• 초등상담연구
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• 제8권1호
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• pp.33-50
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• 2009

본 연구는 학생들이 진로와 관련된 실제적이고 맥락적인 문제를 해결하는 과정에서 자신의 적성, 흥미, 성격 등에 대한 정확한 이해를 하고 다양한 직업세계를 탐구할 수 있는 PBL(문제중심학습) 기반 진로교육 프로그램을 개발하여 초등학생들의 진로성숙도에 미치는 효과를 검증하는데 목적이 있다. PBL 기반진로교육 프로그램을 개발하는 과정은 먼저 아동들의 발달 특성 및 요구분석을 거쳐 과제 분석을 실시하고 수행목표를 진술한 뒤, 이를 토대로 프로그램의 핵심 구성요소인 PBL 문제를 개발하고 그 타당성을 검토하였다. 다음으로 프로그램 각 영역별 문제해결과정 및 결과발표에 대한 평가계획 및 평가도구를 제작하고 온라인 학습공간을 설계하였다. 이렇게 개발된 프로그램은 매 회기 40분 단위의 총 21개 회기로 구성되어 초등학교 5학년에 8주 동안 실시되었고 연구결과는 다음과 같다. PBL 기반 진로교육 프로그램에 참여한 실험집단은 통제집단에 비하여 사후검사에 있어서 진로태도와 진로태도의 하위요인(계획성, 성향, 타협성), 진로능력과 진로능력의 하위요인(직업의 이해능력, 자신의 이해능력, 의사결정능력)이 유의미하게 향상되었다. 또한 검사지 반응 분석 결과의 보완을 위한 내용 분석 결과, 학생들은 프로그램의 각 영역별로 제시되는 PBL 문제를 팀을 이루어 해결하고 발표하는 과정을 통하여 객관적으로 자신을 이해하고 일과 직업세계에 관한 다양하고 질이 있는 지식을 쌓게 되었다고 보고하였다. 본 연구의 결과 연구자가 개발한 PBL 기반 진로교육 프로그램은 학생들이 자신에 대한 객관적 이해와 의사결정능력의 향상,모둠원간의 활발한 상고작용과 토의가 이루어지도록 하여 초등학생의 진로태도와 진로능력 의 향상에 긍정적인 영향을 미쳤다. 이는 초등학생의 진로교육에 있어 자율적인 학습태도와 주체의식이 자신의 미래를 탐색하고 개발하고 개척할 수 있는 기회와 경험을 제공하는데 매우 중요하다는 것을 의미한다.

• 스마트미디어저널
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• 제13권4호
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• pp.104-113
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• 2024

This study is a model study on the contents and methods of intercultural learning. Starting with a discussion of the intercultural learning model construct, it presents key contents important for intercultural learning and learning methods that can increase the effectiveness of intercultural learning. Also, we actually conducted the above learning program at the learning site and discussed the observations and results. It was a case study that allowed us to test the effectiveness of cultural intelligence theory, the latest theory that can improve intercultural competency. In addition, in order for the cultural intelligence theory to be effective in the learning process, it was found that the PBL method, which allows learners to solve problems on their own, rather than cramming education, is useful. Additionally, it was found that the ARCS model was also very effective in motivating and maintaining learners' continuous motivation. At this time, the instructor was also able to see that the effect increases when the role of catalyst becomes the main one.

• 패션비즈니스
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• 제27권5호
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• pp.121-134
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• 2023

With the development of information and communication technology, interest in new educational approaches that can enhance the learning performance of learners with improved information literacy skills is increasing, and universities are actively promoting educational innovation to foster the talents required by society. In the field of fashion studies education, which is closely related to the fashion industry, there is a strong need to develop field-linked educational programs that reflect the trends in the industry and changes in the educational system. The purpose of this study was to introduce industry-coupled problem-based learning (IC-PBL) to the course "Understanding Fashion Consumption Trends" for non-fashion majors to reflect the current needs and strengthen the educational effectiveness of the learners through a survey. A seven-step curriculum (introduction to the class, practitioner's problem, learner's problem analysis, organizing concepts related to variables, information collection and scenario writing, presentation and scenario proposal, and evaluation) not only enhanced learners' understanding of fashion consumption trends and the fashion industry but also greatly amplified learners' satisfaction with the class. The results of the survey showed that the seven-step curriculum was effective in increasing learners' self-directed learning ability, problem-solving ability, and confidence in learning. Self-directed learning ability was stronger than other factors, consistent with the core principle of problem-based learning to empower learners to take the initiative and promote self-directed learning. Each factor analyzed was positively correlated.

