Earticle

본 연구는 연하 재활 교육에서 문제해결 기반 학습(PBL)이 작업치료학과 학생들의 전공만족도, 수업만족도, 자기효능감에 미치는 영향을 확인하고자 하였다. 연구 참여자는 광주 H대학교 작업치료학과 3학년 학생 30명 이었으며, 학기 중 세 시점에서 조사가 이루어졌다. 첫 번째 측정은 5주차 기본 이론 수업 이후, 두 번째 측정 은 10주차에 4회의 PBL 수업 직후, 세 번째 측정은 15주차 심화 이론 수업 종료 시점에 실시하였다. 수집된 자 료는 SPSS 29.0 프로그램을 사용하여 반복측정 분산분석으로 분석하였다. 분석 결과, 세 변인 모두 전 시점과 중 시점 간에는 유의한 향상이 있었으나, 중 시점과 후 시점 간에는 유의한 변화가 나타나지 않았다. 이는 PBL 이 학습자의 전공만족도, 수업만족도, 자기효능감을 효과적으로 향상시키지만, 이론 수업만으로는 추가적 강화 효과가 제한적임을 시사한다. 따라서 PBL은 연하 재활 교육에서 학생들의 참여와 임상 적용 역량을 높이는 효 과적인 교수 전략으로, 향후 교육과정에 지속적이고 체계적으로 적용할 필요가 있다.

This study examined the effects of problem-based learning (PBL) in dysphagia rehabilitation education on occupational therapy students’ major satisfaction, class satisfaction, and self-efficacy. The participants were 30 third-year students in the Department of Occupational Therapy at H University in Gwangju. Data were collected at three points during the semester: after basic lectures in week 5, after four PBL sessions in week 10, and after advanced lectures in week 15. The data were analyzed using repeated measures ANOVA with SPSS 29.0. The results showed significant improvement in all three variables between the first and second points, but no significant change between the second and third points. These findings suggest that PBL effectively improves students’ major satisfaction, class satisfaction, and self-efficacy, but the effect was not further enhanced by lecture-only classes. Therefore, PBL can be an effective teaching strategy in dysphagia rehabilitation education to increase student participation and clinical application skills, and it should be applied in a continuous and structured way in future curricula.

PBL은 문제를 해결하는 과정을 학습하는 교수방법이다. 본 연구의 목적은 미술치료 수업에서의 PBL 적용을 미술치료나 심리치료 실습생과 치료 교육자들에게 소개하는 것이다. PBL은 많은 해외 및 국내 대학, 특히 의학대학에 적용되고 있는 교육방법이다. 본 연구에서는 국내 대학수업 중 미술치료수업에서 PBL 적용의 한 일례를 소개하고자 한다. 2015년 미술치료 수업에 7주 동안 PBL이 적용되었고, 학생들은 문제 해결 능력, 장애아동의 특성, 미술치료 현장실무능력, 학습활동에 대해 조사 설문에 응답했다. 참여한 학생의 약 70 %가 긍정적으로 반응했다. PBL은 학생들이 직접이 과정에 참여하기 때문에 문제 해결 방법을 통한 학습 효과를 나타났다. 따라서, 미술치료의 다양한 교육 과정에 PBL을 적용하는 방법 연구가 지속적으로 필요하다.

PBL(Problem-Based Learning) is a teaching method to learn problem-solving process. The purpose of this study is to introduce PBL to practicing Art therapists, practicing therapists, and educators of Art therapy. PBL is the educational method that has been applied to both many foreign and domestic universities, especially medical colleges. This study introduce the example of PBL application in Art therapy classes to one of the programs in domestic universities. PBL has been applied to the class of Art therapy for 7 weeks in 2015. Then the students were asked to answer a questionnaire that surveyed Problem-solving skills, characteristics of children with disabilities, art therapy onsite practical skills and learning activities. Approximately 70% of the students responded affirmatively. PBL showed the learning effect through problem-solving methods because students directly participated in these processes. Therefore, futher studies will be continuously needed on how we apply PBL to various curriculums of Art therapy.

