• 대한간호학회지
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• 제36권8호
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• pp.1308-1314
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• 2006

Purpose. The purposes of this study were to develop a PBL program for continuing nurse education and to evaluate the program after its implementation. Methods. The PBL program was developed in the core cardio-pulmonary nursing concepts through a collaborative approach with a nursing school and a hospital. The PBL packages with simulation on ACLS were implemented to 40 clinical nurses. The entire PBL program consisted of six 3-hour weekly classes and was evaluated by the participants' subjective responses. Results. Two PBL packages in cardio-pulmonary system including clinical cases and tutorial guidelines were developed. The 57.5 % of the participants responded positively about the use of PBL as continuing nurse education in terms of self-motivated and cooperative learning, whereas 20.0% of the participants answered that the PBL method was not suitable for clinical nurses. Some modifications were suggested in grouping participants and program contents for PBL. Conclusion. The PBL method could be utilized to promote nurses' clinical competencies as well as self-learning abilities. Further research is needed in the implementation strategies of PBL-based continuing education in order to improve its effectiveness.

• 한국과학교육학회지
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• 제31권5호
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• pp.720-733
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• 2011

본 연구에서는 문제 중심 학습(problem-based learning, PBL) 전략의 자기 주도적인 수업 방식과 교육적 효과가 2007 개정 교육 과정에 도입된 자유 탐구의 목적과 부합한다는 측면에서 PBL을 적용한 자유탐구 수업 전략을 개발하고, 이를 한 학기 동안 경기도에 있는 두 개의 중학교 1학년 학생 202명을 대상으로 적용해 보았다. 에너지를 주제로 PBL 문제를 개발하였고, ‘‘문제 이해하기’, ‘탐색하기’, ‘문제 해결하기’, ‘발표 및 평가하기’의 4단계로 수업을 진행하였다. 수업을 통하여 학생들은 ‘문제 해결 계획표 작성하기’, ‘토의하기’, ‘자료 조사하기’, ‘보고서 작성하기’의 활동을 수행하였다. 자유 탐구 수업 시작전에 가설생성능력 검사와 과학에 대한 태도 검사를 시행하였고, 수업이 모두 끝난 후 설문을 통하여 학생들의 PBL 수업에 대한 인식을 조사하였다. 연구 결과는 다음과 같다. 첫째, 전체 학생의 40.6%가 PBL 수업에 대하여 긍정적인 인식을 나타냈으며 특히, 학생들은 ‘문제 해결 계획표 작성’이 유용했다고 응답하였다. 하지만, 학생들은 ‘자료 조사’와 ‘보고서 작성’이 어려웠다고 응답하였다. 둘째, 남학생들이 여학생들보다 PBL 수업에 대해 긍정적인 인식을 가지고 있었으며, 과학에 대한 태도가 긍정적인 학생들이 그렇지 않은 학생들보다 PBL 수업에 대하여 긍정적으로 생각하고 있었다. 셋째, 학생들의 과학에 대한 태도는 PBL 수업에 대한 인식과 유의미한 상관이 있었다(p<.01). 이러한 결과를 바탕으로 교사가 PBL 수업을 자유탐구에 적용하고자 할 때 고려해야 할 점들을 제안해 보았다.

• 한국정보통신학회논문지
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• 제17권6호
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• pp.1471-1476
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• 2013

본 연구는 K대학부설과학영재교육원 학생 중 웹기반 사이버 토론 학습 프로그램인 "Science Cyber Conference" 참가자를 대상으로 문제중심학습(Problem-based Learning; PBL)전략을 적용한 시스템을 개발하여 16주 동안 프로그램을 진행한 후, PBL 전략이 '자기주도 학습 능력'에 미치는 영향에 대해 알아보았다. 이와 더불어 PBL 수업 과정에 대한 학습자의 인식을 조사하였다. 웹기반 PBL 전략을 적용한 프로그램 진행 후 학습자의 '자기주도 학습 능력'이 통계적으로 유의미하게(p<.05) 효과가 있었다. 특히 '자기주도 학습능력'은 하위 영역 7개 중 '학습자 신념'을 제외한 모든 6개의 영역에서 유의미한 차이를 보였다.(p<.05) 또한 웹기반 PBL 전략을 사용한 수업이 긍정적이라는 인식을 보였다.

