• Journal of the Korean earth science society
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• v.32 no.3
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• pp.334-345
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• 2011

The purpose of this study was to find out inservice teachers' teaching skills and relevant educational settings that could be applied to an instruction of problem-based learning (PBL). Participants have been instructed PBL teacher training programs and applied PBL into teaching and learning process. Three elementary teachers were selected to participate in the study, and data were collected with semi-structured interviews. The interviews of the teachers in relation to PBL were analyzed by two main topics: (1) the teachers' teaching skills required in PBL and (2) the educational settings in implementing PBL. The results are as follows: First, there is a difficulty involved in the implementation of PBL in that its preparation and teaching process are different from the traditional teaching methodology. However, as a helper who guides the students to self-directed learning in the free and permissible learning environment in which students are motivated to develop their potential effectively, the teachers are to invest their time consistently and to put their efforts into making an effective class in the entire process of PBL. Second, as a method to apply the problem-based learning to the education settings, the teachers must spread the awareness of PBL to fellow teachers, students, their parents and the administrators in education and form the community of the teachers. Most importantly, when the teachers apply PBL in the directly, from the joy of witnessing the changes in the students, they will choose to adopt PBL.

• The Journal of the Korea Contents Association
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• v.14 no.6
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• pp.453-465
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• 2014

Although fairly descent amount of research outcomes has been generated on problem-based learning(PBL) with regard to science and medical subjects, relatively less outcome has been generated on social science and management subjects. Therefore this study attempts to exam effect of problem-based learning in food service entrepreneurship subject on improving problem solving skills. After literature review, for constructing for this research frame, each class schedules were formed by hybrid-PEL and traditional lecture style respectively then problems, solution, and evaluation process were generated for hybrid-PBL. Through the result, there was hardly any differences occurred before and after traditional lecture approach on students' problem solving skills. There was, however, certain differences appeared on students' skills after hybrid-PBL approach. Through the study, hybrid-PBL learning can be an effective teaching method in social science and management subject for improving students' problem solving skill.

• Communications of Mathematical Education
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• v.13 no.1
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• pp.305-316
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• 2002

벡터는 수학 문제해결을 위한 중요한 도구로써, 벡터를 이용한 문제해결 과정에서 학생들은 수학적 탐구 활동에 관련된 풍부한 경험을 가질 수 있다. 본 연구에서는 벡터를 이용하여 삼각형의 무게중심에 관한 정리를 증명하기 위한 수학적 탐구 능력이나 아이디어를 학생들이 준비할 수 있도록 정리 증명과 관련된 몇몇 문제들을 체계화하여 제시하였다. 이 문제들을 해결하는 과정에 관련된 탐구 능력을 추출하였으며, 체계화된 문제에 바탕을 둔 무게중심에 관한 정리 증명을 제시하였고, 증명 과정과 관련된 수학적 탐구 능력을 제시하였다.

• Journal of Engineering Education Research
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• v.8 no.1
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• pp.99-112
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• 2005

Problem-Based Learning is focused, experiential learning organized around the investigation and resolution of messy, real-world problem. It is both a curriculum organizer and instructional strategy, two complementary processes. The PBL model developed in this study was composed the two components of Problem Design(curriculum organizer) and Problem Implementation(instructional strategy). The basic process of Problem Implementation Model were composed the 8 steps ; 1) the identification of problem, 2) the specification of problem, 3) the exploration and generation for solution, 4) the selecting of best idea, 5) the specific planning of best idea, 6) the implementation and realization, 7) the evaluation, 8) the applying and reflection.

• Journal of the Korea Convergence Society
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• v.9 no.7
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• pp.355-364
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• 2018

The purpose of this study is to investigate the effect of simulation practice combining problem-based learning on nursing knowledge, self-confidence, critical thinking tendency and problem solving ability. The subjects of this study were 45 students who took two courses of nursing situation practice in the fourth grade of S university in S area. Data were collected before and after the simulation exercise using the self-report questionnaire. The problem-based learning and the simulation practice convergence training were conducted for three weeks with two hours per week, and the post- integration nursing knowledge, self-confidence, critical thinking disposition, and problem solving ability scores were improved. Nursing knowledge, self-confidence, and critical thinking tendency were positively correlated with problem solving ability and proved the effectiveness of problem-based learning and simulation training. Therefore, education programs combining problem-based learning and simulation training on various topics should be developed and utilized.