본 연구는 학교사회복지론 수업에 PBL 방법론을 적용한 후, 학생들이 학교사회복지론 PBL 수업이 기존의 강의식 수업과 어떻게 다르다고 인식하는지, 이 수업 방식이 학생들의 학교사회복지 및 사회복지의 전반적 이해에 어떤 도움을 주었는지, 그리고 이 수업의 어려운 점은 무엇이며 원활한 수업 진행을 위해 개선해야 할 점은 무엇이라고 인식하고 있는지를 분석하였다. 학교사회복지론 PBL 수업은 2014년도 2학기에 15주 동안 진행되었으며, 11명의 사회복지학과 3-4학년 학생들이 3개 집단을 구성하여 학교사회복지 초등학교, 교육복지 남녀공학 중학교, 교육복지 여자중학교에서 각각 PBL 프로젝트를 진행하였다. 교수자(연구자)는 학생들에게 ‘선정한 학교 학생들의 욕구/문제를 파악하라’는 1단계 학습문제와 ‘선정한 학교 학생들의 욕구/문제를 해결할 수 있는 개입방안을 제시하고 실행하고 평가하라’는 2단계 학습문제를 단계적으로 제시하였다. 한 학기의 PBL 수업 종료 후, 학생들이 제출한 개인성찰보고서, 수업평가회, 각 집단이 작성한 프로젝트 평가서, 학교에서 주관한 인터넷 무기명 주관식 강의평가 등의 자료를 연구 문제에 따라 내용을 분석하여 핵심주제를 선정하는 방식으로 분석하였다. 학생들은 학교사회복지론 PBL 수업이 기존의 강의식 수업에 비해 현장감 있으며, 학생 주도적이고 창의적인 수업이라고 인식하고 있었으며, 학교사회복지 실무자들의 활동에 대한 보다 명확한 이해, 프로그램 기획력 및 학교와의 의사소통 능력 향상, 학교사회복지사에게 필요한 역량에 대한 구체적 이해에 기여하였다고 평가하였다. 이외에도 다양한 사회복지현장 이해관계자들과의 관계형성 방법, 아동청소년 대상 복지서비스에 대한 폭넓은 이해, 사회복지사로서의 자신의 역량 파악 및 점검, 사회복지사라는 직업에 대한 자부심 취득에 도움을 주었다고 보고하였다. 학생들이 제시한 수업의 어려움과 개선 방안을 포함한 연구 결과에 기초하여 학교사회복지론과 기타 사회복지 교과목에 원활하게 PBL을 적용하는 방안에 대해 논의하였다.

The research, by applying PBL method to a school social work class, analyzes how students perceive a PBL class different from a preexisting lecture class, what benefits the PBL class provided to an overall understanding of school social work and social welfare, what difficulties they had faced and what needs to be improved for the smooth progress of the class. The school social work PBL course was held for 15weeks in the 2nd semester of 2014. Eleven class students in their junior and senior years were divided into 3 groups and ran a PBL project in each school. The professor/researcher proposed two learning problems to the students in steps. The task of the first learning problem was ‘finding needs/problems students have in each of their selected schools’, and the second was ‘suggesting intervention plan to resolve the students’ needs and problems, execute the plan and evaluate it’. After the semester-long PBL course, the material/data from the reflection reports filled by PBL class students, a class assessment meeting, the project evaluations filled by each group, and the online class evaluations were collected and analyzed based on the research problems to extract core themes. The class students perceived the PBL class provided live field experiences, in comparison to a standard lecture class, positioned students as prime movers and led to take creative approach. The students evaluated that the PBL class provides clearer understanding on the actual tasks of school social workers, elevates the ability to design programs and communication skills with school, and contributes to provide constructive understanding on capabilities needed to school social workers. Additionally, the evaluation reported PBL’s positive aid to build relationships with various social work related parties, a broad understanding on social services for child and youth, self-examination on their competencies, and the elevation of self-esteem as a social worker. Based on the results, including difficulties experienced in the class and the direction of improvement suggested by PBL class students, the effective application of PBL to school social work classes and other social welfare classes are discussed.