• 한국정보통신학회:학술대회논문집
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• 한국정보통신학회 2013년도 춘계학술대회
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• pp.397-400
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• 2013

본 연구는 K대학부설과학영재교육원 학생 중 웹기반 사이버 토론 학습 프로그램인 "Science Cyber Conference" 참가자를 대상으로 문제중심학습(Problem-based Learning; PBL)전략을 적용한 시스템을 개발하여 16주 동안 프로그램을 진행한 후, PBL 전략이 '자기주도 학습 능력'에 미치는 영향에 대해 알아보았다. 이와 더불어 PBL 수업 과정에 대한 학습자의 인식을 조사하였다. 웹기반 PBL 전략을 적용한 프로그램 진행 후 학습자의 '자기주도 학습 능력'이 통계적으로 유의미하게(p<.05) 효과가 있었다. 특히 '자기주도 학습능력'은 7개의 하위 영역 중 '학습자 신념'을 제외한 6개의 영역에서 유의미한 차이를 보였다.(p<.05) 또한 웹기반 PBL 전략을 사용한 수업이 긍정적이라는 인식을 보였다.

• 수산해양교육연구
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• 제24권2호
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• pp.180-202
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• 2012

The purpose of this study was to extract an u-PBL support system core value and design strategy based upon field experience learning. To accomplish this the study, first of all, analyzed the core values, design strategy which was selected after needs analysis and literature review of theories and cases regarding the PBL, e-PBL, blended-PBL, Field experience learning based on ubiquitous environment, and learning model based on ubiquitous technology. This study identified the three core values as; systemic support for instructional activity, just in time support for instructional activity and support for interaction facilitation. As further research areas, it might be useful to develop u-PBL instructional support system based upon the model designed from this study. Also, research concerning the verification of the model based upon implementation of the program case might be necessary.

• 대한간호학회지
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• 제35권1호
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• pp.65-76
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• 2005

Objective: The aim of this study is to explore the variation in perceptions about problem-based learning(PBL) according to the level of academic achievement and learning attitude in the nursing students of a junior college (3-year program). Method: Students (n=39) learned the respiratory and cardiac system with seven PBL packages and group-based learning for a semester in 2002. Students were asked to write reflective journals that focused on their learning perception after an experience with each learning package. A total of 208 journals were used for analysis. Result: Students positively perceived that PBL making them increase their sense of responsibility for learning and felt satisfaction with the learning process, and had a confidence in the use of clinical nursing interventions. On the other hand, they negatively perceived that PBL was a burden because it took more time than traditional learning tasks, and they experienced an anxiety about regular tests and felt conflicts and diffidences in the learning process. The negative perceptions were expressed more often from students with a low academic achievement and low learning attitude compared to others. Conclusion: Students perceived the PBL as effective in understanding the learning concepts in the clinical practice environment. PBL need to be supplemented by feedback-based lecture and facilitative strategies for academically low-achieved students.Objective: The aim of this study is to explore the variation in perceptions about problem-based learning(PBL) according to the level of academic achievement and learning attitude in the nursing students of a junior college (3-year program). Method: Students (n=39) learned the respiratory and cardiac system with seven PBL packages and group-based learning for a semester in 2002. Students were asked to write reflective journals that focused on their learning perception after an experience with each learning package. A total of 208 journals were used for analysis. Result: Students positively perceived that PBL making them increase their sense of responsibility for learning and felt satisfaction with the learning process, and had a confidence in the use of clinical nursing interventions. On the other hand, they negatively perceived that PBL was a burden because it took more time than traditional learning tasks, and they experienced an anxiety about regular tests and felt conflicts and diffidences in the learning process. The negative perceptions were expressed more often from students with a low academic achievement and low learning attitude compared to others. Conclusion: Students perceived the PBL as effective in understanding the learning concepts in the clinical practice environment. PBL need to be supplemented by feedback-based lecture and facilitative strategies for academically low-achieved students.

• 공학교육연구
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• 제25권6호
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• pp.3-13
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• 2022

This study aims to develop and implement extra-curricular program applying project-based learning (PBL) and to find out its effectiveness. The research was conducted from March 2021 to December 2021 according to the ADDIE model. Surveys, t-test and descriptive statistics were also conducted. The results of the study are as follows. First, project-based learning was applied to the extra-curricular program by reflecting the characteristics of students of University A and the requirements of the person in charge of the teaching and learning center. Second, project tasks related to education of universities were proposed. Third, the programs were designed as three common courses and four consulting courses. Fourth, the program was conducted with 32 students for two months. Fifth, the post-test results of problem-solving skills rose to 0.9 points compared to the pre-test but there was no significant difference, while the post-test results of communication skills were 0.5 points lower than before and statistically significant. Sixth, the satisfaction survey result was high with a rating of 4.59. Lastly, educational implications are also discussed.

