• 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.

• Proceedings of the Korean Society of Computer Information Conference
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• 2011.06a
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• pp.229-232
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• 2011

초등학생들의 학습에서 학생들이 알고 있는 지식을 이용하여 Project를 해결해가면 그 과정에서 지식이 살아있게 되고 지식이 더 깊어질 것이다. 주입식으로 지식을 알아가기보다 스스로 과제를 해결해가면서 무엇을 알고 무엇을 모르는지 스스로 깨닫고 알아가는 학습이 필요하다. PBL학습은 프로젝트를 해결하기 위해 학생들이 자기주도적으로 이끌어가는 학습이다. Piaget의 인지발달이론에서 구체적조작기에 해당하는 초등학생시기에는 직접 만질 수 있는 학습도구인 교육용로봇이 효과가 있을 것이다. 이에 교육용로봇인 피코크리켓을 활용하여 PBL학습프로그램을 개발하였다.

• Journal of the Korea Convergence Society
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• v.10 no.10
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• pp.197-205
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• 2019

The purpose of this research was examining the effects of problem-based learning strategies(PBL) on problem solving skill conducted in Korea, using meta-analysis technique. This meta-analysis reviewed the results of 41 studies published between 1998 and 2017 in Korea. The overall weighted mean effect size value was .753 with .064 standard error which was calculated by random effects model. PBL strategies have been found to be more effective in mathematics course (d=.922), art course (d=.916), practical art course (d=.827), E-PBL (d=.791) and middle school level (d=.972). As PBL exhibit a substantial effect on students' problem solving skill, it is recommended that teachers should learn how to implement these strategies in their lesson. PBL is expected to contribute to the improvement of teaching methods as the learning environment changes during the 4th Industrial Revolution.

• Journal of the Korean Chemical Society
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• v.54 no.6
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• pp.771-780
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• 2010

The purpose of this study is to examine the effects of PBL (Problem-based Learning) strategy applied to the "Inorganic Chemistry Laboratory" class. Especially, the changes in 'self-directed learning ability' and 'attitudes toward science' of undergraduate students were examined. In addition, perception on PBL problem and the PBL classes were investigated. The results of this study were as follows: First, after the course, 'self-directed learning ability' and 'attitude toward science' of students were significantly improved (p < .05). There were significant improvements in every sub-categories except 'self-confidence as a learner' for 'self directed learning ability' and every sub-categories except 'usefulness of science' for 'attitude toward science'. Second, the students expressed that PBL strategy provided opportunities to learn self-directively and responsibly, but the process of defining the problem was difficult. Finally on the survey toward PBL strategy, the students responded that PBL problems were authentic and helpful to learn problem solving ability. In conclusion, PBL laboratory course is effective for developing self-directed learning ability and positive attitude toward science.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.7
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• pp.4573-4579
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• 2014

In the 21st century, university education is changing from an objective knowledge and information to critical thinking and problem-solving ability. Moreover, university education should change rapidly towards a learner-centered educational environment because it has an educational goal to have college students experience authentic tasks they will be in charge of after graduation, and improves self-directed learning ability and cooperative learning ability. PBL is a pedagogical strategy for posing significant, contextualized, real world situations, and providing resources, guidance, and instruction to learners as they develop content knowledge and problem-solving skills. In problem based learning, the students collaborate to study the issues of a problem as they strive to create viable solution. For these advantages of PBL, the application of PBL in school has been enlarged. On the other hand, the application of PBL in engineering education has not been enlarged. To improve these instruction methods, the development or applications of new instructional methods will be needed. This study examined the PBL instructional design of a creative engineering design subject, which aims to foster talent. The PBL model developed in this study consists of Analysis, Design, Development, Implementation, and Evaluation. A plan of creative engineering design subject was developed based on PBL, and focused on the process of PBL. To determine the effects of this model, studies applying this instructional design to many lecturers should be implemented.