Purpose: Problem-based learning (PBL) is now extensively utilized within contemporary nursing education. This study was done to explore the nursing students’ experiences with facilitators in PBL classes as they transitioned from the first package to the fourth package during the entire sophomore year. Methods: Twelve nursing students who had taken the course were interviewed after PBL classes. Data were analyzed using dimensional and comparative analysis based on Strauss and Corbin’s grounded theory. Results: Findings were organized into phases of participants’ experiences with facilitators during PBL classes. They faced interpersonal relationship challenges with facilitators as they moved through the three phases of the continuum: feeling uneasy, overcoming the uneasiness, and valuing the help of the facilitator. In the beginning, uneasiness resulted from proximity to the facilitator. However, seven strategies were derived to respond to the uneasiness during the continuum: (a) searching for information about the facilitator, (b) making efforts to build a positive impression with the facilitator, (c) wanting facilitation, (d) weighing own experiences with facilitator against others’ experiences, (e) following facilitator’s guidance, (f) reflecting on facilitation experience, and (g) retaining facilitator’s remarks. Conclusion: Participants overcame the uneasiness and accepted the facilitator as an advisor. These results are significant in providing optimal facilitation for students in PBL classes because they are based on the PBL participants’ perspectives of facilitation. Further studies related to facilitators’ experiences in the PBL are recommended.

본 연구에서는 교사교육 방법론에 주목하여, 구성주의 원리에 기반 한 교수-학습 모델인 문제중심 학습(Problem-Based Learning) 모델을 적용한 교사교육 프로그램을 개발하고자 하였다. 이를 위해 우선 문제중심학습의 특징에 대해 논하였는데, 문제중심학습은 실제적이고, 구체적인 현장의 문제를 중심으로 학습이 이루어진다는 점, 교수자중심이 아닌 학습자중심 이라는 점, 교수자의 역할이 지식의 전달보다는 학습자들의 지식 구성 촉진에 주목한다는 점 등의 특징을 갖는다. 그리고 협동학습과 자기주도적 학습을 주요 학습방법으로 한다. 이러한 논의를 바탕으로 도덕과 1급 정교사 자격연수 프로그램을 구안하였는데, 도덕과 1급 정교사 연수는, 생활중심 교과인 도덕과의 특성, 도덕과 교사들의 실제에 대한 욕구, 도덕과 평가의 특성 등으로 인해 문제중심학습이 적합한 수업 전략이 될 수 있다. 따라서 본 연구에서는 문제중심학습 원리를 바탕으로 도덕과 1급 정교사 연수 프로그램의 학습목표, 문제개발, 교수-학습 설계, 학습자료 선정 및 개발, 평가도구 개발, 교수자의 역할 등의 영역에서 프로그램 내용을 구안하였다. 이 문제중심학습은 교사교육 분야에 적용될 만한 장점이 있는 것은 사실이지만, 체제나 제도의 변화를 요구한다는 점, 프로그램을 구안하고 이끌 전문가가 부족하다는 점, 아직도 전통적 관점의 교사교육 풍토가 지배하고 있다는 점 등에서 한계를 갖는다.