• 복식문화연구
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• 제32권3호
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• pp.334-344
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• 2024

This study aimed to develop a new convergence course applying project-based learning (PBL) and collaborative teaching methods and identify its educational effects. The course development proceeded as follows: First, three instructors collaborated to define course goals, plan objectives, content, and methods, and create a syllabus for a PBL-based fashion studio course. Roles were divided to maximize expertise: one instructor focused on fashion design, another on three-dimensional cutting, and the third on flat cutting, and digital techniques. Second, the classes were conducted and feedback on student progress was shared, enhancing class quality and engagement. Third, teaching effectiveness was assessed through learner evaluation questionnaires, reflection journals, and performance assessments. Lastly, based on the results from these evaluations, positive aspects of the course were reviewed, and ways to modify it and enhance course quality for continuous improvement were explored. The results showed high satisfaction with the learning effects on major competencies, indicating that students not only effectively learned major skills but also improved their communication and teamwork. The students perceived the teaching methods positively allowing them to be more active in class. Instructors noted that the course produced higher-quality design and production outcomes compared to previous courses. Overall, the course applying PBL and collaborative teaching methods was found to improve educational quality and effectiveness, making it a valuable approach for learner-centered education.

• 치위생과학회지
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• 제17권5호
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• pp.383-397
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• 2017

We attempted to develop a problem-based learning (PBL) module for integrated education in dental hygiene with the aim of helping students gain clinical competencies necessary for dental hygienist work. To develop the PBL Module for Clinical Dentistry in Dental Hygiene course, the researchers identified literature related to not only educational technology, but also medical science, nursing, dentistry, and dental hygiene. During the design phase of the PBL module, problem scenarios and a plan for the teaching and learning process were developed. Developing problem scenarios involved describing a problematic situation and three questions related with that situation. To cultivate competencies required in dental clinics, each question was related to the diagnosis of a dental disease, dental treatment, and dental hygiene procedures for care. Teaching-learning process plan included the designs of operating environment, operational strategies, learning resources, facilitation of problem-solving process, and evaluation. It is necessary to evaluate the PBL module for integrated education in dental hygiene to confirm its effectiveness.

• 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.

• 한국환경과학회지
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• 제21권3호
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• pp.351-362
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• 2012

The purpose of this study is to make a Result analysis on the free inquiry Method of elementary school student. also, this study investigates how free inquiry activities effect the science Process skills and environment-friendly attitudes of elementary school student For this study 150, sixth year, elementary school students from Busan city were selected. The inquiry examined the effectiveness of each of the following free inquiry methods: the PBL inquiry, the Project inquiry, the IIM inquiry, the small group inquiry and the science notebooks inquiry. The students were divided into groups in which they incorporated the respective methods into their practice. Test showed the following results: The environmental class which applies a free inquiry method(PBL inquiry, Project inquiry, IIM inquiry, small group inquiry and science notebooks) was effective in science process skills improvement. Second, The environmental class which applies a free inquiry method((PBL inquiry, Project inquiry, IIM inquiry, small group inquiry and science notebooks) was effective in environment-friendly attitude improvement.

