• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.10
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• pp.4418-4425
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• 2012

The demand on applying the performance-based logistics (PBL) in the operational phase of the weapon systems development is increasing these days. Therefore, the enhancement of the PBL concept and process needs to be done. This is the objective of the paper. As a method of approach, a modeling method is adopted to cover the whole life cycle of the weapon systems development from the concept development to the operation. The modeling results for the PBL process yield an useful suggestion for improvement. Also, by analyzing the interrelationship model between the PBL process and the integrated logistics support (ILS) procedure, it is possible to take advantage of the PBL concept in the ILS elements development, which is usually carried out from the beginning of the development phase, a lot earlier than the operational phase. Note that the PBL concept has been restrictively applied in only the supply support among many ILS elements up until now. However, the results obtained in the paper can make it also possible to consider the availability, reliability, logistics support, cost and so on from the early phase of the weapon systems development.

• Journal of the Korea Convergence Society
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• v.9 no.1
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• pp.117-131
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• 2018

PBL is expected to be very useful in the engineering project course that leads students to active learning in problem solving process. But it is not actively utilized because of various problems. In this study, modified PBL lectures were laid out for a course that practice UX design process. Modified PBL lectures provide theoretical class and two PBL practices. The variant is that the problem design is made by the students themselves on a weekly basis, rather than by the instructor, and that the two PBL processes consist of one project. The results of this study are meaningful as a basic data in PBL-based engineering college project class. Additional discussion of how to evaluate grades needs to be specified.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.239-247
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• 2010

The purpose of this study is to examine the effects of an free inquiry method based on PBL(Problem-Based Learning: PBL) to improve students science process skills and self-directed learning characteristics. To verify this research, twenty-two third-grade students were selected from Chung-ryeol Elementary School located in Busan. They have received pre-test and post-test about their abilities in their science process skills and abilities for self-directed learning characteristics. Also, their self-reflection data was analyzed. The teaching and learning PBL process is to provide the information named 'I am the expert on Earth and Moon' which is recreated by analyzing the science curriculum and characteristics of students from Lesson 3 'Earth and Moon', and to make plans for solving the information with K/NK method. Then, to solve the information is gathered and investigated using the PBL workbook. Lastly, students present their finding using the free inquiry method in a group. The post-test showed following results : first, the free inquiry method based on PBL stimulates inquisitiveness in students about science learning and the research group shows improved science process skill. It shows us that using the free inquiry method based on PBL can be used effects to elevate science process skill. Second, the free inquiry method based on PBL has a positive effect on self-directed learning. The research tells us that using the free inquiry method based on PBL can improve a student self-directed learning characteristics.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.20-31
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• 2011

The purpose of this study is to examine the effect of PBL-based astronomical observation on the science process skills and scientific attitudes in elementary science-gifted students. To verify research problems, the subjects of this study were forth-grade students selected from one classes of an elementary science-gifted class in Busan National University of education : the research group is composed of twenty students who were participated in PBL-based astronomical observation program. During four weeks, the PBL-based astronomical observation program instruction was executed in the reasearch group. Post-test showed following results: First, the research group showed a significant improvement in the science process skill. We look into detailly this, the research group showed a significant improvement in the basis science skill. The sub-factor 'expectation' of the science process skill effects a significant improvement. Second, the research group showed a significant improvement in the scientific attitudes. In conclusion, PBL-based astronomical observation program was more effective on science process skill and scientific attitudes. However, since the study has a limit on an object of the study and the applied program, the additional studies need to be conducted with an extended comparative group and program.

• Journal of Korean Physical Therapy Science
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• v.13 no.2
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• pp.57-65
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• 2006

This study was conducted to develop the PBL module using simulation(S-PBL), to apply it to the physical therapy curricula, and its effect on students; learning contents, learning process, and its overall impacts. The S-PBL module was apply on 47 students of first year physical therapy in Jeju Halla College for 8 weeks from 2005 Feb to April. The data was analyzed via SPSS 10.0; the evaluation of learning contents and process was divided into 5 areas; the learning impacts in 4 areas. The research sought average and standard deviations. The students; satisfaction regarding S-PBL learning contents and process averaged >3.5 (on the Likert Scale of 1 thru 5) which indicated high learning achievement. For the learning impact, using an S-PBL module, it averaged >2.8 (on the Likert Scale of 1 thru 4) which indicated high learning impact. Significantly, the students showed high satisfaction in the areas of clinical practicum, the learning process, the opportunity to participate in clinical affiliation, and motivation for acquiring professional knowledge. This study proved that the application of S-PBL is effective for the physical therapy students; ability to carry out physical therapy, and it is also worth to apply in the physical therapy curricula to improve the students; participation in clinical skills.

• Journal of Korean Academy of Nursing
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• v.36 no.1
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• pp.25-36
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• 2006

Purpose: The purpose of the study was to identify the adaptation process to problem based learning(PBL) among nursing students who have experienced PBL classes for two years. Method: Data was collected from 11 nursing students with in-depth interviews and direct observation of their PBL experiences by a researcher who has been a facilitator for PBL class for 3years. Immediately after the interviews all of them were transcribed. It was analyzed by the Ground theory of Corbin and Strauss. Results: A derived core category was 'Acquiring PBL'. 4 stages of the acquiring process were derived and written in time sequence: chaos, confusion, beginning insight, and achievement stage. Conclusion: The results will not only expand understanding of the students for the facilitator and school which has adopted PBL but also provide information to develop an orientation program for PBL. Further research on the facilitator's role experiences is recommended.

