• Title, Summary, Keyword: Problem-based

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Experiences of the Teachers in the Practical Problem-Based Home Economics Class (가정과 실천적 문제 중심 수업에서 교사의 경험에 대한 연구)

  • Han, Ju;Chae, Jung-Hyun
    • Family and Environment Research
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    • v.54 no.4
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    • pp.351-363
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    • 2016
  • This study examined in depth what teachers experience in a practical problem-based home economics class. This study established the research question, "What do teachers experience in the practical problem-based home economics class?" and selected three teacher participants who had steadily performed a practical problem-based home economics class to directly observe classes and conducted intensive interviews with the class performing teachers. The three research participants performed the practical problem-based class as a method of practicing their educational beliefs and based on a problem consciousness that textbook centered classes focusing on concepts cannot manage. They also tried to make efforts to reconstruct the textbook centered with practical problems to promote the critical thinking abilities of students. In practicing the practical problem-based class, the research participants recognized that it was important to show the present problems in reality to the students, teach broad value concepts, and establish rapport with students. They tried to make class content correspond to class evaluation. They felt awarded in how they influenced the development of students and the perception of home economics subjects in a positive way as well as experienced various actual difficulties in performing the practical problem-based class. The three research participants examined themselves through the agony and reflection of the class, and integrated the class with daily activities by applying problem solving methods of practical problem-based classes to their lives.

The Effect of Problem-Based Learning on Creative Problem-Solving Skills and Achievement in Elementary Science (초등 과학 수업에서의 문제중심학습이 창의적 문제해결력과 학업성취도에 미치는 효과)

  • Kim, Jeong-Seon;Kang, Ho-Kam;Lim, Hee-Jun
    • Journal of Korean Elementary Science Education
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    • v.28 no.4
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    • pp.382-389
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    • 2009
  • The purpose of this study was to examine the instructional effect of problem-based learning on creative problem-solving skills and academic achievement in elementary science classes. Based on the literature review, six stages for problem-based learning were applied: Orientation, Presenting problems and the process of learning, preliminary problem solving, problem solving, sharing results, and wrapping up/evaluating. The subjects were 74 students in two six-grade classes in Gyeonggi province. As a result, the following findings were given: First, the students who were engaged in problem-based learning showed better progress in creative problem-solving skills. Second, science academic achievement of experimental group were better than traditional group. Educational implications were discussed.

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Student Conceptual Understanding and Application on Algebra-problem-based Curricula

  • Lee, Kwang-Ho
    • Research in Mathematical Education
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    • v.9 no.2
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    • pp.125-133
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    • 2005
  • This paper investigates student conceptual understanding and application on algebra using problem-based curricula. Seven principles which National Research Council announced were considered because these seven principles all involved in the development of a deep conceptual understanding. A problem-based curriculum itself provides a significant contribution to improving student learning. A problem-based curriculum encourages students to obtain a more conceptual understanding in algebra. From the results the national curriculum developers in Korea consider the problem-based curriculum.

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Effects of Problem Based Learning on Critical Thinking Disposition and Problem Solving Process of Nursing Students (문제중심학습이 간호학생의 비판적 사고성향과 문제해결과정에 미치는 효과)

  • Yang, Jin-Ju
    • Journal of Korean Academy of Nursing Administration
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    • v.12 no.2
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    • pp.287-294
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    • 2006
  • Purpose: The purpose of this study was to identify the change of critical thinking disposition and problem solving process in students who experienced problem-based learning. Method: This research design was one group pre-post test design. Twenty-five nursing students who participated in ‘'Nursing Process' course with two PBL packages for a semester in 2004 were the subjects of this study. The data were analyzed by repeated measures of ANOVA, and content analysis. Result: The problem defining in problem solving process was improved significantly, but there was no significant difference in the critical thinking disposition. Conclusion: The results of this study suggest that PBL has a positive effect on nursing students' problem solving process, But for a more significant effect on a continuous base for critical thinking of nursing students, faculties should use web based and simulation-based education for self directed learning along with clinical situation-based scenarios.

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The Effect of Case-based Learning Program for Scientific Problem Solving (과학 문제 해결력 촉진을 위한 사례 기반 학습 프로그램의 효과)

  • Kwak, Ho-Sook;Jang, Shin-Ho
    • Journal of Korean Elementary Science Education
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    • v.28 no.3
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    • pp.340-351
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    • 2009
  • The purpose of this study was to investigate the effect of case-based learning program on three elementary students' scientific problem solving and attitudes in science class. For this study, case-based learning program was designed for bridging students' scientific knowledge and their personal experiences in real life through 4 stages: understanding the problem, planning for problem solving, conducting problem solving, and making conclusion. This study was carried out through 17 lessons of 4th grade for 6 weeks. The data was collected through close observation on three students in two groups in a class. The results include that cased-based learning program showed overall positive effects on the elementary students' scientific problem solving and attitudes in class. In particular, it turned out that the continuous emphasis of real world examples in case-based learning had powerful impacts on students' problem solving abtsity, motivation, and participation in classroom activities. The key factors to successful problem solving in school science was discussed.

