• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.233-242
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• 2016

The purpose of this study was learning about the project 'stratum and the rock ' of pre-primary teachers to the effects of self-directed learning ability and environmental sensitivity. This study was set up experimental treatment period of 15 weeks from March 2016 to June, students who are B Education University of fourth grade the first semester participated, in the study, It was composed of 34 students of 1 class taking 'strata and rock' lecture. Experimental study group consisted of exploration activities on the field experience about strata and rock. Set the area they want to explore the site by teams. The results of this study are as follows. First. learning about the project 'stratum and the rock ' of pre-primary teachers was effective to self-directed learning skills. 2nd, Learning about the project 'stratum and the rock ' of pre-primary teachers was effective to environmental sensitivity. 3rd, The students showed a positive response and were interested in the project 'stratum and the rock ' of pre-primary teachers.

• 대한공업교육학회지
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• v.31 no.1
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• pp.129-145
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• 2006

The purpose of this study was to develop and apply the project-based learning strategy in blended learning environment to raise and enhance scientific thinking skill, creativity, and problem solving skills to students who would be teachers of an elementary school in the future. This study was conducted as an action research based on an educational university. The study included 25 participants in a class. Data were collected through observation, surveys, interview and students' artifacts. Results indicated the project-based learning strategy in blended learning environment allowed students to raise problem solving skill, critical thinking skill, and creativity. Finally implications of this study, obstacles to conduct this study, and recommendations to implement this strategy more effectively and efficiently were presented.

• Journal of Digital Convergence
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• v.12 no.3
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• pp.29-36
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• 2014

The purpose of this study is to suggest a proper improvement direction of the public ordering and receiving system in related with e-Learning. The research methods for this paper are derived from survey about e-Learning companies and the written materials of the present public e-Learning project. According to the study, in most cases, the public e-Learning projects don't affect positively e-Learning company's businesses. It indicates that the public e-Learning project has three problems or improvement items. And as a solution to the problems, it presented the policy alternatives the policy alternatives as the concept of ordering and receiving system.

• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.189-200
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• 2008

The purpose of this study is to find out the effects of learning that has applied instruction module utilizing ICT in project-based learning in elementary science classroom on improvement of the self-directed learning skills and the problem-solving skills. For this purpose, the project based learning instruction module utilizing ICT based was developed and conducted to 2 class consisting of 66 elementary students in the 6th grade to clarify the effects. As a result of the study, first, the instruction module utilizing ICT in project-based learning was effective in improving self-directed learning skills of students. As the subordinate effects of self-directed learning skills it showed improved effects in diagnosing desire to learn, setting goals, basic self-managing ability, selecting learning strategy, durability of practicing learning, making effort for result, and self-examination but it did not show improved effects in figuring out recognition of resources for Learning. Second, it was effective in improving the problem-solving skills of students. As the subordinate effects of problem-solving skills it showed improved effects in problem recognition, information gathering, analysis, thinking prior to dissemination, planning skill, and evaluation but it did not show effect on decision making, implementation & risk-taking and feedback.

• Journal of Engineering Education Research
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• v.25 no.1
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• pp.55-64
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• 2022

In this paper, the characteristics of peer-evaluation and self-evaluation of team activity participation in project-based learning and their usability were investigated. The characteristics of peer-evaluation and self-evaluation are as follows. First, in peer-evaluation and self-evaluation of project-based learning, the correlation between the two evaluation scores was very high. When students' scores from their peers correlate very well with the scores they give themselves, it means that they apply the same criteria to their peers and to themselves when evaluating team activity. Second, there was no difference in peer-evaluation and self-evaluation scores between groups with different written test scores. The fact that peer-evaluation and self-evaluation scores do not change according to academic ability shows that the two evaluation areas are independent. Third, the self-evaluation score in project-based learning is statistically significantly higher than the score received from peers. This raises doubts about the fairness of self-evaluation. Therefore, in this paper, it is suggested that self-evaluation of team activities in project-based learning is carried out together with peer-evaluation, but only peer-evaluation is reflected in credits.

• Journal of The Korean Association of Information Education
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• v.8 no.4
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• pp.563-571
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• 2004

The purpose of this paper is to suggest the method the fourth grade who haven't experienced with online project learning can perform the on-line project learning efficiently. And it is to see if there are any effects and improvement in using ICT after applying the online project learning system to the real school environment. For this, after analyzing the curriculum of Grade 4 in elementary school and abstracting some factors to improve the Information utilizing ability, I chose 12 topics of project learning. I built the on-line learning room and chose 6 topics among them. After practicing the project, I inspected the effects on them. And to understand the ICT-utilizing ability of the students, I analyzed if there were any improvement in ICT-utilizing ability with some questionnaires which consist of information collecting, information processing, and information interchanging according to the standards of Information utilizing ability of elementary and middle school students.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.158-169
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• 2024

This study investigated the effects of climate change project learning on elementary students' attitudes toward climate change and environmental literacy. Climate change project learning was conducted on 174 sixth-grade elementary school students in a metropolitan city (77 male, 97 female), after which their perceptions and attitudes toward climate change and environmental literacy were assessed. The climate change project learning had a positive effect on the students' perceptions and attitudes toward climate change, which was surmised because of the climate change content sharing and discussions during the project learning. The climate change project learning also had a positive effect on the students' environmental literacy, especially their environmental attitudes, values, and behavior; however, there were no statistically significant changes found for environmental sensitivity. This study highlights the educational effects and implications of environmentally focused climate change projectbased education for elementary school students.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.25 no.11
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• pp.1655-1662
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• 2021

The purpose of this study is to draw implications through a case study on the curriculum operation of a professor who operated a programming subject as a PBL(project-based learning) method in an untact situation due to COVID-19. A survey was conducted for first-year freshmen students to determine their learning condition before project implementation. Based on the results of the questionnaire, individual interviews were conducted to identify the needs for education, and then, basic grammar for project completion and lectures that segmenting each stage of the project were composed. Repeated learning was induced through weekly quizzes, and feedback was given by giving time in advance until the project deadline. 23 students (40 students in total) completed the project. The remaining 17 students took the exam but did not complete the project. The purpose of this study is significant in that it investigated whether a project can be carried out through instructional design, execution, and interaction while operating a programming subject through PBL in the COVID-19 environment.

• Journal of Engineering Education Research
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• v.25 no.6
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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.

• International Journal of Costume and Fashion
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• v.18 no.2
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• pp.29-43
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• 2018

Service-learning is a form of experiential education in which students participate in organized activities and develop a sense of civic responsibility while acquiring content knowledge of the discipline. The purpose of this study was first, to examine the underlying theories and principles of service-learning, and second, to present a case of systemic implementation of problem-based service-learning into a Product Innovation and Management class in higher education. The New Product Development for an E-Commerce Small Business project was developed for a community partner, BevShots, reflecting the needs of the firm, and was tightly woven into the course content. Students' participation in the project had a significant effect on increasing their awareness of the needs in the community and identifying their roles as citizens as well as enhancing their content knowledge learning. The community partner also received benefits for his business by participating in the project. Through this study, we aim to inspire fashion design and merchandising educators to implement service-learning projects/classes in the curriculum.