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.21-37
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• 2019

This study states a perennial question of "what should we do to heal oneself?" so that teenagers can build the ability to healing themselves at home economics education. The purpose of this study is to development a practical problem focused pedagogical programs and teaching-learning process plans for healing education in the home economics education. For this study, perennial concern and practical problem of healing related to home economics education were identified through the review of the literature related to the Korean and United States' home economics education curricula, and based on the analysis of educational cases in Korea and the United States, a practical-problem-focused program was designed for healing education. Teaching-learning process plans have been developed for practical reasoning instruction based on the designed practical-problem-focused programs and three systems of action. Finally, experts evaluated the developed practical-problem-focused program and teaching-learning process plans for healing education. This study is expected tp serve as the basis for Healing Education in Home Economics Education.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.163-186
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• 2004

구성주의에 기반한 7차 교육과정에서 교사 중심의 수업에서 학생 중심의 수업으로 전환을 강조하고 있다. 또한 지식을 객관적인 존재라는 의식에서 벗어나 학생들 스스로에 의해 구성되어진다는 것을 강조하고 있다. 이러한 시점에서 교실 수업의 개선은 당연한 흐름이며 교사들의 의식 전환 또한 당연한 것이다. 7차 교육과정에서 문제해결력을 바탕으로 한 수학적 힘의 신장을 강조하고 있다. 이러한 시대적 요청에 부응하는 교수법의 개발에 있어서 문제해결력과 창의적 사고력 학습법에 대한 연구는 필연적이다. 따라서 본 연구의 목적은 어떤 문제설정 방법이 문제해결력과 창의력을 향상시키는데 보다 더 효과가 있는지 알아보는데 그 목적이 있다.

• Journal of the Korean Geographical Society
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• v.35 no.3
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• pp.455-474
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• 2000

제 7 차 교육과정에서 경제지리 과목이 심화 선택 과목으로 새롭게 설정되었다. 그러나 제 6차 교육과정 한국지리 과목의 경제지리 교육내용을 단순 확대.심화시켜 구성하였기 때문에, 그 동안의 비판과 문제점을 해결하지 못하고 있다. 지리교육에서 경제 지리교육내용의 선정 및 조직 바법은 산업별 분류방법, 주제 중심방법, 경제과정 중심방법으로 분류할 수 있는데, 기존은 교육과정은 산업별 분류방법을 근간으로 하고 있다. 본 연구에서는, 공급자의입장에서 나열적으로 교육내용을 선정.조직하고 있는 기존 방법의 문제점을 개선하고, 실생활에서 학습의 유용성을 확인시켜 학습자의 관심과 흥미를 갖게 하며, 다양한 형태의 교수-학습 활동이 가능하도록 하면서, 심화 선택 과목의 특성을 살릴 수 있는 경제 지리 과목의 교육내용 선정 및 조직 대안으로 지역문제 중심방법을 제안한다.

• Communications of Mathematical Education
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• v.16
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• pp.245-267
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• 2003

수학적 문제 해결은 수학 교육에서 중요한 이슈이고 문제 해결 전략으로서의 유추를 주제로 본 연구에서는 중학생들을 대상으로 단순히 유사한 문제를 제시하는 것만으로 문제 해결에 성공을 할 수 있는지, 문제 해결에 성공을 할 수 없다면 중학생들에게 어떤 과정을 제시해야만 문제 해결 과정에서 유추를 사용하여 문제를 해결 할 수 있는지를 알아보고자 한다. 이를 위하여 본 연구에서는 유추에 의한 문제 해결과정을 표상 형성, 인출, 사상, 적합성, 스키마 형성의 과정으로 보고, 이러한 과정 중 사상 단계에서 사상 과정의 명료화를 중심으로 학생들의 유추 추론에 의한 문제해결 과정을 탐구하였다. 연구 결과, 유추 추론 과정에서 근거 문제만을 제시하는 것은 목표 문제를 해결하는데 유추 추론의 성공을 보장한다고 할 수 없었으며, 근거 문제가 제시되었는데도 목표 문제를 해결하지 못하는 경우 사상 과정을 명료화하자 목표 문제를 성공적으로 해결하였다. 또한 학생들은 목표 문제의 성공 이후 유사한 새로운 목표문제를 푸는데 성공하였다.

• 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.