• 한국초등과학교육학회지:초등과학교육
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• 제28권3호
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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.

• 한국컴퓨터정보학회논문지
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• 제28권2호
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• pp.227-234
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• 2023

본 논문에서는 중학생으로 대상으로 디자인 씽킹 기반 인공지능 교육 프로그램을 개발하고 이를 적용하여 창의적 문제해결력에 미치는 영향을 검증하였다. 검사도구는 이화선, 표정민, 최인수(2014)의 CPS 이론을 토대로 창의적 사고유형 능력을 측정하기 위한 검사도구인 창의적 문제해결 프로파일 검사(CPSPI: Creative Problem Solving Profile Inventory)를 사용하였다. CPSPI는 기존 검사들의 한계를 보완하여 인지적 선호도와 인지적 능력을 평가하고, 자신의 아이디어를 타인과 공유하고 설득하는 단계를 포함하였다. 디자인 씽킹 기반 인공지능 교육 프로그램 적용 전 후, 창의적 문제해결력을 분석한 결과, 모든 영역에서 유의미하게 상승하였다. 중학생의 창의적 문제해결력을 분석한 결과 문제발견 및 분석, 아이디어 생성, 실행계획, 실행, 설득 및 소통 영역에서 유의미한 결과가 나타났다. 인공지능교육에서 창의적 문제해결력을 향상시키기 위한 교수학습 방법으로 디자인 씽킹의 효과를 확인하였다.

• East Asian mathematical journal
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• 제36권2호
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• pp.229-251
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• 2020

Problem Based learning(PBL) is a teaching and learning method to increase mathematical ability and help achieving mathematical concepts and principles through problem solving using the learner's mathematical prerequisite knowledge. In addition, the recent instructional situations or environments have focused on the learner's self construction of his learning and its process. In spite of such a quite attention, it is not easy to apply and execute PBL program actually in class. Especially, there are some difficulties in actually applying and practicing PBL in the areas of mathematics education in not only secondary school but also in college. Its reason is that in order to conduct PBL instruction constantly in real or experimental class there is no more concrete and detailed instructional content during the consistent and long period. However, to whom is related to mathematics education including instructors called scaffolders, investigation and recognition on the degree of the learner's acquisition of mathematical thinking skills and strategies is an very important work. By the reason, in this study, the instructional content was to be explored and developed to be conducted during 15 weeks in one semester, which was based on Problem Based Learning environment by the subject of the theories relevant to mathematics education in the college of education.

• Perspectives in Nursing Science
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• 제9권2호
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• pp.111-118
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• 2012

Purpose: This study investigated the effects of simulation-based nursing education (for the care of congestive heart failure patients) on self-directed learning competency, clinical knowledge and problem-solving ability among nursing students. Methods: A one-group, pre-post design was utilized with 87 nursing students as the subjects. The scenario of simulation-based nursing education was created using a high-fidelity patient stimulator, and consisted of four states ((1) assessment, (2) reviewing laboratory data and administering medications and treatments, (3) managing increased dyspnea and decreased urine output, and (4) handling the "getting better" state). The simulation-based nursing education included orientation, team-based learning, team-based practice, and debriefing. The data were analyzed using descriptive statistics, Pearson's correlation coefficients and paired t-tests. Results: The scores on the factors for self-directed learning competency (t=-2.57, p= .011), clinical knowledge (t=-6.85, p<.001), and problem-solving ability (t=-3.01, p= .003) increased significantly after the education intervention. Conclusion: Simulation-based nursing education is useful in improving self-directed learning competency, clinical knowledge, and problem-solving ability in nursing students.

• 정보교육학회논문지
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• 제11권4호
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• pp.407-416
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• 2007

본 연구는 문제중심학습을 정보 역기능 예방 학습에 적용하여 문제중심학습이 초등학교의 정보 역기능 대처 능력과 ICT 활용 능력, 학습 성취도에 어떠한 영향을 미치는지를 규명한 연구이다. 이를 위해 문제중심학습을 적용한 초등학교 정보 역기능 예방 수업을 설계하고 문제중심학습 수업의 실험집단과 전통적 수업의 비교집단으로 나누어 실제 수업에 적용한다. 문제중심학습 수업이 정보 역기능 대처 능력과 ICT 활용 능력에 함양하고 학습 성취도에 어떤 효과가 있는지 확인한다. 본 연구는 정보 역기능 예방 교육을 위한 수업 방법의 개선에 교사들에게 의미 있는 정보를 제공하고 아동들이 정보 역기능에 대한 올바른 이해와 예방 의식을 가지도록 하는데 의의가 있다.

• 한국콘텐츠학회논문지
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• 제16권12호
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• pp.203-212
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• 2016

본 연구의 목적은 문제중심학습을 적용한 시뮬레이션 실습 교육이 간호학생의 문제해결능력, 비판적 사고성향 및 학습만족도에 영향을 미치는 효과를 파악하고자 시도되었다. 연구 대상자는 K 지역 U 대학교 통합시뮬레이션 실습교과목을 수강한 63명의 간호학생으로 자료는 자가보고식 설문지를 이용하여 시뮬레이션 실습 수업 전 후에 수집되었다. 연구결과 문제해결능력과 학습만족도가 유의하게 향상된 효과가 있는 것으로 나타났으며, 문제해결능력, 비판적 사고성향 및 학습만족도간에는 양의 상관관계가 나타나 문제해결능력이 높아지면 비판적 사고성향과 학습만족도가 향상되는 것으로 나타났다. 따라서 문제중심학습을 적용한 시뮬레이션 실습교육이 문제해결능력과 학습만족도를 향상시키고 비판적 사고성향을 향상시키기 위해서는 충분한 반복 연습이 실습에서 이루어져야 할 것으로 사료된다.

