• Hwankyungkyoyuk
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• v.22 no.3
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• pp.15-30
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• 2009

This study focuses on the comparison of PBL and GBS. PBL is a famous model that emphasizes diversity of students and self directed learning within the theory of constructivism. GBS has not been studied that extensively. GBS is most similar to PBL but this model has not been actively applied to school education. This study focuses on how to enhance students' interest in an educational environment that is encompassing a new and changing teach-learn paradigm and the development of new technology. Furthermore, PBL and GBS methods were compare actively applied to "Environmental Education" to make the students learn self-directed education through the transformation of one's environmental awareness. Specifically, the models were applied to the "Ecology and Environment" subject taught in general high schools and the degree of 'environmental literacy' were measured, From March to May of 2007, the PBL and GBS models were applied to 3rd grade students at D high school and the subject was 'Ecology and Environment'. The students were divided according to age into groups of $5{\sim}7$. The PBL group attempted to solve the given problems and the GBS group carried out their missions. In conclusion, after analyzing the 'environmental literacy' survey results by SPSS 12.0, just 'Knowledge of Ecology (KEOC)' and 'Locus of Control (LOC)' were slightly significant in PBL. This shows that PBL enhances the students' problem solving ability and thinking power. This is a result of the enhancement of students' problem-solving and thinking abilities through PBL. Students can learn many things because they completed their projects based on their experience and knowledge, both individually and interpersonally. We have to study how to apply PBL and GBS to the education field in spite of the many limited conditions. Therefore, this study looks at the application of PBL and GBS in environmental education and suggests specific strategies for educators who want to apply GBS and PBL and adapt them into their education curricula.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.2
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• pp.47-52
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• 2011

Recently, in order to increase the effectiveness of engineering education, it is a trend to get out of teacher-centered, traditional pedagogical strategy which emphasizes knowledge delivery and to utilize diverse pedagogical strategies such as project-based learning, problem-based learning, and so on. Especially utilization of project-based learning(PBL) that is very effective to improve practical ability by doing projects which students can apply their knowledge learned in class has been increasing. By the way, although students work on one or more projects in your course, only the fact shouldn't say that you properly utilizes PBL. That is, many teachers make students perform projects in their courses, but only a few teachers properly utilize PBL. This paper presents PBL procedures, evaluation criteria on project subjects, an evaluation method of team project, an evaluation table of PBL accomplishment, etc. based on many years experience in PBL as a guideline for PBL in engineering education. Also, this paper proposes some complements for better PBL by analysing strength and weakness of PBL.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.14 no.3
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• pp.351-360
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• 2007

Purpose: The purpose of this study was to develop a Problem-Based Learning (PBL) package, test its application and evaluate students' recognition of the effectiveness of PBL in nursing colleges. Method: Thirteen steps were used in the process developing the PBL package. After its application, the first questionnaire for self-evaluation and satisfaction with PBL class was given to 94 nursing students in December, 2005. To further evaluate the students' recognition of the effectiveness of PBL, a second questionnaire was given to 83 nursing students out of the 96 in May, 2007 after clinical practice. Data analysis was conducted using means with standard deviation. Results: The results of students' self-evaluation showed high achievement in learning outcome and process using the PBL method. Also, they expressed satisfaction with the subject management, the lecturer and their peers after the PBL class. Students recognized that the PBL class had positive effectiveness in clinical practice and wanted more PBL classes and the inclusion of complex cases from well designed packages. Conclusion: PBL class could be considered as an opportunity to fortify student nurses' abilities to adjust to the real clinical situation.

• Journal of The Korean Association of Information Education
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• v.9 no.1
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• pp.1-12
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• 2005

Establishing problem-based leaning(PBL) that is one type of constitutional learning models is meaningful not only for finding the diversity of WBI types but also for being the specific example of constitutional usage of WBI. This paper shows the development of web-based and problem-based learning program for 6th grade students of elementary school and finds its effect on their studies achievement. There were two classes of traditional lessons and one class of web-based and problem-based lessons. It performed a test with the classes for science lesson. It was found that web-based and problem-based learning is more effective on the improvement of studies achievement. There was meaningful difference in studies achievement according to ICT utilization ability. Web-based and problem-based learning statistically had a meaningful effect on the improvement of ICT utilization ability.