• Journal of Korean Academy of Nursing
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• v.34 no.5
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• pp.712-721
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• 2004

Purpose: This investigation examined the effect of PBL on the meta-cognition, critical thinking, and problem solving process. Method: The research design was pre-posttest with a none qui valent control group design. Scenarios for PBL sessions were developed on the basis of textbooks and patients' charts and tested for content validity. Seventy six nursing students who took a 'Nursing Process' course from two nursing schools participated in the experimental group and control group. The experimental group performed PBL during the semester. Meta-cognition and problem solving processes were assessed by questionnaires which were developed using pedagogics. Critical thinking was measured by the CCTST(California Critical Thinking Skill Test) Form 2000. The data was analyzed by repeated measure (pretest-posttest) MANOVA, and correlation analysis. Result: PBL improved the participants' meta-cognition and problem solving process but not critical thinking. The relationship between meta-cognition and the problem solving process was supported but the relationship between critical thinking and problem solving was not supported. Conclusion: These results suggest that PBL has a positive effect on nursing students' educational outcomes. To improve the problem solving ability of nursing students, PBL should be applied to more subjects in the nursing curriculum.

• Journal of Engineering Education Research
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• v.12 no.2
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• pp.96-106
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• 2009

Problem-based learning has been considered as one of the effective educational methods in engineering education. However, in so far as professors who require practical insights in PBL and experiences of developing actual problems by subject, in particular, thorough understanding from experiences of PBL process as well as problem-development has not been sufficiently provided. The purpose of this paper is to present strategies focusing on problem design for PBL on engineering education. In order to do this, a literature review and a qualitative case study were performed. Especially, the study intended to identify differences and gap between professors' problems-development process and its output and those of authentic PBL. Professors were found that their PBL problems had lack of authenticity, consideration on experiences of students, and realistic thinking process. Professors in PBL had difficulty to link theory into real situation. In consequence, in designing a problem, we consider the followings; first, the problem should be designed based on real design process and its output. Second, the problem should be designed and implemented in all academic years for developing student's systematic and skillful thinking process. In conclusion, more supports are needed for engineering professors to extend their experiences of designing and developing actual problems that present real experience.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.14 no.3
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• pp.351-360
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• 2007

Purpose: The purpose of this study was to develop a Problem-Based Learning (PBL) package, test its application and evaluate students' recognition of the effectiveness of PBL in nursing colleges. Method: Thirteen steps were used in the process developing the PBL package. After its application, the first questionnaire for self-evaluation and satisfaction with PBL class was given to 94 nursing students in December, 2005. To further evaluate the students' recognition of the effectiveness of PBL, a second questionnaire was given to 83 nursing students out of the 96 in May, 2007 after clinical practice. Data analysis was conducted using means with standard deviation. Results: The results of students' self-evaluation showed high achievement in learning outcome and process using the PBL method. Also, they expressed satisfaction with the subject management, the lecturer and their peers after the PBL class. Students recognized that the PBL class had positive effectiveness in clinical practice and wanted more PBL classes and the inclusion of complex cases from well designed packages. Conclusion: PBL class could be considered as an opportunity to fortify student nurses' abilities to adjust to the real clinical situation.

• Korean Medical Education Review
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• v.10 no.1
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• pp.35-42
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• 2008

Purpose : Since PBL was first developed by Howard Barrows at McMaster, it has been adopted as one of the best teaching and learning methods in medical schools throughout the world. However, the educational superiority of PBL relative to traditional approaches is less clear. Given the somewhat extensive resources required for the operation of PBL curriculum, this gives reason for concern. The aim of this study is to review experiences of PBL in other medical schools and learn how to implement PBL in our school. Methods : This study was undertaken in two stages. In the first stage, PBL curricular examples in 7 medical schools (University of Pennsylvania, University of Melbourne, University of Maastricht, McMaster University, Flinders University, Harvard medical school. University of California at L.A.) were collected and summarized. In the second stage, a careful search for articles of journals published since 2000 regarding PBL group assessment, effectiveness of PBL and group facilitation skills was conducted. Results : PBL is generally introduced in a core curriculum in undergraduate medical education. Relating to small group assessment, the perception of students has been well developed. but the current PBL assessment tool needs to be revised, to develop thinking skills of students. The PBL graduates considered themselves as having much better interpersonal skills, better competencies in problem solving and self-directed learning than the non-PBL graduates. Tutors used various techniques to raise awareness, facilitate the group process and direct learning. Conclusions : The following three aspects can be regarded as important in this study. First, to implement PBL in our school more effectively, it might be considered, which curriculum content can be best learned with PBL. Second, to enhance students' thinking skills during PBL, a new assessment tool needs to be developed. Third, tutors' competencies are important to facilitate, group process, so it would be worthwhile including in staff development.