• 벤처창업연구
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• 제12권2호
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• pp.65-76
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• 2017

본 연구의 목적은 창업교육에 있어 중요한 창의적 문제해결역량에 관한 연구를 살펴보고, 해외의 창의적 문제해결역량교육 관련 정책과 우수 대학의 교과과정 사례를 분석하여 국내의 창의적 문제해결역량교육의 문제점을 극복하기 위한 교육의 프레임워크 및 대학의 역할에 대하여 시사점을 제시하고자 하는 것이다. 이에 문제해결 역량에 관한 기존 연구들과 해외 국가 및 대학의 문제해결 교육 정책 및 교육과정 사례를 중심으로 창의적 문제해결역량교육을 위한 프레임워크를 제시하였다. 본 연구에서 제시한 창의적 문제해결역량교육 프레임워크는 크게 문제정의, 문제해결방법, 결과적용의 체계로 다음과 같은 구성을 포함한다. 첫째, 창의적 문제해결 교육의 첫 번째 단계인 이론기반 교육과 지속적인 지도와 멘토링의 구성이다. 둘째, 해외대학에서 교육의 주요 정책으로 내세우는 팀기반 학습법이다. 셋째, 체계적인 교육과정평가 개발이다. 넷째, 현장 연계형 및 융합형 패러다임의 구축이다. 이러한 프레임워크를 통해 국내 창의적 문제해결역량교육의 시사점을 국가, 대학, 교과과정 설계차원으로 제시하고, 창업교육과의 상호관계 및 융합의 중요성을 제시한다.

• Child Health Nursing Research
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• 제25권4호
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• pp.507-517
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• 2019

Purpose: This study was conducted to examine the effects of team-based problem-based learning combined with smart education among nursing students. Methods: A quasi-experimental non-equivalent control group, pre-posttest design was used. The experimental group (n=36) received problem-based learning combined with smart education and lectures 7 times over the course of 7 weeks (100 minutes weekly). Control group (n=34) only received instructor-centered lectures 7 times over the course of 7 weeks (100 minutes weekly). Data were analyzed using the $x^2$ test, the Fisher exact test, and the independent t-test with SPSS for Windows version 21.0. Results: After the intervention, the experimental group reported increased learning motivation (t=2.70, p=.009), problem-solving ability (t=2.25, p=.028), academic self-efficacy (t=4.76, p<.001), self-learning ability (t=2.78, p<.001), and leadership (t=2.78, p=.007) relative to the control group. Conclusion: Team-based problem-based learning combined with smart education and lectures was found to be an effective approach for increasing the learning motivation, problem-solving ability, academic self-efficacy, self-learning ability, and leadership of nursing students.

• 한국CDE학회논문집
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• 제13권5호
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• pp.362-371
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• 2008

Generally, a PLM education program in university consists of lectures of theory, software lab and software development raining as an advanced subject. Most industries want more than these, such as practical problem solving capabilities, teamwork skills and engineering communications including human relationship, rhetoric, technical writing, presentation and etc. Problem-Based Learning is a problem-stimulated and student-centered teaming method, and an innovative education strategy for collaborative and self-directed learning by applying real world problems. Education paradigm changes from "teaching" to "learning" accomplished by team working, and students are encouraged to develop, present, explain and defense their ideas, suggestions or solutions of a problem, and the "cooperative teaming" proceeds spontaneously during team operations. Co-operative education program is an into-grated academic model and a structured educational program combining classroom learning with productive work experience in a field related to a student's academic or career goals. Based on the partnership between academic institutions and industries, students are engaged in real and productive "work" in the industry, in contrast with merely observing. In this paper, PBL with Co-op program is suggested as an effective approach for PLM education, and we made and operated a PBL-based education course with industry co-op program. The Co-op education in industry accompanied with the PBL course in university can improve practical problem solving capabilities of students, including modeling and management of P3R(Product, Process, resource and Plant) using commercial PLM software tools. By the result, we found this to be an effective strategy for helping students, professors and industries succeed in engineering education, especially PLM area.

• 한국간호교육학회지
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• 제17권3호
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• pp.433-443
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• 2011

Purpose: This study aimed at (a) developing an instructional model of creative thinking education on the problem-based learning method (C-PBL) in undergraduate nursing curriculum at one University, and (b) examining its effect on nursing students' level of creativity and outcomes from problem-based learning. Methods: The C-PBL model was implemented on 43 juniors of the experimental group with a 30 hour-nursing class during one semester. The control group, with 54 seniors, received 4 hours of problem based learning training in an adult nursing class. Pre-and post-tests were done with the Torrance Tests of Creative Thinking for creative thinking ability, the Integrated Creativity Instrument for creative motivation and attitudes, the Problem Solving Competency questionnaire, and the Self-Directed Learning Instrument. Results: The C-PBL model was developed using a caring situation scenario to solve nursing problems with 3 training steps of 'encountering a patient in a caring situation', 'exploring nursing knowledge', and 'designing creative caring beyond given knowledge'. Between the experimental group and the control group, there were significant differences in creativity (p<.010), problem-solving ability (p<.010), and self-directed ability (p<.010). Conclusion: This C-PBL method could contribute in increasing creative competency as well as problem-solving ability for nursing students.