• 한국의류학회지
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• 제45권2호
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• pp.271-284
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• 2021

This study presents the educational utility of blended learning by analyzing the effectiveness of learning after class by blending team project learning and smart device app-based learning methods. Qualitative analysis and survey analysis were conducted and the results were as follows. First, team project activities based on task resolution were conducted freely through detailed activities such as sharing roles, planning meetings, and coordinating opinions. Team activities were carried out with respect and consideration, team member bonding, and a sense of responsibility. Second, the smart device app is recognized as a medium for work and communication, and fast feedback has been made, making it highly impactful on classroom activities. Third, in terms of learning satisfaction, most learners showed an interest in the course and were satisfied with the project results. The smart device app was used as a learning and communication medium for personal and team activities and was analyzed as a blended method applicable to classes that conduct practical activities as an efficient tool to further activate project activities.

• 한국환경교육학회지:환경교육
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• 제24권3호
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• pp.34-43
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• 2011

Project-based learning is an innovative approach to learning that teaches a multitude of strategies critical for success in the twenty-first century. Students drive their own learning through inquiry activity, as well as work collaboratively to research and create projects that reflect their knowledge. The purpose of this study was to investigate the effects of eco-friendly school project activity which is applied from one of project-based learning approach on learning outcomes of students in ninth-grade environment course in middle school. The participants were given a questionnaire before and after the environmental project activities. In solving the school environment issues themselves, students have practiced invaluable problem solving skills. This study indicates that school students' awareness about the environment has positively changed by experiencing the eco-friendly school project. In addition, this project affects students' variety of environmental awareness. This project could be applied to school environmental education programs and to environment lessons, developmental activities or club activities for a positive impact on students' environmental awareness.

• 수산해양교육연구
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• 제28권4호
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• pp.1057-1067
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• 2016

National Competency Standards are the major administrative project to build a competence-based society. The manpower for the global society should be recognized by performance rather than educational records. Therefore, all colleges should first nurture NCS-type manpower based on field needs. This study comparatively analyzed the differences between the lecture style of four-year colleges and the outcomes of problem-solving and project-based learning method to prove why it is necessary to introduce the NCS program. Especially, It will review the constraints and measures of NCS introduction to overcome in a four-year university. Through this, it can be used as a means to help improve the field conformity of a four-year college curriculum by presenting the development and utilization of curriculum-based NCS in a four-year university. As a result, it was found that the overall satisfaction with the problem-solving and project-based learning method was above average. Many students were dissatisfied with the traditional teaching methods and the new project-based learning method was relatively effective in college education. Students' participation also improved. Based on the evaluation of learning performance, the new method was found more satisfactory than the old teaching method in terms of comprehension of professional knowledge in various fields, nurturing of logical thinking skills, acquisition of analytical skills, comprehensive thinking skills, creative problem recognition, and open-minded thinking skills.

• East Asian mathematical journal
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• 제33권2호
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• pp.217-233
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• 2017

This study expects that Team Based Project Learning can act positive role to improve pre-service elementary teachers' teaching competence from previous studies. So designing and executing Team Based Project Learning program, I can provide some suggestions to the teaching method for teacher training education. In this study, Team Based Project Learning focuses on the use of history of mathematics in school mathematics. Also from organizing the team to evaluation, I conduct team activity systematically both inside and outside the classroom. The result of this study shows that pre-service elementary teachers' teaching competence has improved and I could identify the positive response about the value of using the history of mathematics and effect of Team Based Project Learning in mathematics learning.

• 한국컴퓨터정보학회논문지
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• 제24권1호
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• pp.247-255
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• 2019

In this paper, we propose the effect of project-based robot education program on the interest toward robots and the computational thinking of elementary school students. Software education is being actively carried out around the world in order to cultivate software talents in accordance with the 4th industrial revolution. As a result, the importance of robots in education has increased, and education using robots has been actively introduced. However, the activities of simply assembling and repeating robots in schools were not effective in enhancing elementary school students' interest toward robots and computational thinking. Therefore, it is necessary to overcome traditional teaching-learning methods and to develop robot education. So, in this study, the robot education program that introduces project-based learning was developed for improvement of interest toward robots and computational thinking of elementary school students. In order to verify the developed education program, 114 elementary six grade students were selected as research subjects and the traditional teaching-learning method and project-based learning were applied to the experimental and control group. As a result, project-based learning was more effective for elementary school students' interest toward robot than traditional teaching-learning method. In computing thinking, the experimental group showed a significant improvement, but there was no statistically significant difference in the post-test.

