Earticle

본 연구는 학습자의 효과적인 인공지능 학습을 위해 흥미 발달 원리를 적용한 PBL 기반 인공지능 수업모형 을 개발하는 데 목적이 있다. 연구 절차는 Richey와 Klein의 설계‧개발 연구 방법을 기반으로 문헌 연구, 전문 가 검토, 사용성 평가의 세 단계를 거쳐 수행하였다. 인공지능 교육, 흥미 발달 이론 및 PBL에 관한 국내‧ 외 선행연구를 분석하여 핵심 요인과 설계 원리를 도출하고, 이를 바탕으로 초기 수업모형을 구성하였다. 전문가 검토를 통해 모형의 타당성과 적합성을 점검하고 수정하였으며, 사용성 평가를 실시하여 현장 적 용 가능성을 검증하였다. 연구 결과, 인공지능 학습 흥미 발달을 위한 PBL 기반 수업모형의 설계 원리와 내용의 타당성이 확인되었다. 최종 모형은 가치 인식, 지식 탐색, 문제 개인화, 해결안 실행, 흥미 내면화 의 5단계로 이루어지며, 각 단계는 학습자의 흥미 발달과 인공지능 리터러시 역량을 촉진할 수 있도록 구 성하였다. 본 연구는 학습자의 흥미를 체계적으로 발달시키는 수업 설계 방안을 제시하고, 인공지능 교육 에서 PBL의 활용 가능성을 확장하였다는 점에서 의의가 있다.

The purpose of this study is to develop a PBL(problem-based learning) based instructional model that applies the interest development theory to effectively support learners' AI learning. The study was conducted following three phases—literature review, expert validation, and usability evaluation—based on Richey and Klein's design and development research methodology. Key components and design principles were identified through review of prior studies on AI education, interest development, and PBL, and used to construct an initial model. Expert validation was conducted to assess and refine the validity and suitability of the model, followed by a usability evaluation to confirm its applicability in educational settings. As a result, the validity of the instructional design principles and content of the model was confirmed. The finalized model comprises five stages: value recognition, knowledge exploration, problem personalization, solution implementation, and interest internalization. Each stage designed to promote learners' interest and AI literacy. This study is significant as it presents a systematic instructional approach for fostering learners' interest and expands the applicability of PBL in AI education.

본 논문은 보건과학분야에서 활용되는 마네킹시뮬레이션 교육을 알아보고자 한다. 마네킹 시뮬레이션은 의과대학 교육뿐 아니라, 응급구조학과 교육, 구조구급 분야에 종사하는 소방공무원, 간호사, 치과대학, 마취과학 등 의료의 여러 영역에서 다양하게 이용되고 있다. 본 연구는 시뮬레이션의 역사, 시뮬레이션의 진화과정, 시뮬레이 션을 이용한 문제중심학습(problem-based learning, PBL)의 활용에 이르기까지 마네킹시뮬레이션 교육의 현황을 설명하고자 한다.

The aim of this study is to review the mannequin simulation. The mannequin simulation is widely used in the education of paramedic, fire fighter, nurse, dental school, and anesthesia. The wide scopes of mannequin simulation comprise the history, evolution, and application to problem-based learning.

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.

Problem-Based Learning(PBL) is at the forefront of educational reform. The acceptance of PBL as an educational approach with wide application represents a major change in thinking about educational processes and their relationships to the wider community. In 1969, PBL as a method was introduced at the Medical School of McMaster University in Hamilton, Canada. The most important advantages in PBL are acquiring knowledge that can be retrieved and applied, learning to learn(self-directed learning) and learning to analyze and solve Problems. PBL is widely used within the sector where it had its origin, namely health profession education. A generally accepted starting point in the development of a problem-based curriculum is the set of professional competencies of future graduates, which describe the typical problems professionals have to deal with. Formulating learning objectives highly depends on the format and content of the presented problems. Contrary to that, in a classic course in higher education, it is customary that teachers express objectives in a compulsory subject matter. Curricula which advocate problem-based learning generally use case studies in the form of paper cases, simulations and real patients with the intention of stimulating classroom discussion of clinical and basic science concepts within a problem-solving framework. One goal of using paper cases is to stimulate the learning of basic science within a clinical situation. Through self-directed study the students solve problems and explore the psycho-social dimensions within the cases. The general outcome based on the program evaluation research of PBL is that PBL students respond positively about the learning experience. In summary, PBL is a curriculum design and a teaching/learning strategy which simultaneously develops higher order thinking and disciplinary knowledge bases and skills by placing students in the active role of practitioners(or problem solvers) confronted with a situation(ill-structured problem) which reflects the real world.

