• Educational Technology International
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• 제11권1호
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• pp.145-169
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• 2010

Many universities are searching for educational methods to cultivate problem-solving ability and cooperative learning ability or already trying to implement them. Problem Based Learning(PBL) and Action Learning(AL) are effective teaching and learning methods to cultivate men of talent qualified for problem-solving and cooperative learning abilities that universities are seeking after. PBL and AL have something in common in that learning is accomplished while learners are solving the authentic problem. But, in spite of this similarity, PBL and AL have differences. However, most literatures and cases on these two models introduce only the outline of commons and differences and do not provide teachers with actual helping aids to select a model appropriate for the actual design or operation of classes. Accordingly, many teachers usually select and utilize a familiar model rather than select a proper model to the nature of a subject and the educational goal. Teaching and learning methods or learning environment should be selected appropriately to the educational goal. This study indicates the characteristics of PBL and AL that are being introduced and utilized as a principal teaching and learning method of college education and then shows how this method can be realized in the university by comparing the cases of classes applied in two methods.

• 과학교육연구지
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• 제35권2호
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• pp.262-273
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• 2011

이 연구의 목적은 영재 학생들을 위해 과학사-CPS 수업 모형(HS-CPS 모델)을 활용한 분자생물 영역 수업 프로그램의 개발 및 적용하는 것이다. 수업 프로그램의 주제는 문헌을 통한 과학사 분석으로 추출하였다. 총 12차시의 수업 프로그램을 개발하였으며 개발한 수업이 영재학생들의 과학 창의적 문제해결력과 해당 영역 개념 향상에 효과적이었는지를 분석하였다. 그 결과 본 연구에서 개발한 수업 프로그램은 영재 학생들의 과학창의적 문제해결력과 그 하위요소인 유창성, 융통성 향상에 도움을 주었으나 독창성 향상에는 큰 차이를 나타내지 못하였다. 개념 검사 결과에서는 생명과학 기초개념, DNA와 유전자 개념 모두 많은 향상을 나타내었다. 수업 평가 설문지 결과에서는 학생들이 대부분 수업 프로그램에 대해 긍정적인 평가를 하였으며 본 수업을 통해 창의적 문제해결력이 향상되었다고 느꼈고 과학사적 접근을 체험할 수 있었다고 평가하였다.

• 한국학교수학회논문집
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• 제18권2호
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• pp.203-221
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• 2015

본 연구의 목적은 또래교수를 통해 고등학교 이차곡선 단원에 대한 수업을 진행한 후 문제해결능력과 수업 만족도에 어떠한 영향을 미치는지 분석하여 향후 교수학습과정에 시사점을 제시하는 것이다. 이를 위해 고등학교 2학년 자연계열 학생 76명을 연구 대상으로 선정하여 또래교수법을 활용한 수업을 진행하였다. 수업이 종료된 후에 <이차곡선 문제해결능력 검사지>의 사전-사후 검사 점수 비교와 <수업 만족도 검사지>를 분석한 결과 또래교수법을 통해 친밀한 학습 환경, 개별화된 학습 내용, 자유로운 학습 과정을 통한 학습 동기유발은 학습자 간 상호작용을 촉진할 가능성이 있기 때문에 문제해결능력과 수업 만족도에 긍정적인 영향을 미쳤다고 볼 수 있었다. 이러한 결과를 바탕으로 향후 이차곡선을 지도할 때 또래교수의 중요성과 가치를 인식하여 실제 고등학교 수업에 활용할 수 있도록 시사점을 제공하고자 한다.

• 한국컴퓨터정보학회논문지
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• 제22권1호
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• pp.123-134
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• 2017

The ability to use information technology has become increasingly important as technological advances continue to sweep through the computing world, and education for improving computational thinking has become globally instituted. In South Korea, informatics subjects have been modified in the 2015 curriculum and are now compulsory in primary and secondary education. However, despite substantial financial investment and numerous studies promoting informatics education, there continues to be a serious lack of pre-service teachers capable of teaching computational thinking. This study investigated pre-service teacher programming education using App Inventor, their perceptions of App Inventor, and how use of the program affected teacher problem-solving abilities and self-efficacy. In the pre-test, the control group and experimental group showed no statistically significant difference; however, the post-test revealed that the two groups showed statistically significant differences in problem-solving skills and self-efficacy. The participants initially showed interest in using App Inventor; however, after practice-teaching and project-based learning, the participants demonstrated a growing negativity toward the program when they made errors and the functional limits of App Inventor became apparent. Although most participants stated that they would not use App Inventor in their classes, the positive statistically significant differences in problem-solving skills and self-efficacy indicate that this study could be utilized as a basis for building a teaching-learning program using App Inventor and creating an educational plan for teaching computational thinking.

• International journal of advanced smart convergence
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• 제10권2호
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• pp.201-208
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• 2021

Recently, artificial intelligence(AI) has been used throughout society, and social interest in it is increasing. Accordingly, the necessity of AI education is becoming a big topic in the education field. As a response to this trend, the Korean education authorities have also announced plans for AI education, and various studies have been performed in academic field to revitalize AI education in the future. However, the curriculum research on what differentiates AI education from existing SW education and what and how to train AI is still in its infancy. In this paper, Therefore, we focused on the experiences of elementary school students in solving problems in their own lives, and developed a teaching-learning model based on design-based research so that students can design a problem-solving process and experience the process of feedback. We applied the developed teaching-learning model to the problem-solving process and confirmed that it increased students' understanding and satisfaction with AI education.