• 대한지구과학교육학회지
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• 제11권3호
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• pp.203-211
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• 2018

본 연구의 목적은 프로젝트 기반 수업을 활용한 과학수업이 과학개념 습득 및 과학학습동기에 미치는 효과를 알아보는 것이다. 본 연구는 S초등학교에서 4학년 학생을 대상으로 하였으며 연구반 선정을 위해 담임교사에게 동의를 구하였다. 그리고 학생들에게는 본 연구의 목적과 취지를 설명하고 연구에 대한 동의를 받았다. 연구자가 직접 내방하여 연구반 1개반을 선정하였다. 연구반에 대해서는 담임교사를 실험처치자로 선정하여 프로젝트 기반 수업을 활용한 과학수업을 진행하였다. 연구기간을 설정하여 40분 단위 수업을 12주 동안 실시하였다. 실험처치 수업 후에는 사후 과학개념 검사, 과학학습동기 검사를 실시하고 자료를 수집 분석하여 정리하는 단계로 진행하였다. 이에 대한 연구결과는 다음과 같다. 첫째, 프로젝트 기반 수업을 활용한 과학수업이 과학개념 습득 향상에 긍정적인 효과가 있었다. 둘째, 프로젝트 기반 수업를 활용한 과학수업이 과학학습동기 함양에 긍정적인 효과가 있었다. 셋째, 프로젝트 기반 수업 후 연구집단의 학습자들 인식 반응에서도 긍정적인 효과가 있었다.

• 한국학교수학회논문집
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• 제19권4호
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• pp.329-356
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• 2016

본 연구는 프로젝트기반 수업을 설계 및 적용함으로써 학생들의 진로인식과 수학에 대한 태도 변화를 확인하고자 하였다. 프로젝트기반 수업을 수학과의 특성에 적합하도록 기본개념 학습 단계를 추가하여 구체적인 수업의 사례를 제시함으로써 수학과 교수 학습 방법의 다양화에 기여하고 학생들의 변화를 확인하고자 하였다. 서울지역 초등학교 6학년 1개 학급 28명의 학생들을 대상으로 7주 동안 19차시에 걸쳐 미래사회 역량과 관련된 유망직업 소재를 포함하여 설계한 프로젝트기반 수학수업을 실시하였다. 대상 학생의 수가 충분치 못하여 정량적 분석을 보완하기 위하여 학습자들의 서술과 수행 결과물을 통해 정성적인 분석을 함께 실시하였다. 그 결과 학생들이 수학에 대한 태도와 진로인식에 있어 긍정적인 변화를 보이는 것으로 나타났다.

• 근관절건강학회지
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• 제29권3호
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• pp.185-193
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• 2022

Purpose: This study aims to provide basic data for future nursing education by identifying the effects of flipped learning-type project-based learning on nursing college students' self-directed learning ability, self-leadership, and academic self-efficacy. Methods: It is a pre-experimental study designed before and after a single group to verify the effect of flipped learning project-based learning on nursing students' self-directed learning ability, self-leadership, and academic self-efficacy in 81 third-grade nursing students. Results: No statistically significant difference in self-efficacy (t=-0.80, p=.545) but self-directed learning ability (t=-3.85, p<.001) and self-leadership (t=-5.18, p<.001) were found to have a statistically significant difference before and after. Conclusion: Flipped learning-type project-based learning was confirmed effective in improving nursing college students' self-directed learning ability and self-leadership. Therefore, instructors will need to develop and apply teaching methods that provide learners with opportunities for pre-learning and carry out learner-centered projects to improve nursing college students' self-directed learning ability and self-leadership.

• Journal of Information Technology Applications and Management
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• 제29권1호
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• pp.29-45
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• 2022

The Fourth Industrial Revolution era requires people to have the ability of integrated thinking, critics, sensitivity, and creativity in an integrated manner. Therefore, teaching methods are expected to become more suitable for the trend. In this belief, current teacher-leading education method should move to students' self motivating one and consist of programs in which students voluntarily involve. In this reason, this study suggests FPBL educational method model that is combines project-based learning with flipped learning by analysing preceding research and digital painting tool class was designed by applying it. As a result of applying the designed class model to the class, all of the class satisfaction, effectiveness, and interaction were evaluated positively. Problems such as limitations of project classes due to non-face-to-face classes, large amount of learning before class, and reduced concentration during class were found. Therefore, when the FPBL class model is conducted non-face-to-face, it will be necessary to further strengthen the role of the instructor, provide lecture videos summarizing the core contents, and improve concentration by providing active participation and fun using various digital tools. The result of the study looks significant by confirming the possibility of applying FPBL model not only in design education but also other educational settings.

• Journal of information and communication convergence engineering
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• 제7권4호
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• pp.570-575
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• 2009

This paper describes an implementation of project-based learning in routing design course. The total students who enrolled in the class were 48 and were divided into groups of 3~4 students. At the beginning of the course, a survey was conducted to check the student's level of back ground knowledge acquired from the prerequisite courses. At the end of the curse, we also conducted a survey to evaluate the effect of project-based learning. According to the end of course survey, the course was helpful to identify the problems to solve by themselves, to develop the problem solving ability, and to understand the global picture of the subject by integrating knowledge of each chapter into a project. The survey also shows that students recognized the importance of the teamwork skill throughout the project activity.