지식기반 IT 사회, 그리고 다문화사회로 특징되는 현시대는 다른 어느 시대보다도 문제해결력, 창의적 사고력, 소통능력을 강조하고 있다. 이에 따라 대학교육에서는 융복합 전공 및 교육을 개설하여 이러한 사회적 요구에 적합한 역량을 지닌 인재 함양에 노력하고 있다. 그러나 융복합 수업을 위한 구체적인 수업모형에 대한 논의가 부족한 상황이기도 하다. 이에 본 연구에서는 현재 학습자 중심 학습모형이자 21세기 학생들의 역량강화를 위한 교수법의 하나로서 널리 활용되고 있는 PBL(Problem Based Learning:문제기반학습)을 융복합적 수업모형의 하나로 선택하여, 대학교양 미술수업의 한 강좌를 PBL 수업의 특징에 따라, 실생활 연결된 과제를 주고 학생들이 중심이 되어, 개별적, 혹은 그룹별 학습활동으로 개발, 적용하였다. 이후 수업을 실시한 뒤에는 학생들의 성찰저널, 심층면담과 SNS 대화내용을 분석하여 학습 결과를 살펴보았으며, 그 결과로서, 학생들은 학습에 대한 자신감, 재미 및 학습자간 소통력, 다양성에 대한 이해, 서로에 대한 배려 등 가치와 중요성에 대한 이해 등을 경험했음을 알 수 있었다. 이러한 연구결과는 대학교육에서의 융복합적 수업을 위한 수업모형으로서 PBL의 가능성을 보여주는 것이라 하겠다.

The current society characterized by knowledge-based information technology and multiculturalism put more emphasis on problem-solving skills, creative thinking, and communication skills than any other periods did. In response to the demand of the current times, multidisciplinary, or convergence courses and majors are being created and conducted in college education, yet, with the lack of specific teaching and learning model for the convergence courses. In this context, this study aimed to examine PBL as an instructional model for the convergent approaches in classroom, since PBL has been regarded as a model for fostering the 21st century learning capabilities for student coupled with the learning principles of authentic tasks, learner-centeredness, collaborative learning. This study, after conducted a PBL course for the general art education during the summer semester of 2014, analyzed the result using data collected from students' reflective journals, in-depth interviews, and SNS posts among the students. The result presented students' enhanced self-respect, increased interest in their learning and communication skills, and their recognition of the value on diversity and empathetic attitudes toward each others. In conclusion, PBL showed its potential as an alternative instructional model for the multidisciplinary and convergent learning in college education.

Purpose: The purpose of this study was to develop a PBL module in maternity nursing based on the clinical cases. A PBL module applied to maternity nursing class to test the effects on improving the learning ability of students. And it would be used for developing further PBL module even more perfectly. Method: We selected the concept of the PBL module which is based on the purpose of the contents of maternity nursing class and national test held by Korean Nursing Association. The module scenario was composed up of the cases of clinical practices and was also checked by clinical practice professionals as well as the nursing professionals in other colleges. We used this PBL module for the 20 second grade student nurses in K college for 6 weeks. Besides, we checked self-analyses on the PBL class, assessments done by students on the PBL class itself and on the academic adviser and analyzed the students' subjective statements on the PBL class . Results: The achievements of the experimental students given a PBL class, are better than those of the control group statistically. And the experimental group do their almost all learning planned actively for themselves and show their positive responses on the PBL class being helpful in practicing clinical cases. Conclusion: PBL class could be considered the method to fortify student nurses' abilities on adjusting themselves to clinical real situations through the learning planned by themselves. Afterwards it is necessary to activate PBL class in nurse education. Most of all, it is more important that nurse educators should recognize the values of this PBL class and try to apply it in reality.