• 한국과학교육학회지
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• 제28권8호
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• pp.786-795
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• 2008

The purpose of this research is to propose a program for teaching and learning effective problem-solving for gifted students based on abductive inference. The role of abductive inference is important for scientific discoveries and creative inferences in problem-solving processes. The characteristics of creativity and abductive inference were investigated, and the following were discussed: (a) a suggestion for a new program based on abductive inference for creative outcomes, this program largely consists of two phases: generative hypotheses and confirmative hypotheses, (b) a survey of the validity of a program. It is typical that hypotheses are confirmed in phases through experiments based on hypothetic deductive methodology. However, because generative hypotheses of this hypothetic deductive methodology are not manifest, we maintained that abductive inference strategies must be used in a Creative Teaching-learning Program for gifted science students.

• 한국가정과교육학회지
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• 제12권2호
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• pp.29-45
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• 2000

The purpose of this study is (1) to develop the teaching plan based on Practical Problems solving on the area of food habits in home economics class and (2) to investigate the participation of teaching, the attitude of teaching method and food life. The subject of this study was two classes consisted off 66 students(male 26. female 40, 33 for each class) who are the first grade of middle school. The comparison group was taught by lecturing. while the experiment group by cooperative learning. The period of this experiment was three weeks: from June 7th to Jun 23th. 1999. The experiment was conducted through 5 classes. First of all students identify the problem of food habits and seek and evaluate information. Students evaluate actions and reflect on decision and evaluate action. The statistical method for the study was a paired T-test. The results of this study are as follows: 1. After experiment, the participation of teaching(p<.05) and the attitude of teaching method(p<.01) in the experiment group showed a statistically significant difference. Therefore the students in the class based on the practical problems solving took an active part in teaching 2. The practical problems solving is more effective than the lecturing in doing guide the positive attitude of teaching. 3. Through the experiment the attitude of food life in the experiment group showed a statistically significant difference(p<.05) Therefore the practical problems solving is more effective than the lecturing in changing positive attitude of food life.

• 대한지구과학교육학회지
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• 제5권2호
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• pp.213-223
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• 2012

This study explored practicing elementary school teacher's beliefs of scientific inquiry and scientific inquiry teaching methods. Defining teacher's beliefs as a broad construct, we tried to examine the teachers' understandings about the scientific inquiry and scientific inquiry teaching method. This study drew on interview data from 10 elementary teachers in busan and changwon area of korea. Conclusions of this study include; First, we found that elementary teacher's beliefs of inquiry were represented variously. And they considered that inquiry is the important goal of science education. They though that the goal of science education is development of Scientific inquiry skills, Scientific thinking skills, development of Creativity and problem solving ability, increasing interest about science, understanding of the basic concepts of science and apply of real-life. second, most of the teachers though that Scientific inquiry is scientists activities, they defined 'the process of creation of new knowledge', 'the process of deriving theory', 'solving process of intellectual curiosity', 'Problem-solving process'. third, they considered that teaching method of scientific inquiry is open inquiry activities. however, they thought that there are many difficulties to actually apply. Understanding teachers' beliefs has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

• 한국학교수학회논문집
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• 제14권3호
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• pp.277-293
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• 2011

본 논문은 수학문제해결 과정에서 고등학교 1학년 학생들이 공통적으로 범하는 실수 즉 오류를 분석을 통하여 수학의 교수학습방법의 보완을 위한 범례를 제시하고자 한다. 교사들 에게 제공되는 학생들의 수학적 지식에 대한 이해 정도 및 쉽게 빠지는 오류, 수학문제에 접근하는 방법 및 잘못된 해결 전략 등의 정보는 대체로 학생들의 오류를 분석함으로써 얻어 질 수 있다. 실제로 많은 학생들이 고교수학을 어렵게 느끼는데 그 중 특히 '함수'문제에서 막연한 어려움과 부담감을 느끼며 함수와 관련된 문제풀이에서 많은 실패를 겪고 있다. 구체 적으로 본 연구에서는 고등학교 1학년 학생들의 함수단원 문제해결 과정에서 보이는 오류를 분석하여 함수단원 수학문제해결능력을 키우고자 충남의 ${\bigcirc}{\bigcirc}$고등학교 1학년 학생 90명을 대상으로 함수단원 8문제로 구성된 검사지를 풀게 하고 그것을 토대로 오류를 분석하였다. 그 결과 학생들의 오류에서 몇 가지 공통적인 패턴이 있음을 발견하고 이것을 7가지 오류 분류 패턴을 설정하고 이를 분석하여 이를 보완할 수 있는 방법을 탐구하였다. 본 연구에서 나타난 결과를 토대로 학교현장에 투입하여 수학교육의 개선에 도움이 되길 기대한다.

• 동서간호학연구지
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• 제20권2호
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• pp.154-159
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• 2014

Purpose: The purpose of this study was to examine the effects of team-based learning (TBL) program on problem solving ability, critical thinking disposition and self-directed learning in junior nursing students caring for patients with respiratory diseases. Methods: One-group pretest-posttest design was used. TBL program was carried out for 2 hours a week for 6 weeks. Data were collected by questionnaires from 167 nursing students from March 6 to June 5, 2013. Data were analyzed by paired t-test and Pearson correlation coefficient. Results: At the completion of TBL program, significant improvement was found in problem solving ability (t=-6.04, p<.001), critical thinking disposition (t=5.02, p<.001) and self-directed learning (t=5.96, p<.001). There was a significant positive correlation among problem solving ability, critical thinking disposition and self-directed learning. Conclusion: In conclusion, TBL is a useful teaching and learning method on nursing students. We suggest that it is needed to measure the educational effects of TBL against other teaching methods in the future studies.