• Korean Journal of Adult Nursing
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• v.19 no.5
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• pp.70-79
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• 2007

Purpose: This study was to evaluate clinical competence in relation to self-directed learning, critical thinking disposition, and participating in PBL(Problem-Based Learning) group activities of nursing students. Methods: Data were collected from 108 nursing students in Oct. 2006. Results: Clinical competence had a significant positive correlation with self-directed learning, critical thinking disposition, and participation in PBL group activities. There was a significant difference in clinical competence according to interpersonal relationship. Participation in PBL group activities was the most influential factor of clinical competence($R^2$=.34). Also, the influence of clinical competence increased with the addition of self-directed learning($R^2$=.42). Conclusion: It is essential to encourage the self-directed learning and participation in PBL group activities for the improvement of clinical competence. It is relatively important for clinical competence to consider the educational environment systematically.

• Journal of Korea Entertainment Industry Association
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• v.14 no.4
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• pp.57-65
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• 2020

The purpose of this study is to analyze the problem solving ability of occupational therapy students by applying PBL classes using social networks. Data were collected from 35 students in the third year of occupational therapy at K University from March to June 2019. The results were as follows: First, PBL application using social networks showed a significant improvement in problem solving ability. Seconds, there was a significant difference in problem solving ability according to the preference of mobile device use and major satisfaction. Therefore, as a learning tool for improving the problem-solving ability of occupational therapy students, we proposed a way to increase satisfaction with learning by activating PBL using social networks.

• The Journal of Korean Academic Society of Nursing Education
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• v.11 no.2
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• pp.184-190
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• 2005

Purpose: The purpose of this study was to examine the effect of PBL on self-directed learning and critical thinking disposition. Method: The research design was a nonequivalent control group pretest-posttest design using two groups of first-year students from two nursing schools in Gwangju, South Korea. PBL was conducted for one semester. Result: Significant difference was found in self-directed learning between the two groups after PBL (p<0.05). but, not in critical thinking disposition. Conclusion: The findings indicate that there is a need for paradigm shift in nursing education from the traditional teacher-centered methods to a more learner-centered approach. PBL program will facilitate the development of abilities to become self-directed in learning.

• 한국정보교육학회:학술대회논문집
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• 2006.08a
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• pp.79-85
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• 2006

학습자가 학습의 주도적인 역할을 하고 능동적으로 수행할 수 있는 환경을 구성하여 학습과정에서 창의적 문제해결력이 신장되도록 문제중심학습(Problem-Based Learning : PBL)모형에 창의성과 문제해결을 결합한 창의적 문제해결(Creative Problem Solving : CPS)단계를 통합한 창의적 문제중심학습(Creative Problem-Based Learning : C-PBL)단계를 정보통신기술교육에 적용하여 창의적 문제해결의 효과를 검증하고자 초등학교 3학년 2개 학급을 대상으로 실험집단과 비교집단으로 구성하여 실험하였다. 본 논문은 C-PBL을 적용하여 창의적 문제해결을 위한 수업모형을 일부 제공하였다는 점에서 의의를 갖는다.

• The Journal of the Korea Contents Association
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• v.6 no.9
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• pp.141-151
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• 2006

In this paper, We designed and implemented a web based PBL system for ICT training. We surveyed special qualities and a learning model which have been researched for web based PBL system. According to the result of preceding research, we designed a web based PBL system consisted of teaming guidance, learning subject, collaboration learning, loaming result, help center, bulletin board. Also, We applied the web based PBL system to beginner. According to the result of this application, it was found that the students had more interest in learning and utilization of the system when using the web based PBL system. And the web based PBL system was very useful in setting up a problem-solving plan and a ICT learning plan.

• Korean Journal of Adult Nursing
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• v.20 no.5
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• pp.731-742
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• 2008

Purpose: The purpose of this study was to analyze how a nursing student recognizes PBL with simulation education and its relationship to academic achievement. Methods: The study objects were the students in C college who learn through PBL using simulator for 15 weeks(September 2007 to December 2007). Learning element recognition was developed by Cho(2002) and three key evaluations(performance, self-evaluation, and colleague evaluation) were designed by professors. Results: Learning element recognition ranged from 2.37 to 4.83 with the average at 3.94. For Learning element recognition, students who preferred discussion score 4.15. This was statistically more significant than those who do not. Students who preferred presentations show significantly higher score in colleague evaluation. For Learning element recognition and academic achievement, self-evaluation and colleague evaluation showed relationship to PBL learning element. Conclusion: There was definitely a relationship with PBL learning element and academic achievement after learning the PBL with simulation education.