• 한국지구과학회지
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• 제24권2호
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• pp.108-116
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• 2003

Problem Based Learning (PBL) is one of methods which has been developed to promote student-centered learning and to pursue self-directed learning for life-long learning. The purpose of this study is exploring the possibility of Problem Based Learning (PBL) in college Earth science course. The participants of this study were fourteen students attending an Earth science class at Sookmyung Women's University in Seoul. PBL was implemented in the form of group project with utilizing Web-based course tool. We provided questionnaires and conducted interviews to figure out students' perception about PBL. The findings were as follows: Through a given experiences, (1) students participated more actively than LBL (Lecture Based Learning), (2) more students were engaged with self-directed learning, and (3) students made higher cognitive efforts. LBL seemed to be more efficient way to acquire factual knowledge. In the meanwhile, PBL did not seem to affect the improvement of communication skills. Students could not make use of Web-based course tool effectively in communicating with other team members. In this study, we found that college student participants preferred problems related to everyday life, environmental issues and interesting but unusual incidents. On the other hand, they felt difficult in open-ended problems, especially when they were asked to provide their own evaluation. On the basis of PBL experiment in this paper, we present one method of successful implementation of PBL and suggest topics which should be studied in the future.

• 한국수학교육학회지시리즈A:수학교육
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• 제39권1호
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• pp.11-20
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• 2000

Compared with other subjects, mathematics has great differences in achievement. In hope of solving this problems, most schools the level-movement learning. Although they say it may have some effect because of its homogeneous group, the level groups still have differences in achievement in their students abilities. So, this study aims to present an appropriate tasks for the advanced intermediate and beginner groups and to help self-directed learning by selecting an appropriate tasks for the students' own level. To achieve thiese goals, a great deal of level tasks were developed and given to the students. After lettins them an select appropriate tasks for their own level and perform self-directed teaming, the tasks were measured carefully for their interest attitude and achievement in learning. Consequently, we tried a new method to improve uniformity and to turn teacher-centered learning into student-centered teaming. The following is the conclusion to this study. First self-directed teaming based on the selection of level tasks has meaningful effects on learning achievement in mathematics, especially for the beginner group. Second though the above method did not improve an interest for mathematics, but was very effective in the improvement of learning attitudes.

• 한국보건간호학회지
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• 제32권3호
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• pp.424-437
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• 2018

Purpose: This study was to conducted to search for factors influencing the confidence of core fundamental nursing skill performance (CC) based on comparative analysis, of the relationship between problem solving ability (PS), self-directed learning ability (SL) and CC of nursing students. Methods: This study was conducted based on questionnaires (208) given to senior nursing students. Data were analyzed by the t-test, ANNOVA and Scheffe's test. Moreover, Pearson's correlation coefficient and hierarchical regression were conducted to determine the relationship between items. Results: Proving Solving ability differed significantly in SC. In addition, satisfaction with core fundamental nursing skills (SL) differed significantly by gender, academic performance of last semester, support for nursing, and SC. Moreover, PS was found to have a normal relationship with SL and CC, and SL was found to have a normal relationship with CC. Conclusion: Education strategy should include methods of increasing the PS of student to improve CC in nursing education. Moreover, SL education should be used to increase nursing tasks and effective adaptation to their circumstances as a clinical nurse after graduation.

• 대한지구과학교육학회지
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• 제3권3호
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• pp.239-247
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• 2010

The purpose of this study is to examine the effects of an free inquiry method based on PBL(Problem-Based Learning: PBL) to improve students science process skills and self-directed learning characteristics. To verify this research, twenty-two third-grade students were selected from Chung-ryeol Elementary School located in Busan. They have received pre-test and post-test about their abilities in their science process skills and abilities for self-directed learning characteristics. Also, their self-reflection data was analyzed. The teaching and learning PBL process is to provide the information named 'I am the expert on Earth and Moon' which is recreated by analyzing the science curriculum and characteristics of students from Lesson 3 'Earth and Moon', and to make plans for solving the information with K/NK method. Then, to solve the information is gathered and investigated using the PBL workbook. Lastly, students present their finding using the free inquiry method in a group. The post-test showed following results : first, the free inquiry method based on PBL stimulates inquisitiveness in students about science learning and the research group shows improved science process skill. It shows us that using the free inquiry method based on PBL can be used effects to elevate science process skill. Second, the free inquiry method based on PBL has a positive effect on self-directed learning. The research tells us that using the free inquiry method based on PBL can improve a student self-directed learning characteristics.

