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

• Journal of the Health Care and Life Science
• /
• v.10 no.2
• /
• pp.237-242
• /
• 2022

The purpose of this study is to explore an effective learning process by applying PBL to the subject of welfare theory for the disabled. To this end, 'Welfare Measures for the Severely Disabled in the Situation of COVID-19' was conducted as a class on the welfare of the disabled. A total of 20 students participated in the PBL class, and data were collected and analyzed through individual learning activities, group learning activities, evaluation papers, and reflection journals. The analysis results showed the effectiveness of the PBL class in the learners' problem-solving ability, self-directed learning ability, critical thinking ability, and cooperative learning ability. Based on the results of this study, a method for applying problem-focused learning (PBL) to social welfare subjects was suggested.

• Journal of Convergence for Information Technology
• /
• v.10 no.8
• /
• pp.173-178
• /
• 2020

In the near future, as artificial intelligence and computing network technology develop, collaboration with artificial intelligence (AI) will become important. In an AI society, the ability to communicate and collaborate among people is an important element of talent. To do this, it is necessary to understand how artificial intelligence based on computer science works. An algorithmic education focused on problem solving and learning is efficient for computer science education. In this study, the results of an assessment of computational thinking at the beginning of the semester, a satisfaction survey at the end of the semester, and academic performance were compared and analyzed for 28 students who received algorithmic education focused on problem-solving learning. As a result of diagnosing students' computational thinking and problem-solving learning, teaching methods, lecture satisfaction, and other environmental factors, a correlation was found, and regression analysis confirmed that problem-solving learning had an effect on improving lecture satisfaction and computational thinking ability. For algorithmic education, if you pursue a problem-solving learning technique and a way to improve students' satisfaction, it will help students improve their problem-solving skills.

• International Journal of Contents
• /
• v.8 no.2
• /
• pp.23-27
• /
• 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.

• Journal of Information Technology Applications and Management
• /
• v.13 no.4
• /
• pp.197-214
• /
• 2006

This study explores factors to facilitate web-based collaborative learning and the effect of learning, based on the PBL(Problem Based Learning) from the constructivist approach in e-learning. A research model, using the key variables such as situations, interactions, and systems, was developed. In order to test this proposed model, experimental design and post-survey was conducted to the learners who took on-line and off-line course with team project. In the research model, situation category was divided into instructor's support, unstructured problem, and self-directed learning. Interaction category was divided into three factors; 'interaction between learners', 'interaction between learner and instructor', and 'interaction between learner and technology'. System category was divided into.monitoring and incentives. As a result, it was found that collaborative learning can be improved by situations, interactions, and systems, and the effectiveness of learning can be improved by situations and interactions in PBL.

• Journal of Construction Engineering and Project Management
• /
• v.1 no.2
• /
• pp.11-17
• /
• 2011

Recent demands from construction industry have emphasized the capability for graduates to have improved skills both technical and non-technical such as problem solving, interpersonal communication. To satisfy these demands, problem-based learning that is an instructional method characterized by the use of real world problem has been adopted and has proven its effectiveness various disciplines. However, in spite of the importance of field senses and dealing with real problem, construction engineering education has generally focused on traditional lecture-oriented course. In order to improve limitations of current construction education and to satisfy recent demands from construction industry, this paper proposes a new educational approach that is Failure-Based Learning for using combination of the procedural characteristics of the problem-based learning theory in construction technology education utilizing failure information that has the educational value in the construction area by reinterpreting characteristics of construction industry and construction failure information. The major results of this study are summarized as follows. 1) Educational effect of problem-based learning methodology and limitation of application in construction area 2) The educational value of the information on construction failure and limitation in application of the information in construction sector 3) Anticipated effect from application of the failure-based learning 4) Development and application of the failure-based learning conceptual model.

• International conference on construction engineering and project management
• /
• 2011.02a
• /
• pp.99-106
• /
• 2011

Recent demands from construction industry have emphasized the capability for graduates to have improved skills both technical and non-technical such as problem solving, interpersonal communication. To satisfy these demands, problem-based learning that is an instructional method characterized by the use of real world problem has been adopted and has proven its effectiveness various disciplines. However, in spite of the importance of field senses and dealing with real problem, construction engineering education has generally focused on traditional lecture-oriented course. In order to improve limitations of current construction education and to satisfy recent demands from construction industry, this paper proposes a new educational approach that is Failure-Based Learning for using combination of the procedural characteristics of the problem-based learning theory in construction technology education utilizing failure information that has the educational value in the construction area by reinterpreting characteristics of construction industry and construction failure information. The major results of this study are summarized as follows. 1) Educational effect of problem-based learning methodology and limitation of application in construction area 2) The educational value of the information on construction failure and limitation in application of the information in construction sector 3) Anticipated effect from application of the failure-based learning 4) Development and application of the failure-based learning model

• Journal of the Korean School Mathematics Society
• /
• v.2 no.1
• /
• pp.79-91
• /
• 1999

The aim of this study focused on student-centered learning not teacher-centered teaching in middle school math classes. This study was performed to check the growth of students' problem-solving abilities, learning attitudes and changes in learning motivation among affective characteristics. The results of this study is as followings: 1) The controlled group a heterogeneous group which had classes in a math room, had more meaningful growth than the uncontrolled group. The results of the study show that the problem-solving abilities of the high-leveled group were better than those of the low-leveled group. 2) The controlled group has shown meaningful difference in their mean in learning aptitude test and attitude test converted their score into 100 points than uncontrolled group, and various kinds of learning materials suitable for problem solving are proved as a good learning factor to induce students' motivation and interest. 3) Students prefer to have classes in a math room to the small-sized and large-numbered classrooms. The atmosphere in a math room is more suitable to improving their problem-solving abilities. In this context, the classes performed in a math room are fairly positive. Consequently, students' leveled learning activities performed in a math room can get their learning motivation and attention from those who are lack of interest and think math is difficult and be effective to increase their problem-solving abilities as a learning method for acquiring the whole course of solving the problems.

• The Mathematical Education
• /
• v.44 no.4 s.111
• /
• pp.565-586
• /
• 2005

The purpose of this paper is to analyze the selection difference of mathematical problem solving strategy by mathematical learning style, that is, the intellectual, emotional, and physiological factors of students, to allow teachers to instruct the mathematical problem solving strategy most pertinent to the student personality, and ultimately to contribute to enhance mathematical problem solving ability of the students. The conclusion of the study is the followings: (1) Students who studies with autonomous, steady, or understanding-centered effort was able to solve problems with more strategies respectively than the students who did not; (2) Student who studies autonomously or reconfirms one's learning was able to select more proper strategy and to explain the strategy respectively than the students who did not; and (3) The differences of the preference to the strategy are variable, and more than half of the students were likely to select frequently the strategy 'to use a formula or a principle' regardless of the learning style.

• Journal of the Korea Society of Computer and Information
• /
• v.22 no.8
• /
• pp.101-106
• /
• 2017

In this paper, we propose a new teaching-learning model with two-step feedback on programming language learning, which is a basic preliminary learning for programming. Programming learning is aimed at improving problem solving skills and thinking by experiencing problem solving through programming. For programming, the learner must know how to work with the computer and what to do with it. To do this, concrete thinking should be established and described in an accurate programming language. In recent, most studies have focused on the effects of programming learning and have not studied the effects of education on language itself. Therefore, in this study, the teaching-learning model for programming language education is presented and applied to the field, and the results are compared with the existing instructional-teaching model.