and the learning environment.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.779-790
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• 2021

Film literacy comprises the process of producing a new creation through understanding the elements that make up a film, the content of a film, and a critical and creative thinking process. Film literacy is employed in fields such as composition, science, social studies, and geography, and, additionally, it is used to cultivate humanities literacy and critical thinking skills. Yet despite the large proportion of the film script in the movie, it is not easy to find literacy education cases that use film English as a teaching method. Film English is a practical and authentic material, and is suitable as an English learning material in an EFL context like Korea. However, the approach of using films to teach and learn differs according to the content and genre of a film. Thus, the teacher may have a difficult time organizing and preparing for class. This study suggests six class activities that can be commonly applied to English classes using films based on the areas of critical, cultural, and creative (3Cs) activities. Four hundred and five college students taking Movie English classes participated in the present study and frequency analysis was conducted to find out their preferences through a questionnaire survey. The results from conducting class activities in university liberal arts classes suggest that the most preferred activities of students are related to cultural, critical, and creative, in that order. Creative activities that are far beyond English instruction utilizing various digital tools or providing additional reading materials can be a burden on learners.

• Journal of The Korean Association of Information Education
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• v.16 no.2
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• pp.211-222
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• 2012

21C future learners are required to have creative thinking and problem-solving capability to address an issue wisely by integrating and applying knowledge and functions. The robot education that has recently been studied in primary and secondary schools was reported to be effective in satisfying the requirements. The robot education varies ranging from the existing after-school education to an integrated approach used for regular curriculums, and has actively been studied. Nevertheless, aside from positive study results, any studies on the environment where primary school students can learn robot and programming knowledge more friendly is still insufficient. Therefore, this study was intended to give students a robot class with the use of storytelling friendly to students in order for primary school students to learn robot and programming knowledge with ease. The study result showed that acquirement of programming knowledge was improved, and that the students had a positive learning attitude. In addition, it was found that the storytelling of the robot class helped provide the entire learning context and continuous learning motivation for the students.