• 한국컴퓨터정보학회논문지
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• 제28권3호
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• pp.119-126
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• 2023

본 연구는 온라인 강의를 수강한 간호 대학생의 자기 주도적 학습능력에 영향을 미치는 요인을 알아보기 위해 시도하였다. 연구방법은 2~4학년 간호 대학생을 대상으로 구조화된 설문지로 조사하였으며, 분석방법은 t-test와 ANOVA, 다중회귀분석으로 분석하였다. 연구결과 간호 대학생의 자기 주도적 학습능력은 5점 만점에 평균 3.48점이었고, 학습몰입이 자기 주도적 학습능력에 가장 큰 영향을 미치는 것으로 나타났다. 본 연구결과를 토대로 학습자의 자기 주도적 학습능력 향상을 위해 학습자가 학습에 몰입하도록 다양한 강의방식 또는 맞춤형 강의 프로그램을 적용하는 교수자의 노력과 양질의 교육시스템 구축이 필요할 것이다.

• 수산해양교육연구
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• 제28권6호
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• pp.1834-1847
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• 2016

Main objectives of the this study are: to develop a model of "Flipped Leaning" that is designed to enhance self-directed learning, learning motivation and self-control, and to verify its effectiveness-in higher education. The verification process initially concentrated on the feasibility study of the model with a thorough literature review and case analyses; then, its general and practical applicability were tested with a field study. As a result, first, the CHANGE Class Model, specifically designed for effective and efficient "Flipped Learning", was developed. It is thus named for the stages that the learning process takes place in the model-i.e., (1) Check ${\rightarrow}$ (2) Ask ${\rightarrow}$ (3) Notice ${\rightarrow}$ (4) Group presentation ${\rightarrow}$ (5) Evaluation, and it emphasizes the dynamic, questions centered (i.e. back and forth between the students and the instructor as well as between the students) learning process. Second, the Model was instrumental in enhancing self-directed learning, learning motivation and self-control; thus, as a result, it significantly improved the effectiveness, the level of concentration and the attractiveness of the learning process. The value of this study lies in pointing to a clear plan to allow a student in higher learning to set-up a self-directed learning plan, to be able to control it while being continuously motivated to complete it.

• 디지털콘텐츠학회 논문지
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• 제14권4호
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• pp.545-555
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• 2013

최근 대학의 공학교육에서 학생 포트폴리오가 자기주도적 수행평가로 널리 활용되고 있다. 특히 여러 대학의 공학교육혁신센터와 한국공학인증원의 포트폴리오 경진대회를 개최하면서 많은 학생이 대학 전 과정의 수행실적을 담은 학생 포트폴리오에 참여하고 있다. 그러나 공학교육에서 캡스톤디자인 관련 과목을 제외한 정규 교과목에 교과목 포트폴리오를 적용하는 사례는 그리 많지 않은 것이 현실이다. 포트폴리오는 학습 관련 자료의 조직적인 수집과 비판적인 성찰의 기회를 주는 시스템이라 할 수 있다. 본 논문은 이러한 연구 배경으로 교과목 포트폴리오를 공학교육의 일반 정규 강좌인 2013년 1학기 자료구조 교과목에 적용한 사례 연구이다. 교과목 포트폴리오를 정규 교과목에 적용한 결과 교과목 포트폴리오는 학습에 효과적이었으며, 학습자는 학습의 탐구과정을 통하여 자기주도적인 학습능력을 키우고 학습과정에서도 자기 성찰로 학습과정을 체계적으로 관리할 수 있다고 판단된다.

