• Hwankyungkyoyuk
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• v.22 no.2
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• pp.23-42
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• 2009

The purpose of this study is to investigate the influences of water environmental program using PBL on pro-environmental behavior for 4th graders in elementary school. The results of this study are as follows. First, the experimental group is more effective in promoting the pro-environmental attitude compared with the control group. Second, the experimental group is more effective in promoting the pro-environmental behavior compared with the control group. Third, the experimental group is not more effective in promoting the pro-environmental knowledge compared with the control group. Fourth, students are concerned and interested in the environment and environmental problems of the daily-life. And, they presented positive attitude and active participation toward environmental preservation. So, the process of PBL using water environmental program showed that it promotes active learning participation and various action. In conclusion, the environmental education program through PBL program has a positive effect on pro-environmental attitudes and behavior of elementary school students. It is demanded that more intensive research on this study should be done, linking with teaching and learning method, as a follow-up activity.

• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.481-490
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• 2020

The purpose of this study was to investigate the change of perception by analyzing self-reflection journal of the pre-service teacher's in PBL. For this purpose, 30 pre-service teachers participated in PBL for 4 weeks of summer semester. The researcher analyzed the self-reflection journals using ATLAS.ti 8 and the meaning of the teaching innovation factors was derived from the self-reflection journal contents. The results of the study are as follows. Pre-service teachers' solved the problem from the teacher's perception. Through the PBL process, the pre-service teachers' perception was changed such as new teaching-learning method, recognition of important of teaching method and interaction. Based on this, this implies the necessity of research on teaching innovation for pre-service teachers' creativity-convergence.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.6
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• pp.3963-3972
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• 2015

This study was conducted to evaluate the effects of simulation integrated with problem based learning in terms of critical thinking, problem solving, learning motivation according to Myers-Briggs type indicator(MBTI) personality type in advanced nursing course students. This study was a non-equivalent control posttest only design. Students were all enrolled in advanced nursing course which included 1) 6 weeks problem based learning 2) 5 weeks simulation integrated with PBL and debriefing. Total 19 students' data were collected and analyzed on SPSS win 21.0. The results showed students who have out patients working experience were significantly higher learning motivation(${\chi}^2=9.85$, p=.044), no experienced simulation were significantly higher critical thinking(${\chi}^2=4.44$, p=.035) and as temperament of MBTI, NT types were significantly higher on critical thinking(${\chi}^2=8.53$, p=.036). Students show various personality types and it might be impact on attitudes of learning and the results. Thus we need to understand their diversity and consider it to apply teaching methods on nursing education.

• Journal of Power Electronics
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• v.12 no.1
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• pp.201-207
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• 2012

This paper presents the results and gained experiences from the Project Based Learning (PBL) of magnetic component design within a Power Electronics Course. PBL was applied during the laboratory exercises through a design-project task based on a boost converter test board. The students were asked to calculate the main boost converter's circuit parameters' capacitor C and inductor L, and then additionally required to design and build-up the inductor L, in order to meet the project's goals. The whole PBL process relied on ideas from the CDIO (Conceive, Design, Implement, Operate), where the students are encouraged to consider the whole system's process, in order to obtain hands-on experience. PBL is known to be a motivating and problem-centered teaching method that gives students the ability to transfer their acquired scientific knowledge into industrial practice. It has the potential to help students cope with demanding complexities in the field, and those problems they will face in their future careers.

• Educational Technology International
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• v.13 no.1
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• pp.79-100
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• 2012

The focus of this research is on identifying the problems that learners experience during online problem-based learning (e-PBL) from a cognitive perspective. The study is concentrated on learners' cognitive load level at each stage of e-PBL. The research questions are specifically as follows: What is the level of cognitive load at each stage of e-PBL and what is the relationship between cognitive load and group performance? What cognitive difficulties are experienced by learners in e-PBL and what causes cognitive difficulties? In this study, we found that cognitive load was the highest in stage 1 and there was negative relationship between cognitive load at stage 1 and group performance. In addition, learners experienced difficulties during e-PBL such as the complexity of task, the difficulty in collaboration, and the lack of appropriate references. For further study, we will investigate some strategies regarding adjusting learners' cognitive load in the early stages of e-PBL.