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.

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 문제중심학습에 기반한 유아수학교육 수업이 예비유아교사의 수학교수효능감, 수학적 태도, 문제해결능력에 미치는 영향을 살펴보는 것이다. 연구 참여자는 G시의 4년제 대학교에 재학 중인 예비유아교사 38명이다. 문제중심학습 기반 유아수학교육 수업은 강의식 방법과 문제중심학습 방법을 병행하였으며, 문제중심학습은 4개의 PBL 문제를 고안하여 9주간 시행하였다. 연구도구로는 수학교수 효능감, 수학적 태도, 문제해결능력의 도구를 사전과 사후에 실시하였다. 자료분석은 SPSS 28 프로그램을 사용하여 대응표본 t-검정을 실시하였다. 연구결과, 문제중심학습 기반 유아수학교육 수업은 예비유아교사의 수학교수효능감, 수학적 태도, 문제해결능력 향상에 긍정적인 영향을 미치는 것으로 나타났다. 이를 통해, 예비유아교사의 유아수학교육 수업에 적용 가능하며 타당성이 검증된 PBL 기반 수학교수모형을 제시하였다는 데 연구의 의의가 있다.

The purpose of this study is to examine the impact of Problem Based Learning(PBL)-based early childhood mathematics education classes on pre-service early childhood teachers’ mathematics teaching efficacy, mathematical attitude, and problem-solving ability. The study participants were 38 pre-service early childhood teachers attending a 4-year university in G City. The PBL-based early childhood mathematics education class used a combination of lecture-based and problem-based learning methods, and problem-based learning consisted of four PBL problems and was conducted for a total of 9 weeks. The research tools used were mathematics teaching efficacy, mathematical attitude, and problem-solving ability before and after. Data analysis was performed using a paired samples t-test using the SPSS 28 program. As a result of the study, PBL-based early childhood mathematics education classes were found to have a positive impact on improving the mathematics teaching efficacy, mathematical attitude, and problem-solving ability of pre-service early childhood teachers. Through this, the significance of the study is that it presented and verified a PBL-based mathematics teaching model that can be applied to the early childhood mathematics education classes of pre-service early childhood teachers.

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.

This study aimed to analyze the class effect of subjects to which Problem-Based Learning is applied to college students majoring in aviation service at university in Chungcheong. And we derive implications for continuously operating Problem-Based Learning classes. For the study, <Service Manners and Practice>, <Theory of Air Reservation Operation & Practice>, and <Introduction to In-flight Food & Beverage> were selected among the courses opened in the first semester of 2022. This study analyzes changes in communication competence, interpersonal skills, self-directed learning skills, higher-order thinking skills, information technology application skills, and problem-solving skills reflecting the core competencies of the universities to which the study students belonged. First, we analyzed the changes in communication competence, interpersonal skills, self-directed learning skills, higher-order thinking skills, information technology application skills, and problem-solving skills before and after classes by reflecting on the core competencies of the universities to which the study students belonged. As a result, all item except for interpersonal skills were improved. In addition, a qualitative analysis was conducted on the degree of learning improvement based on the contents of the reflection journal written during learning precess. As a result of the analysis, it was confirmed that it is effective for learning abilities such as communication, interpersonal relationships, self-directed learning skills, utilization of information, and problem-solving.