• 디지털융복합연구
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• 제16권2호
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• pp.83-91
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• 2018

이 연구의 목적은 담임교사의 감성적 리더십이 학생의 자기주도적 학습과 학교생활만족도에 미치는 영향을 분석하여 교육정책적 시사점을 도출하는데 있었다. 이러한 연구 목적을 달성하기 위해 연변지역 3개 고등학교 605명의 학생을 대상으로 설문조사를 실시하였다. 주요한 연구결과는 다음과 같다. 첫째, 담임교사의 감성적 리더십은 학생의 자기주도적 학습에 영향을 주는 중요한 변수가 된다. 둘째, 담임교사의 감성적 리더십 가운데 사회적 요인보다 개인요인인 자기인식능력과 자기관리능력이 학생의 학교생활만족도에 더 많은 영향을 미치고 있다. 셋째, 담임교사는 먼저 학생들의 학교생활만족도에 초점을 두어야 하고 학교생활만족도를 향상시킴으로써 학생의 자기주도적 학습을 제고시켜야 한다. 향후연구에서는 교사의 감성적 리더십이 영향을 주는 다양한 변인들을 포함하여 정책적 시사점을 모색할 필요가 있다.

• 한국콘텐츠학회논문지
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• 제16권11호
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• pp.594-604
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• 2016

본 연구는 방송통신대학 간호학 전공과정 간호사를 대상으로 수업만족도, 학업적 자기효능감, 자기주도적 학습능력을 확인하고 자기주도적 학습능력에 미치는 영향을 파악하고자 수행하였다. 자료수집은 학업을 병행하고 있는 방송통신대학 간호학 전공 과정에 있는 간호사 231명을 대상으로 하였다. 자료분석은 퉁계분석 프로그램을 이용하여 기술통계, 상관관계분석, 다중회귀분석을 이용하였다. 연구결과 방송통신대학 간호학 전공 과정 간호사의 수업만족도 및 자기주도적 학습능력, 학업적 자기효능감 간에는 모두 유의한 양의 상관관계가 있는 것으로 나타났으며, 수업만족도와 자기주도적 학습능력은 학업적 자기효능감에 영향을 미치는 요인으로 파악되었다. 이에 본 연구 결과가 방송통신대학 간호학 전공과정 간호사의 자기주도적 학습능력 향상 프로그램 개발의 근거 자료로 활용될 수 있을 것으로 기대하며, 개발된 교육 프로그램의 타당성과 효과성을 분석하는 중재 연구 또한 필요함을 제안한다.

• 디지털융복합연구
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• 제18권7호
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• pp.265-277
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• 2020

본 연구는 여고생의 정서지능과 진로준비행동, 자기주도학습능력을 확인하고, 자기주도학습능력에 영향을 미치는 요인을 규명하고자 수행되었다. 여고생 2학년 231명을 대상으로 자가보고식 설문조사를 하였고, 자료 분석은 SPSS/WIN 23.0 프로그램을 이용하여 기술통계, t-test, ANOVA, Pearson's correlation coefficients, multiple regression analysis을 실시하였다. 연구결과, 일반적 특성에 따른 진로준비행동은 계열, 성적에 따라, 자기주도학습능력은 성적에 따라 유의한 차이가 있었다. 자기주도학습능력은 정서지능(r=.560, p<.001), 진로준비행동(r=.232, p<.001)과 각각 양의 상관관계가 있었고, 자기주도학습능력에 영향을 미치는 요인은 정서지능(β=.515, p<.001), 성적'중'(β=.376, p<.001), 성적'상'(β=.274, p<.001), 진로준비행동(β=.128, p<.05)으로 나타났으며, 설명력은 44.0%였다. 따라서 여고생들의 자기주도학습능력을 높이기 위해 정서지능과 진로준비행동을 강화하는 프로그램을 개발하고 적용하는 것이 필요하다.