• Journal of Digital Convergence
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• v.20 no.2
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• pp.525-541
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• 2022

This study aimed to develop simulation practice program with PBL (S-PBL) for nursing students and evaluate the effect of the program on their problem solving ability, clinical performance competency, learning satisfaction and confidence. The participants were nursing students who applied for simulation practice courses at an university in J province. The study was a mixed-method design using a nonequivalent one group pretest-posttest design (n=91) and focus group interview (n=12). Quantitative data were analyzed using SPSS 23.0 program and qualitative data thematic analysis. Quantitative data showed S-PBL was effective in improving clinical performance competency, learning satisfaction and confidence of the participants, but not in improving problem solving ability. As a result of the qualitative study, four themes and eight sub-themes were derived, and the themes were "Learn integrated nursing care based on priority", "Experience team cooperation through communication," "Learn vividly critical care" and "Improved nursing competency". The S-PBL could be effective in practical education for nursing students. In further study, it is necessary to develop various simulation practice programs based on PBL through a mixed-method design and apply them to nursing curriculum.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.7
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• pp.275-283
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• 2017

The purpose of this study is to investigate the evaluation scores among various evaluators such as tutor, peer, and self evaluation, the lenience and central tendency among these various evaluators, and the correlation between evaluation scores among the various evaluators and the paper test score in the Problem-Based Learning (PBL). For the research, tutor, peer, and self evaluations were carried out with PBL effectiveness evaluation tool for the 105 nursing students taking classes using PBL, and paper test was conducted after the PBL class ended. The collected data were analyzed by SPSS WIN (V. 12.0). The study results showed that peer and self evaluation scores were higher than tutor evaluation score. Also lenience and central tendency were higher and stronger in peer and self evaluation than in tutor evaluation. Paper test score had a significant correlation with tutor evaluation score, but not with peer or self evaluation scores.

• Journal of Fashion Business
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• v.25 no.2
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• pp.98-109
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• 2021

The purpose of this study was to present the case of class operation by paralleling a general instructor's lecture class and a IC-PBL class in a fashion design major course and comparing the educational effects. The teaching model of this study was designed to improve the ability to use the knowledge gained in accordance with the needs of the industrial field and to develop an independent learning ability. It will provide meaningful data. This study measured and considered the qualitative items of self-efficacy and changes in class perception through interviews and questionnaires completed by the learners after experiencing each general class and IC-PBL class. The results of this study are, first, that in the History of Fashion and Costume class, the general teaching method and the IC-PBL teaching method were applied in parallel to design a class, and a method case was presented. Second, as a result of comparing the educational effects of the two teaching methods through a student questionnaire, IC-PBL was more effective in improving learning attitude, learning achievement and self-efficacy. In addition, after the IC-PBL class on History of Fashion and Costume, the students' negative perception of team activities improved, and the students' cooperative ability and creativity improved.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.429-459
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• 2009

The purpose of this study was to help the students deepen their mathematical understanding and practitioner improve her mathematics lessons. The teacher-researcher developed mathematical situation based problem solving instruction model which was modified from PBL(Problem Based Learning instruction model). Three lessons were performed in the cycle of reflection, plan, and action. As a result of performance, reflective knowledges were noted as followed points; students' mathematical understanding, mathematical situation based problem solving instruction model, improvement of mathematics teachers.

• Journal of Engineering Education Research
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• v.14 no.3
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• pp.25-30
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• 2011

This paper is being established in Sungkyunkwan University based on a new lecture, "Scientific and Technical Writing and Presentation". The course feature and core educational goal is mainly to focus on challenging students to be able to learn scientific engineering communication, recognizing problem and solving it which involve a basic process of formulating thinking and expression skills. Basically, Scientific and Technical Writing and Presentation lecture is a blended learning that will put students in various type of problem based learning (PBL) in order to distinctively build their problem solving skills and emphasizing self-leadership skills in their profession. Through group activity participants in this learning area will be exposed to more specific problems to ensure more individual participation and in the same time they will be able to actively review the objective of their own activity which are part of this course objectives.