• Education of Primary School Mathematics
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• v.15 no.2
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• pp.91-106
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• 2012

This study reports pre-service teachers' problem solving process on the problem-based learning(PBL) employed in an elementary mathematics method course. The subjects were 6 pre-service teachers(students). The data were collected from classroom observation. The research results were described by problem solving stages. In understanding the problem stage, students identified what problem stand for and made a problem solving planned sheet. In curriculum investigation stage, students went through investigation and re-investigation process for solving the task. In problem solving stage, students selected the best strategy for solving the task and presented and shared about problem solving results.

• Journal of The Korean Association of Information Education
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• v.10 no.1
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• pp.37-46
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• 2006

We expected that PBL (Problem based Learning) methode has good effectiveness for HTML(Hyper Text Markup Language) learning of elementary school students. In this study, a test was conducted in which a PBL method and the traditional lecture-based learning method were applied to an HTML class, and compared the level of educational accomplishment and compared the effectiveness of the two methods. PBL applied was based on the IMSA model of problem-based learning center. Educational accomplishment was evaluated base d on evaluation of theory and application skills. Test results revealed that there were no significant differences in theoretic learning between the two methods of learning. However, in application skills, the PBL was proved to be significantly more effective th an the traditional lecture-based learning method. Through the study, it was verified that PBL has a more positive educational effect that the traditional lecture-based learning.

• Journal of Korean society of Dental Hygiene
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• v.10 no.1
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• pp.33-49
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• 2010

Obiectives : The purpose of this study was to develop PBL packages geared toward improving the problem-solving abilities, self-directed learning capabilities and communicative competency of dental hygienists, which were all required for dental hygienists to have in the dental field. Methods : After three PBL packages for a semester of oral health education were developed, the PBL packages were evaluated by an expert to determine what improvements should be made. Results : The findings of the study were as follows. The three PBL packages were based on real clinical situations and designed to have a different degree of difficulty and provide problems in the form of scenario for learners to solve in a self-directed manner. When the packages were assessed by an expert, the packages were expected to make a contribution to the improvement of the three different abilities on which this study focused, and the packages were found to be appropriate in general in terms of learning content and field applicability, though they needed some modifications. Thus, this study attempted to develop PBL packages and let an expert assess the packages in order to give some suggestions about the development of PBL packages. The packages developed in this study are expected to help boost the problem-solving abilities, self-directed learning capabilities and communicative competency of dental hygienists, which should all be possessed by dental hygienists in the dental field. Moreover, the packages were found to be conducive to the introduction of PBL in the field of dental hygiene. Conclusions : To ensure the successful application of the packages, dental hygiene students should be provided with the packages in situations similar to real clinical situations, and they should have an opportunity to practice dental hygiene duties.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.2
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• pp.65-88
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• 2014

This study analyzed cases of collaborative classes between a teacher librarian and Chinese language teacher by applying problem-based learning (PBL) and intended to propose a desirable direction for class in operating collaborative classes of PBL. In order to achieve this purpose, methods to raise problems by BPL at the library of S High School, class content by each round of class, and cases of students' achievements were presented. In addition, statistical analysis of interest in subjects on 101 students in their sophomore year who had participated in PBL class was conducted. According to the study result, students' learning-related desire to accomplish, executive ability of learning, and interest were significantly improved.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.5
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• pp.605-610
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• 2018

The purpose of this paper is to develop evaluation methods in order to apply effective problem-based learning (PBL). To observe the effectiveness of a PBL system on learners and to comprehend the learning process of a PBL application, analysis of reflective journals and an evaluation questionnaire completed by participants (n=68) were used. The participants of the study were recruited from Hankyong National University students who undertook first-year Creative Engineering Design. A total of four problems for the PBL-based lectures were designed and applied to 12 weeks of PBL lectures. The participants completed reflective journals upon completion of each PBL problem-based activity; upon completion of the last PBL problem, participants completed and submitted a PBL system class-evaluation questionnaire. Also the participants completed an evaluation questionnaire at each step of the instructional procedures for each PBL problem-based activity. The findings of the research show that the participants increased their comprehension of PBL systems, their understanding of lecture content and of cooperative learning, and improved their self-reflection, authentic experience, creative problem-solving skills, communication skills, documentation skills, presentation skills, observational skills, and evaluation skills. The participants described how learning through PBL increased their confidence, satisfaction, and sense of achievement, compared to the previous semester.