본 연구는 요리경연 대회 참가를 원하는 조리전공 대학생들을 대상으로 문제중심학습(PBL)을 적용한 수업을 진행하고 수업에 대한 학생들의 주관적인 인식을 파악하고자 하였다. 본 연구에서는 주관적인 인식의 파악을 위해 Q 방법론을 적용하여 학생들 사이에서 발견되는 공통적인 유형을 도출하고 유형들 간의 특성과 함의를 분석하여 향후 유사 학습법에 대한 적용에 있어 중요한 시사점을 발견하고자 하였다. 유형 분석을 통해 총4개의 유형이 도출되었으며 각 유형은 제 1유형(N=6): 문제해결능력 형 (Problem-Solving Ability Type), 제 2유형(N=8): 팀 구성원 협업 중요 형(Team Member Collaboration Important Type), 제 3유형(N=3): 자기주도학습 필요 형 (Self-Directed Learning Needed Type), 제 4유형(N=2): 취업 준비 형 (Employment Preparation Type)으로 명명하였다. 또한 결과를 통해 학생들은 적용된 학습에 대해 문제해결능력발달, 집단 내 협업관련 이슈에 대한 이해증가, 자기주도학습 능력의 필요성 지각, 그리고 취업준비로서의 조리대회 역할에 대한 인식을 가지고 있음이 들어 났다. 추가로 동일 학습법을 진행하게 되는 교수자의 입장에서는 집단 협업을 위한 중재자적 역할 필요성, 학습동기부여 관련 적극적 노력에 있어야 함을 시사점으로 제시하였다.

This study provided the analysis of the culinary arts students' subjectivity in problem based learning(PBL) program for culinary competition. Q methodology was employed for finding common characteristic of among students' opinion and also future suggestion was generated. The study found four different types of common structures. First one is Problem-Solving Ability Type(N=6), the second one is Team Member Collaboration Important Type(N=8), The third one is Self-Directed Learning Needed Type(N=3), and the last one is Employment Preparation Type(N=2). Through the analysis, students aware this particular PBL program as a problem solving skill development, understanding of coworking in group, importance of self directed learning, and preparation for securing job opportunity. The study also suggest that the educator need to perform as a negotiator in coworking process within group members and need to have an active approach on stimulation of study motivation among the students.

Purpose: This investigation examined the effect of PBL on the meta-cognition, critical thinking, and problem solving process. Method: The research design was pre-posttest with a none qui valent control group design. Scenarios for PBL sessions were developed on the basis of textbooks and patients' charts and tested for content validity. Seventy six nursing students who took a 'Nursing Process' course from two nursing schools participated in the experimental group and control group. The experimental group performed PBL during the semester. Meta-cognition and problem solving processes were assessed by questionnaires which were developed using pedagogics. Critical thinking was measured by the CCTST(California Critical Thinking Skill Test) Form 2000. The data was analyzed by repeated measure (pretest-posttest) MANOVA, and correlation analysis. Result: PBL improved the participants' meta-cognition and problem solving process but not critical thinking. The relationship between meta-cognition and the problem solving process was supported but the relationship between critical thinking and problem solving was not supported. Conclusion: These results suggest that PBL has a positive effect on nursing students' educational outcomes. To improve the problem solving ability of nursing students, PBL should be applied to more subjects in the nursing curriculum.

목적 : 본 연구는 작업치료 대학생의 플립러닝 기반 문제중심학습(PBL)을 ‘감각처리장애와 중재’ 수업에 적용하여 학습능력과 문제해결능력의 미치는 효과와 인식의 변화를 알아보는 것이다. 연구방법 : 본 연구는 양적 연구와 질적 연구를 혼합한 혼합연구이다. 본 연구의 대상자는 2024년 1학기 K대학교 작업치료학과 전공 과목인 ‘감각처리장애와 중재’를 수강한 3학년 학생이고 양적 연구는 50명 이 참여하였고, 질적 연구는 9명이 참여하였다. 결과 : 양적 연구결과에서 학습성과는 학습 전보다 학습 후가 전체점수(p<0.01)와 비판적 사고력(p<0.05), 의사소통능력(p<0.01), 협업(p<0.05)과 창의력(p<0.01)에서 모두 통계적으로 유의한 것으로 나타났다. 문제해결능력은 학습 전보다 학습 후가 전체점수(p<0.01)와 정보수집(p<0.01), 확산적 사고(p<0.01), 기획력(p<0.05), 실행과 모험감수(p<0.01), 평가(p<0.01), 피드백(p<0.05)은 통계적으로 유의한 것으로 나타났다. 그러나 문제 인식, 분석 능력과 의사결정은 통계적으로 유의한 차이가 없었다. 학습성과와 문 제해결능력 간의 각각의 변수는 모두 양의 상관관계가 있었다. 질적 연구결과에서 의미단어 21개, 중심 의미 7개, 주제 2개가 도출되었다 결론 : 본 연구는 작업치료 교과목의 플립러닝 기반 문제중심학습(PBL)에 대한 정보를 제공하고, 학습자 중심의 수업을 준비하는 교수자에게 기초 자료를 제공한다.