The purpose of this study was to develop a teacher education program based on constructivism, especially problem-based learning. For that purpose, I discussed the constructivist theory and problem-based learning model, and then I made a teacher education program for first grade ethics teachers. The characteristics of problem-based learning are followed. First, problem-based learning is focusing on practical and field problem. Secondly, problem-based learning is not teacher-centered learning, but student-centered learning, Thirdly, instructor is not conveyer of knowledge, but facilitator to help learners for constructing their knowledge in problem-based learning. The major learning methods of problem-based learning are cooperative learning and self-directed learning. There are some reasons that problem-based learning is suitable for teacher training course for ethics teachers. Because 1) the subject of ethics is not theory-centered, but life-centered, 2) ethics teachers want to study practical problems of their teaching in the training course, 3) the evaluation in the subject of ethics is real life-oriented. Regarding these characteristics of problem-based learning and the features of the subject of ethics, I made a teacher education program for first grade ethics teachers. The program is consisted of objects of learning, developing problems, designing a teaching-learning process, selecting and developing learning materials, developing tools of evaluation, and the roles of instructor. But despite such a merit of constructivist approach, there might be some obstacles to its application, because some teachers might not be willing to accept it or even deny it, due to their strong belief in traditional approach or perspective, and it calls for the change of educational system.

Objective : The purpose of this study is to introduce Problem-Based Learning (PBL) to practicing occupational therapists and educators of occupational therapy. PBL is the educational method that has been applied to not only a number of universities abroad but also many domestic universities, especially medical colleges. Method : This study presents the definition and features of PBL, explores the current trends of its application and research, and investigate the example of PBL application to one of the programs in domestic universities. Result : PBL has been applied to the 2002 class of the program of occupational therapy for one year. Then the students of the program were asked to answer a questionnaire that surveyed the improvement of presentation, debate, and problem solving skills. Approximately 70% of the students responded affirmatively. Conclusion : In conclusion, the implication of this study is that when it is necessary to enhance the quality of educational service in the occupational therapy field, this study shows that the possible alternatives include PBL.

The purpose of this study is to find out the learner's teaching style preference and reasons for preference for PBL classes and infusion classes, and to look at how learners' teaching style preferences appear according to learners' personal tastes. To this end, a study was conducted on learners who took classes in manufacturing natural cosmetics during two semesters of 2018-2019 at D University in Chungbuk. The learners were asked to experience both infusion lectures and PBL classes within the same subject, and the survey revealed the learners' preference and reasons for their preference. Studies have shown that learners prefer infusion classes. For the reasons for preferring teaching methods, the cumbersome and difficult PBL activities showed a high response rate, but the learners who prefer infusion lectures perceived PBL activities negatively, and the learners who preferred PBL classes perceived it positively. Regarding the individual taste of learners, there was a significant difference in learner's preference for teaching methods according to subject grades. It was found that students with lower grades tended to prefer the infusion lecture method to the PBL teaching method. Accordingly, a new convergence teaching method was developed, in which the two are fused.

본 연구는 문제중심학습이 간호대학생의 비판적 사고성향, 학업적 자기효능감 및 셀프리더십에 미치는 효과를 규명하기 위해 시도되었다. 단일군 사전 –사후 설계로 26명의 간호대학생을 대상으로 진단검사와 간호 교과목에 총 4회기 8시간을 적용하였다. 자료수집은 2019년 8월 29일부터 12월 10까지로 수집된 자료는 SPSS/WIN 23.0을 이용 하여 빈도, Kolmogorov-Smirnov, paried t-test, Wilcoxon signed-rank test로 분석하였다. 연구결과 문제중심 학습후 비판적 사고성향(t=-2.16, p =.041)과 학업적 자기효능감(z=-2.36, p =.018)은 유의하게 증가하였으나 셀프리더 십(t=-.16, p =.875)은 유의하게 증가하지 않았다. 그러므로 이 연구결과를 바탕으로 다양한 교과목에 문제중심학습을 적용하여 간호대학생이 간호사 핵심역량을 함양하도록 하여야 할 것을 제언한다.