• International Journal of Advanced Culture Technology
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• 제9권3호
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• pp.100-105
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• 2021

This study examines the effectiveness of the study through a case of PBL(problem-based-learning) class conducted in a balanced culture course called at 00- University in the second semester of 2020. The effects of learning are as follows: First, PBL(problem-based-learning) has sufficient active interaction between the teacher and the learner. In the face of prolonged non-face-to-face learning, the PBL teaching method has sufficient interaction between the professors-learner and the learner. Second, PBL learning can actively utilize various problems that fit the characteristics of the subject and actively utilize the process of role sharing and collaboration. By presenting various problem situations suitable for the subject, students will be able to share roles individually or as a team, and fully experience the process of collaboration and discussion in the process of investigating the data. Third, critical perceptions of problem situations can be extended. In modern times, a variety of problem situations arise and critical perceptions of them must be fully learned. In a mass production and mass consumption society, students should develop the ability to blindly recognize and distinguish between real and fake information in a flood of information. The limitations identified in this class case are, first, the nature of the subject, "Understanding Culture and Philosophy," which makes it possible to discuss the global cultural phenomenon, but it should be discussed in terms of philosophy. Second, it is not easy to work as a team on non-face-to-face online. Nevertheless, PBL is a very effective method of learning in which active interactions and learning activities take place between professors and students, whether face-to-face or face-to-face online learning.

• 한국정보통신학회논문지
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• 제26권6호
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• pp.922-929
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• 2022

이 연구는 PBL을 활용한 CAE 수업이 전문지식 습득과 역량 제고에 미치는 영향을 분석한다. 동의대학교 자동차공학과 3학년 학생들에게 1년 과정의 교과목에 PBL 수업을 적용하였으며, 1학기와 2학기에 각각 만족도 및 효과에 대한 설문조사를 실시하였다. 각 학기별 설문조사에서 유의미한 차이로 2학기의 만족도가 높은 것으로 나타났으며, 비대면 정보교류와 팀 활동에 대해서는 만족도가 높게 나왔다. 아울러 교과목에 대한 지식과 기주도학습, 문제해결력, 의사소통 등의 개인 역량 향상에도 긍정적인 영향을 미치는 것으로 평가됐다. 본 연구는 수업 개선을 위한 정량적 지표로 사용될 수 있으며, 교과목 운영의 기초자료로 활용할 수 있다는 점에서 교육적 함의가 있다.

• 융합보안논문지
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• 제13권2호
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• pp.101-109
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• 2013

이 연구는 전쟁사 과목에 대하여 2012년 2학기 15주 중 중간고사와 기말고사 주를 제외한 13주간 이루어졌으며 자료의 수집과 동시에 자료의 분석이 이루어졌다. 1개 학기 동안 경험적 연구를 통하여 전쟁사 강좌 문제중심학습법이 효율적이었는지에 대하여는 좀더 연구가 필요하다. 한 학기 동안의 분석해서 나온 개념에 대해서는 강의 시간을 이용하여 학생들과 대화를 가지는 시간을 통해 확인 및 타당화하는 과정을 가졌다. 학생은 1학년 1개반 45명을 대상으로 5명씩 조를 편성하여 9개조로 운영하였다. 연구결과를 요약하면, 초기 교육진행시에는 조별로 진행되는 집단학습의 적응과 학습과정의 불확실성, 제시된 상황에 대한 상황조치 방법 구체화 어려움, 군인이 되고자 하는 의지와 실제 지식의 부족에서 오는 자신감 결여, 조별 토의에서 자신의 역할 미흡에 대한 반성, 자가학습의 중요성과 필요성 인식, 실제 이론과 상황조치간의 괴리 등을 경험하였다. 수업의 중간에는 수업준비의 부담감, 지금 공부하는 것이 과연 임관 후 활용할 수 있을 것인가에 대한 회의감과 갈등, 그러면서도 교수의 지도에 따라 상황조치 완료후 만족감, 학습에 대한 확신감 등을 체험하였다. 수업의 말기에는 자긍심과 자신감 회복, 문제해결의 잠재력 향상, 임관 후 병사들 지도에 대한 자신감 등을 경험하는 것으로 나타났다. 최근 교수법에 대하여 많은 대학에서 관심을 가지고 있다. 교수는 어떻게 학생들의 능력을 이끌어내고 향상시키는 것인가에 초점을 둔 교육을 지향해야 한다. 사회에서 요구하는 인재 양성을 위해 현 상황에서 적용할 수 있는 가장 이상적인 교수법이 무엇인가에 대한 과제는 계속 연구해야한다.