• Journal of Practical Engineering Education
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• v.15 no.1
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• pp.13-22
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• 2023

The purpose of this paper is to explore the impact of online problem-based learning (PBL) on learners' 4C competencies and learning experience. The results of the study showed that, first, online PBL had a statistically significant effect on learners' problem-solving skills, communication skills, and pre-service teacher efficacy. Second, learners were very satisfied with the online PBL experience and perceived it to be very beneficial to their learning and to themselves as preservice teachers. Third, learners perceived that the real-time video conferencing system and instant messenger were very helpful for successful online PBL. Fourth, regarding the important factors for successful online PBL, the participants in this study perceived that communication and sincerity are very important, and the role of the leader is also important, but personal intimacy among team members is relatively less important. Fifth, learners perceive that instructor feedback is very important for successful online PBL. Finally, the implications of this study are discussed along with suggestions for future research.

• Journal of the Korea Society of Computer and Information
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• v.16 no.4
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• pp.83-91
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• 2011

The purpose of this thesis was to implement effective blended PBL(Problem-Based Learning) systems for information communication ethics education. Online learning and face-to-face classes were systematically combined for achieving the teaching-learning goals. And the main module for online learning run on Moodle, an open source learning management system. To examine educational effectiveness of the proposed systems, an experimental study was conducted through the method to the subject of two class in the second-grade of university located in ${\bigcirc}{\bigcirc}$ city. For experiment 60 students(treatment group=30, control group=30) are participated. And they were assigned to one of ten subgroups, comprising of six students, respectively. The results of this study are follows, First, the education using proposed blended PBL method is more effective in cultivating consciousness of information communication ethics than the education using face-to-face PBL learning method. Second, learners who participated in the proposed blended PBL more experienced various effects of PBL, such as (1) Improvement of problem solving ability, (2) Understanding of cooperative learning than the other learners who participated in the face-to-face PBL.

• Journal of Science Education
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• v.43 no.3
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• pp.342-362
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• 2019

This study is to explore the applicability of PBL classes in undergraduate education at a School of Dentistry. To do this study, PBL modules were developed and applied to the students with different background knowledge to easily learn Integrated Medicine and Lifescience classes. Participants were 12 students in the first year of Integrated MS program at P University. Four tutors who majored in Dentistry and had PBL teaching experience participated. As a result of the PBL classes, students' concepts and knowledge about gene expression and expression were expanded, and they recognized the importance of self-directed learners and experienced the importance of collaborative learning. PBL tutor presented a positive assessment of attending PBL class experience and the educational need for PBL instruction. The results of this study show the possibility of PBL as a model for Integrated Medicine and Lifescience class in Dentistry education.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.437-447
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• 2010

The purpose of this thesis was to design and develop an effective e-PBL(Problem-Based Learning) for cultivating consciousness of information and communication ethics. The proposed e-PBL is based on PBL which is one of the constructivism teaching-learning theories. Online learning and face-to-face classes were systematically combined for achieving the teaching-learning goals. And the main module for online learning run on Moodle, an open source learning management system. To examine educational effectiveness of the proposed e-PBL, an experimental study was conducted through the education content and method to the subject of two class in the second-grade of university located in OO city. For experiment 60 students(treatment group=30, control group=30) are participated. And they were randomly assigned to one of ten subgroups, comprising of six students, respectively. The results of this study showed that the education using proposed e-PBL is more effective in cultivating consciousness of information and communication ethics and learners responded positively than the education using traditional face-to-face PBL learning method.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.147-152
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• 2007

정보통신기술의 급격한 발달은 새로운 정보와 지식의 양을 급속하게 증가시켜 지식 기반사회로의 체제를 굳건히 만들고 있다. 지식기반사회에서 전통적 교수-학습 방법은 더 이상 학습자의 문제해결에 도움을 주기 어렵다. 이런 이유 때문에 전통적 교수-학습 방법을 대신할 수 있는 지식기반사회의 적합한 수업모형인 문제중심학습이 대두되고 있다. 또한 이를 발전시켜 온라인 기반의 e-PBL (e-Learning PBL)은 e-Learning과 PBL을 결합시킨 수업모형으로 전통적 교수-학습 방법을 대체할 수 있다. 따라서 본 연구는 초등학교 정보소양교육 분야에서 활용할 수 있는 e-PBL 수업모형, 수업문제를 개발하고 이를 실제 교육현장에 적용하여 타당성과 효과성을 검증하였다. 또한 e-PAS 시스템을 구축하여 e-PBL을 지원함으로써 학업성취도 및 자기 주도적 학습능력을 향상시키고 학습만족도를 신장시켰다.