Purpose :This study intends to test the effects of Problem-based learning on critical thinking disposition, academic self-efficacy and self-leadership for undergraduate nursing students. Methods: A one group pre-post design was applied to four diagnostic test and nursing for 4 times(eight hours) of 26 nursing students. Data were collected between August 29 and December 10, 2019. Data were analyzed by frequencies, Kolmogorov-Smirnov, paried t-test, Wilcoxon signed-rank test using SPSS/WIN 23.0. Results: Problem-based learning was significantly increasing critical thinking disposition(t=-2.16, p =.041) and Academic self-efficacy(z=-2.36, p =.018), but self-efficacy(t=-.16, p =.875) was no significantly. Conclusion: Based on this study, it is suggested that nursing students should develop their core competency by applying problem-based learning to various subject

최근 사회에서 창의적 문제해결 역량을 갖춘 인재에 대한 요구가 증가하면서 문제중심학습은 교육현장에서 가장 보편적으로 활용되고 있는 새로운 교수법이다. 이러한 교수법 적용에 따른 학습 효과를 수업 현장에서 간편하 고 정기적으로 측정할 수 있는 도구를 본 연구를 통해 개발하였다. 기존 문제중심학습 효과 측정 연구에 활용된 문항을 수집하고, 전문가 의견 수렴을 통해 도구 개발을 위한 22개 예비 문항을 구성하였다. 이 문항을 이용하여 문제중심학습을 적용한 교과목을 수강한 학생 124명을 대상으로 데이터를 수집하였다. 이후 Rasch 분석을 통해 타당도와 신뢰도를 검증하였다. 124명의 학생 중 11명이 부적합, 22개 예비 문항 중 1개 문항이 부적합 판정되어 제외하였다. 또한 본 도구 구성을 위한 최적 척도는 4점 척도로 확인되었으며, 대상자와 문항에 대한 분리 신뢰도 는 우수한 수준으로 확인되었다. 본 연구를 통해 개발한 문제중심학습의 효과 측정도구가 교육 현장에서 학습효과 측정 및 교육의 질 관리를 위해 적극 활용되길 기대한다.

Problem-Based Learning is the most commonly used teaching method in the field of education as the demand for talented people with creative problem-solving abilities has increased in recent society. In this study, we developed a tool that can simply and regularly measure the learning effects of applying Problem-Based Learning on the classroom. Twenty-two preliminary items for the development were constructed by gathering expert opinions about items collected in existing research of Problem-Based Learning effects measurement. Using this preliminary items, data were collected from 124 students who took the subject-based study. And the validity and reliability were verified through Rash analysis. 11 of 124 students and 1 of 22 items were found to nonconforming and excluded. In addition, the optimal scale for the configuration of this tool was found to be a four-point scale, and the reliability of separation on the subject and the item was found to be excellent. We hope that the assessment tools of Problem-Based Learning effectiveness developed in this study will be actively used to measure learning effectiveness and manage the quality of education.

Background: Problem-based learning (PBL) has introduced as an importnat part of pharmacy education in Korea as it is effective method to help students gain and apply knowledge with development of problem-solving, critical-thinking, and decision-making skills. In order to provide the effective PBL, a number of trained facilitators and suitable PBL rooms are required. However, these become a barrier in Korea as most pharmacy schools have one or two faculty members who majored in clinical pharmacy. Objective: This study was perfomed to implement and evaluate a modified PBL in gastrointestinal (GI) pharmacotherapy class facilitated by one instructor. Methods: A general information of traditional PBL for 6 hours through 3 days is introduced before initiatiing GI pharmacotherapy class. After 3 hour-GI pharmacotherapy classes for 6 weeks, modified PBL was implemented with one instructor to facilitate PBL for four small groups with 19 pharmacy students simultaneously. Modified PBL was incorporated with weekly mini-case discussion and presentation. Results: Students completed 15-question survey to evaluate modifed PBL course, student performance, group performance, and facilitator performance. Eighty-four percent of students answered modified PBL was helpful to understand what they have learned. Mean score in group performance was higher than that of individual performance during modified PBL course. Overall, students reported modified PBL was useful in knowledge building. Conclusion: Modifed PBL model without individual group facilitators in one classroom helped students to achieve selfdirected, independent learning skills in an interactive and engaging environment.