• 공학교육연구
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• 제14권4호
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• pp.88-96
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• 2011

This paper aims to develop the learning contents of PBL based program and analyze the result of evaluation questionnaire to examine the students' thoughts concerning the effectiveness of PBL course and their satisfaction. 'Discussion' is one of the representative communicative types, especially requesting both communication competence and teamwork among team members. This study was conducted with 218 junior and senior students taking lectures of ${\ll}$Presentation and Debate Skills${\gg}$ in the college of engineering at Pusan National University. According to the evaluation result, students experienced various effects of PBL such as (1) self-directed learning, (2) cooperative learning, (3) problem solving skills, etc. Students pointed out also as merits of PBL course, (1) knowledge acquisition and information sharing among students, (2) improvement of communicative competence, (3) amelioration of teamwork, (4) progress of the problem solving skills. However, there have been several difficulties and problems during PBL process, implications for ameliorating PBL based were discussed and suggested in detail.

• 영재교육연구
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• 제26권3호
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• pp.449-471
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• 2016

본 연구의 목적은 '튼튼하고 안전한 다리 설계' 문제중심학습(Problem-Based Learning; PBL) 프로그램이 고등학교 과학영재들의 과학적 태도, 과학 진로지향도 및 리더십에 어떠한 영향을 미치는 알아보는 것이다. 연구 참여자는 3단계의 영재선발 과정을 통해 선발된 경기도 소재 C고등학교 부설 영재학급의 고등학교 2학년 19명이다. PBL 프로그램을 개발하고 14차시에 걸쳐 적용하기 전과 후에 과학적 태도, 과학 진로지향도, 리더십에 대한 검사를 실시하였고, 사후에는 추가로 프로그램에 대한 소감문을 작성하도록 하였다. 본 연구에서 얻어진 결과는 다음과 같다. 첫째, PBL 프로그램을 적용한 후 고등학교 과학영재의 과학적 태도가 통계적으로 유의미하게 향상되었다. 7개 하위영역중 개방성을 제외한 6가지 영역 모두 유의미하게 향상되었다. 둘째, PBL 프로그램을 적용한 후 고등학교 과학영재의 과학 진로지향도가 통계적으로 유의미하게 향상되었다. 과학 진로지향도 4개 하위영역 모두에서 유의미하게 향상되었다. 셋째, PBL 프로그램을 적용한 후 고등학교 과학영재의 리더십 전체 점수가 통계적으로 유의미하게 향상되었다. 리더십의 1차 요인인 개인 내 특성과 개인 외 특성에서도 모두 유의미하게 향상되었다. 학생들의 사후 소감문을 분석한 결과 소그룹으로 PBL 문제해결과정에서 대인관계능력, 타인과 공동체 배려, 과제 책임감, 비전과 자신감 등 2차 요인 전 영역이 고르게 향상되었음을 확인할 수 있었다.

• 한국임상약학회지
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• 제23권4호
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• pp.291-299
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• 2013

Purpose: Problem-based learning (PBL) has been adopted to foster active and self-directed learning and enhance critical thinking and problem-solving skills in many health-care academic disciplines in Korea. Interest in PBL has rapidly grown with a 6 year pharmacy degree program in Korea. The objective of this study was to evaluate feasibility of PBL, student satisfaction and academic performance with a self-assessment survey questionnaire. Method: Sixty students participated in the PBL for pharmacotherapy course. Average scores from student self-assessment on participation, satisfaction, and academic performance were $3.85{\pm}0.55$, $2.94{\pm}1.04$, $3.09{\pm}0.91$ out of 5 point lickert scale (1-do not agree at all, 5-agree completely), respectively. Results & Conclusion: The level of participation was positively correlated with improvement of communication skill in academic performance (correlation coefficient 0.27, p=0.037). In the quality analysis of the cases provided for PBL, students who participated more in the PBL greatly agreed the cases given were appropriate to learn fundamental knowledge for each disease state. The students disagreed that PBL was fun. The students stated that PBL was good to experience self-directed learning and clinical context beforehand but too time-consuming to devote and too demanding to commit. Lack of facilitator and insight on active learning should be rectified for successful launch of PBL in Korean pharmacy education.