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Analysis of the Effectiveness of a Problem-based Digital Textbook

  • Park, Chan-Seok;Kim, Mi-Hye;Yoo, Kwan-Hee
    • International Journal of Contents
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    • v.8 no.2
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    • pp.23-27
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    • 2012
  • The successful use of digital textbooks (DTs) in schools requires the development of various teaching and learning methods that are appropriate for DTs. However, recent DT studies have focused mainly on the implementation of DT features and formats. The objective of this study was to investigate a problem-based learning instructional model appropriate to DTs and to present the experimental results using the problem-based DT to demonstrate its educational effectiveness. Two learning-achievements tests were conducted to analyze the learning experience and effectiveness of the problem-based DT after it had been used in a high school for a certain period. The experimental results indicated that the students who used the DT, especially lower-level students, exhibited improved problem-solving ability and demonstrated a better practical understanding of the subject than students who used printed textbooks.

An Integer Programming-based Local Search for the Set Partitioning Problem

  • Hwang, Junha
    • Journal of the Korea Society of Computer and Information
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    • v.20 no.9
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    • pp.21-29
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    • 2015
  • The set partitioning problem is a well-known NP-hard combinatorial optimization problem, and it is formulated as an integer programming model. This paper proposes an Integer Programming-based Local Search for solving the set partitioning problem. The key point is to solve the set partitioning problem as the set covering problem. First, an initial solution is generated by a simple heuristic for the set covering problem, and then the solution is set as the current solution. Next, the following process is repeated. The original set covering problem is reduced based on the current solution, and the reduced problem is solved by Integer Programming which includes a specific element in the objective function to derive the solution for the set partitioning problem. Experimental results on a set of OR-Library instances show that the proposed algorithm outperforms pure integer programming as well as the existing heuristic algorithms both in solution quality and time.

The Effects of the Situation-Based Mathematical Problem Posing Activity on Problem Solving Ability and Mathematical Attitudes (상황제시형 수학 문제 만들기(WQA) 활동이 문제해결력 및 수학적 태도에 미치는 영향)

  • Kim, Kyeong-Ock;Ryu, Sung-Rim
    • School Mathematics
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    • v.11 no.4
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    • pp.665-683
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    • 2009
  • The purpose of this study is to improve forward mathematics study by analyzing the effects of the teaching and learning process applied situation-based mathematical problem posing activity on problem solving ability and mathematical attitudes. For this purpose, the research questions were established as follows: 1. How the situation-based mathematical problem posing activity(WQA activity) changes the problem solving ability of students? 2. How the situation-based mathematical problem posing activity(WQA activity) changes the mathematical attitudes of students? The results of the study were as follows: (1) There was significant difference between experimental group and comparative group in problem solving ability. This means that situation-based mathematical problem posing activity was generally more effective in improving problem solving ability than general classroom-based instruction. (2) There was not significant difference between experimental group and comparative group in mathematical attitudes. But the experimental group's average scores of mathematical attitudes except mathematical confidence was higher than comparative group's ones. And there was significant difference in the mathematical adaptability. The results obtained in this study suggest that the situation-based mathematical problem posing activity can be used to improve the students' problem solving ability and mathematical attitudes

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A Development and Application of Standard Criterion for Analyzing Problem-Based Learning Problems in Mathamatics (수학과 문제중심학습 문제 분석을 위한 기준표 개발 및 적용)

  • Huh, Nan;Kang, Ok-Ki
    • School Mathematics
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    • v.11 no.1
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    • pp.165-186
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    • 2009
  • Problem-Based Learning has many implications on teaching and learning. Through the problem-Based Learning, students device their plans to solve the given problems and discuss with workers to find and share some ideas or mathematical contents needed to solve those problems. In this paper we studied characteristics of Problem-Based Learning problem and tried o find out the standard criterion of problem analysis that were appropriate to Problem-Based Learning. We applied them to analyze problems in textbooks and problems that were developed for Problem-Based Learning. Using he result, the further research questions and implications were suggested.

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The Effects of Internet Resource-Based Problem-Based Learning on the Academic Achievement in Science and the Attitude toward Science of Elementary School Students (인터넷 자원기반 문제중심학습이 초등학생의 과학과 학업성취도 및 과학에 대한 태도에 미치는 영향)

  • Kim, Jin-Min;Lee, Hyeong-Cheol
    • Journal of the Korean Society of Earth Science Education
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    • v.5 no.1
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    • pp.75-87
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    • 2012
  • The purpose of this study is to find out the effects of internet resource-based problem-based learning on the academic achievement in science and the attitude toward science of elementary school students. One experiment class and one control class of grade 6 students were selected to perform a prior investigation on the academic achievement in science and the attitude toward science, then the experiment class attended 4 weeks of lessons that was applied the internet resource-based problem-based learning, and the control class attended the traditional lessons based on the guidelines of teachers. After conducting lessons, a post investigation was performed for each class and the results were analyzed to produce the following conclusions. First, the internet resource-based problem-based learning could be seen to be effective in improving the students' academic achievements in science. The internet resource-based problem-based learning seemed to make students recognize the lesson details better and grasp well the questions given during lessons from the process of finding solutions among many informations and data on the internet. Second, the internet resource-based problem-based learning had a positive effect on all attitudes' areas toward science of students. It looked like that the internet resource-based problem-based learning taught the students to use the internet resources and gave them a friendly feeling, so the children could actively participate in class and had positive recognition on science. Third, from teacher observation and the result of the student recognition investigation, we could know that the students showed lots of interests in the internet resource-based problem-based learning, and they were able to understand the scientific theories in the process of solving problems that were relevant to real life, and thought science in a positive way.