본 연구는 보건교육 방법 중 하나인 문제중심학습(PBL) 적용의 보건교육이 초등학생의 영양 및 식습관, 운동습관, 질병예방 및 관리에 미치는 영향을 알아보기 위하여 서울시 소재 Y초등학교 5학년 2개 학급을 선정하였다. 실험집단은 체육과 보건 영역을 중심으로 PBL 적용의 보건교육을 실시하였고, 통제집단은 교사중심의 매체를 활용한 강의식 보건교육을 각각 16차시 실시하여 얻은 결과는 다음과 같다. 첫째, PBL적용의 보건교육은 초등학생의 건강증진행위의 하위 영역인 질병예방 및 관리에서 집단간 유의한 차이가 나타났다(t=2.048, p=.046). 둘째, PBL적용의 보건교육은 초등학생의 건강증진행위의 하위 영역인 영양 및 식습관(t=.794, p=.431)과 운동습관(t=.840, p=.405)에서는 집단간 유의한 차이가 나타나지 않았다. 셋째, 실험집단의 전․후 차이의 검증 결과 건강증진행위의 하위 영역 중 영양 및 식습관 영역에서 시기간 유의한 차이가 나타났다(t=-2.067, p=.045). 넷째, 통제집단의 전․후 차이의 검증 결과 건강증진행위의 하위 영역 모두 유의한 차이가 나타나지 않았다. 이상의 연구 결과를 종합해 보면, 실험집단과 통제집단 간 유의한 차이를 보인 질병예방 및 관리 영역과 실험집단 내에서 실험 전후의 비교에서 유의한 차이를 나타낸 영양 및 식습관 영역에는 PBL 프로그램의 적용이 효과적인 것이라 할 수 있겠다. 또한 PBL 적용의 보건교육은 적절한 영역이나 주제를 선정하고 실생활에 근접한 비구조화된 문제사태를 개발하여 적용한다면 초등학생의 건강증진행위의 실천력을 제고할 수 있는 보건교육의 교수․학습 방법이 될 수 있을 것으로 사료된다.

The purpose of this study was to examine the effect of health education by the method of PBL(Problem-Based Learning) on the health promoting behavior of elementary school students and to suggest PBL as one of the most appropriate teaching-learning methods for school health education. The PBL refers to problem-based learning that has turned out to be one of effective teaching-learning methods to foster the problem solving skills of learners in earlier studies. The subjects in this study were the students in two fifth-grade classes in Y elementary school in Seoul. The experimental group received PBL-based health education from this researcher about the health sector of physical education, and the control group took typical teacher-led health education. The application of the PBL program had a good effect on the prevention and management of diseases, in which there were significant gaps between the experimental and control groups, and on nutrition and dietary habits, in which the experimental group underwent significant changes. If PBL-based health education is provided after selecting proper sections or themes and by developing nonstructured problem situations similar to real life, that will be a good way to improve the health promoting behavior of elementary school students.

본 연구는 구성주의적 패러다임에 입각하여 문제중심학습(PBL)이 도입된 중학교 체육교육의 실행 양상과 그 교육적 함의를 고찰하는 데 목적이 있다. 이러한 연구 목적의 달성을 위해 수도권 지역에 소재하고 있는 공립중학교 체육교사를 대상 으로 질적 연구방법론 중 사례 연구방법으로 수행되었다. 문헌 자료, 심층 면담, 현장관찰, 문서자료 수집 등을 통해 자료를 수집하였으며, 질적 사례 연구의 자료 분석 패러다임에 근거하여 수집된 다양한 질적 데이터를 사례기록 분석 및 사례 추출의 절차를 체계적으로 적용하여 자료를 분석하였다. 연구 결과는 다음과 같이 세 가지 범주로 도출되었다. 첫째, 변화와 도전: 문 제중심학습(PBL)을 통한 체육수업의 실천 양상, 둘째, 촉진: 문제중심학습(PBL)을 통한 학습자 역량 개발, 셋째, 특성: 체육교 과와 문제중심학습(PBL)의 교육적 시너지라는 결과로 확인할 수 있었다. 결론적으로 중학교 체육수업에서의 문제중심학습 (PBL) 적용은 체육교육의 학문적 가치와 깊이를 증대시키는 데 기여할 수 있을 것이다.