• Journal of Science Education
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• v.33 no.2
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• pp.353-364
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• 2009

The purpose of this study was to develop 'the problem situations' for the Problem Based Learning(PBL) and to examine it's effects on the science achievement and the attitude towards science learning. Also the students' perception on the PBL model was examined. The topics of the problem situations developed were 'the future energy for reducing the green house effect' and 'the Indonesian forest fire and the El Nino'. The coaching strategies for the PBL were designed and implemented to 10th grade high school students in the science classes, the results are follows; First, the science achievement of the group of PBL is significantly higher than those of group of traditional teaching. Second, the scores of the test of attitude toward science learning of the group of PBL is significantly higher than those of group of traditional teaching. Third, the students' perception of the PBL was positive. Many students have interests and motivations in PBL, some students have difficulties in learning on the PBL. In the students' personal reflection notes the step of a problem statement is the hardest one of the PBL model. Therefore, this study suggests that developing the problem situations based on real context is of great importance for implementing a problem based learning model continuously.

• Journal of Korean Home Economics Education Association
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• v.28 no.4
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• pp.97-109
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• 2016

The purpose of this study were to develop PBL(problem-based learning) program, and to examine the effects of PBL. This paper applied PBL to a "Culture of Clothing" class, comprised of 23 undergraduate students majoring in Home Economics. As part of the PBL curriculum, the class assigned students to design and create brochures about the culture of clothing by going on field trips to the National Folk Museum of Korea. The class met for five weeks, 3 hours per week. The effectiveness of PBL was measured based on the students' self-reflective journals, self-assessments, and satisfaction surveys. The study gathered three major feedbacks from the students after taking the PBL class. First, the students recognized the importance of cooperation and communication in problem-solving process. Second, the students appreciated that students themselves were implementing the self-directed learning. Third, the students were satisfied with the overall quality of the PBL class, based on their feedbacks and surveys. However, the students' self-assessments show their acknowledgement of the lack of creativity and critical-thinking skills. The study also observed relatively low-satisfaction ratings about the learning environment at the National Folk Museum of Korea.

• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.2
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• pp.155-161
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• 2007

Purpose: The purpose of this research was to evaluate the effects of Problem-Based Learning(PBL) in nursing students. Method: Data was collected from 70 junior nursing students who studied through PBL curriculum from C college, by 3 times from August to December 2005. The collected data were analyzed using SPSS 10.0. Results: There were no statistically significant improvement in study related characteristics; appropriateness to nursing, interest in nursing knowledge, interest in clinical practicum and evaluation PBL learning course; satisfied with teaching content, satisfied with teaching method, and self-confidence in nursing. But there were statistically significant improvement in metacognition, self efficacy and learning motivation. Conclusion: Based on above results further research should be doing about subject of diverse nursing students who are studying PBL, development of PBL practice package and evaluation it's effects, and exploration to many elements that influenced evaluation PBL learning course.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.30-37
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• 2009

The purpose of this study was to examine the difference of problem-solving ability according to student's level of self-efficacy. Participants were 72 junior students who took the course 'Environmental Instrumental Analysis'. Before the PBL activities, students were given the self-efficacy tests to all students. Among them, 44 students(30% of each high and low ranking) were selected and encouraged to complete pre-problem solving tests. The PBL was conducted for 12 weeks using blended learning strategies. After the PBL, 44students completed post-problem solving tests. Results showed that there were differences of problem-solving ability according to student's level of self-efficacy. From the results, instructional strategies for promoting students' self-efficacy should be employed for enhancing problem-solving ability in PBL activities.

• Journal of Digital Convergence
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• v.17 no.10
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• pp.77-84
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• 2019

The purpose of this study is to examine about various barriers recognized by university faculty members while implementing PBL. By adopting the inductive content analysis, this study has analyzed the contents related with the barriers about PBL implementing in the teaching reflection reports submitted by 32 professors of B university. After the analysis, the barriers have been summarized into 5 major topics such as 'teaching beliefs,' 'classroom culture,' 'learning facilitation,' 'assessment,' 'school environment.' Results suggest: First, a study on the specific solutions for the barriers summarized by 5 major topics should be launched. Second, a teaching competency development program to resolve the barriers should be supported. Third, an innovation of physical school environment and school policy appropriate for PBL implementing should be involved. Fourth, a study on the barriers about PBL implementing should be further expanded.