The purpose of this study was to examine the implementation of problem-based learning (PBL) in middle school physical education and its pedagogical implications based on the constructivist paradigm. To achieve these objectives, this study was conducted as a qualitative case study among public middle school physical education teachers in the metropolitan area. Data were collected through literature review, in-depth interviews, field observation, and document collection. Based on the data analysis paradigm of qualitative case study, the various qualitative data collected were analysed by systematically applying the procedures of case record analysis and case extraction. The findings of the study are presented in three categories as follows. The findings of the study were identified in three categories: first, change and challenge: the practice of PBL in physical education; second, facilitation: the development of learner competencies through PBL; and third, characteristics: the educational synergy between physical education and PBL. In conclusion, the application of PBL in middle school physical education can contribute to increasing the academic value and depth of physical education.

본 연구는 창의적 문제 해결 기술, 커뮤니케이션 기술, 비판적 사고 기술 및 협력의 개발을 위한 학생 중심 프로젝트 기반 학습의 효과를 알아보고자 창의적 성격 테스트를 실시하였다. 프로젝트와 문제해결 기반 학습 이후 영어 커뮤니케이 션 향상 측정을 위해 ETS(교육 테스트 서비스)가 발행한 토익 말하기 평가 항목을 선정하였고 측정의 신뢰성은 be α=.84으 로 나타났다. 독립 표본 t-검사 및 유의 수준 5%에서 SPSS 18.0이 사용 및 검증되었다. 이 연구의 결과는 '독립성'의 경우 실험 그룹의 시험 후 평균이 유의 수준(p <.01)에서 통계적으로 유의했고, '개방성'(실험군 M = 3.24, 통제군 M = 2.73)의 경우 통계적으로 유의한 차이를 보였다. 토익시험 결과, 실험군 평균은 200명 중 132±18.7명, 대조군 평균은 127±08.2명이었 다. 영어 수업에 프로젝트, 문제해결 기반 융합 학습을 적용하는 실험군과 통제군 사이에는 통계적으로 유의한 차이가 있었 다. 이 연구의 결과로, 대학 강의실에서 프로젝트, 문제해결 기반 융합 학습을 적용하는 것은 창의적 성격 하위 차원들 사이 의 독립성과 개방성에 긍정적인 영향을 미쳤다.

This study examines the effects of student-centered project-based learning for the development of creative problem-solving skills, communication skills, critical thinking skills, and cooperation. A college students’ creative personality test was used and pre-and post-test were performed. and TOEIC Speaking practice test by Educational Testing Service were selected to measure the English communication skills. The SPSS 18.0 was used and validated at a significance level of 5%. The result of this study shows that in the case of 'independence', the post-test average of the experimental group was statistically significant at the significant level (p<.01), which also showed statistically significant difference. There was statistically significant difference between the control group (M=127±08.2) and in the experimental group (M=132±18.7) applying project-based and problem-based convergent learning to English class were positively changed.

본 연구의 목적은 SIM-PBL이 간호대학생의 정보활용능력, 자기주도적 학습능력, 학업적 효능감에 미치는 효과를 규명하기 위함이다. 대상자는 한국의 일개 대학교 간호학과 4학년 학생 81명이었다. SIM-PBL은 4주 동안, 주 1회(150분) 제공하였고, 교육 전후에 구조화된 설문지를 활용하여 정보활용능력, 자기주도적 학습능력, 학업적 효능감을 조사하였다. 교육 후에 정보활용능력의 하부영역 중 정보통합(p=.030), 정보표현(p=.003) 및 정보윤리(p=.016) 영역의 능력이 향상되었다. 그러나, 자기주도적 학습능력과 학업적 효능감은 교육 후에 변화가 없었다. SIM-PBL은 간호대학생의 정보활용능력을 향 상시키는데 효과적인 교수법임을 확인하였다. 앞으로, 신뢰성 높은 유용한 정보를 윤리적으로 활용할 수 있도록 돕는 SIM-PBL 교육방안이 필요하다.

The objective of this study was to determine the effects of simulation education with problem-based learning (SIM-PBL) on information literacy, self-directed learning ability, and academic self-efficacy of nursing students. The subjects were 81 fourth-year nursing students attending a university in Chungcheongnam-do, Korea. SIM-PBL was provided once per week (150 minutes each) for four weeks, and a structured questionnaire was used to survey information literacy, self-directed learning ability, and academic self-efficacy before and after educational training. After completing the four-week program, abilities in the sub-items of information literacy, such as information integration (p=.030), information expression (p=.003), and information ethics (p=.016) were improved. However, no differences in self-directed learning ability and academic self-efficacy were noted. Findings confirmed that SIM-PBL is an effective teaching method for improving the information literacy of nursing students. Therefore, it is necessary to come up with an SIM-PBL education plan for utilizing reliable and useful information ethically.

The study attempts to determine the effectiveness of conducting problem-based English classes for pre-service teachers. To this end, 26 pre-service teachers who took English practice courses in the second semester of 2023 were organized into teams. The research questions were: ‘What are the various learning effects of problem-based activities for pre-service teachers?’ and ‘What effect does the problem-based English class for pre-service teachers have?’ According to the problem-based English learning procedure, participants were asked to engage in various activities throughout the semester. Participants in the study selected one of various topics (Animals, Environment, Transportation, Customs & Tradition, Commerce & Health, Discovery & Invention, Fashion, or Economy), identified the steps for solving problems, and prepared a presentation. SPSS 23 Version was used to analyze the data and the result showed the positive effect of PBL on problem-solving skills, communication & cooperation skills, integration skills, and self-directed skills. Furthermore, when PBL English class was conducted, students used English as a communicative medium in a more productive way.

본 연구의 목적은 융합적 사고를 적용하여 응급구조학과 학생들의 현장문제해결에 도움되고자 하는데 있다. 응급구조과 3학년에 재학 중인 학생 78명을 대상으로 15주간 동안 문제중심학습 시나리오 수업을 20시간 진행하였으 며, 수업 진행 후 미응답자 5명을 제외한 73명 학생의 자료를 분석하였다. 학습관심도에 대한 질문 중 조사대상자의 “문제중심학습 시나리오 수업방식이 강의식 수업보다 학습과 지식습득에 효과적이었다‘라는 질문에 각각 보통이라고 하였고, 38%로 가장 높았다. 수업에서 학습한 내용들이 문제해결에 있어 적절한 해결방안을 생각해 내는 능력 향상에 도움이 되었다“라는 질문에 57.5% ‘그렇다’라고 하였고, 수업에서 학습한 내용들이 응급 현장에서 자신감을 갖는 데에 도움이 되었다“에 50.7%가 그렇다고 답하였다. 문제중심학습은 어느 한 학년에 국한되지 않고 단계별, 지속적으로 현 장상황을 이해할 수 있는 학습교과과정으로 적용된다면 효과적이고, 효율적인 교육방법이 될 것이다.

The purpose of this study is to implement the convergence thinking in problem-based learning (PBL) on paramedic education. PBL scenario course was conducted for 78 students in the third year of emergency medical technology during the first semester of 15 weeks in 2017. After 15 weeks, data of 73 students were analyzed. Among questions about learning interest in PBL, ‘neutral’ was the most frequent response with 38% for “PBL scenario classes were more effective in learning and acquiring knowledge than lecture class”. For “The lessons learned in the class helped to improve the ability to come up with appropriate solutions for problem solving”, 57.5% responded ‘agree’, and for “The lessons learned in the class helped with confidence in the emergency scene”, 50.7% responded ‘agree’. PBL will be an effective and efficient way of teaching as a learning curriculum for understanding the field situation.