Objective : This study aims to investigate the effects of PBL based on flipped learning on learning abilities and problem-solving abilities and changes in perception by applying it to the ‘Sensory Processing Disorder and Intervention’ class of occupational therapy college students. Methods : This mixed research approach combines quantitative and qualitative research. The subjects of this study are third-year students who took the ‘Sensory Processing Disorder and Intervention’ major course of the department of occupational therapy at K university in the first semester of 2024. 50 students participated in the quantitative study and 9 students participated in the qualitative study. Results : The results of the quantitative study showed that learning outcomes were statistically significant after PBL compared to before PBL in terms of the overall score, critical thinking, communication, collaboration, and creativity. Problem-solving ability showed statistically significant differences in in the overall score, information gathering, divergent thinking, planning, execution and risk-taking, evaluation, and feedback compared with those before PBL. However, there was no statistically significant differences in problem recognition, analysis ability, or decision-making. The variables of learning outcomes and problem-solving abilities were correlated. Qualitative research yielded 21 semantic words, seven central meanings, and two themes. Conclusion : This study provides information on flipped learning-based PBL in occupational therapy.

이 연구는 문제중심학습(PBL)기반 유아과학교육이 예비유아교사의 자기 주도적 학습능력, 학업적 자기 효능감 및 학습동기에 미치는 영향을 알아보고자 한다. 이를 위해 K지역의 C대학교 유아교육 학과에 개설된 PBL기반 유아과학교육 교과목을 수강한 예비유아교사 38명을 대상으로 자기 주도적 학습능력, 학업적 자기효능감, 학습동기에 대한 사전, 사후 조사를 실시하여 PBL 수업의 효과성을 분석하였다. 수집된 자료는 연구문제에 따라 PBL기반 유아과학교육이 자기 주도적 학습능력, 학업 적 자기 효능감, 학습동기에 미치는 영향을 알아보기 위해 SPSS/ PC(win 17.0) 프로그램을 사용하여 대응표본 t검증을 실시하였다. 연구결과 PBL기반 유아과학교육이 예비유아교사의 자기 주도적 학습 능력, 학업적 자기 효능감, 학습동기 모두에서 통계적으로 유의한 증가를 나타내어 PBL기반 유아과 학교육의 긍정적 효과성이 검증되었다. 이러한 결과는 예비유아교사의 역량강화를 위한 교수학습방 법으로 교원양성교육 현장에서 활용될 수 있는 방안을 모색하는데 기초자료로 활용될 수 있을 것이다.

This purpose of this study is to investigate the effects of problem-based learning (PBL) classes on self-directed learning ability, academic self-efficacy, and learning motivation in prospective early childhood teachers. To this end, the effectiveness of PBL classes was analyzed by conducting pre- and post-experimental surveys on self-directed learning ability, academic self-efficacy, and learning motivation, involving 38 preliminary early childhood teachers who took a PBL-based early childhood science education course in the department of early childhood education at C University in the K region. To understand the effects of PBL classes on their self-directed learning ability, academic self-efficacy, and learning motivation according to the research questions, a paired t-test on the collected data were performed using the SPSS/PC (Windows 17.0) program. As a result of the study, the positive effectiveness of PBL classes was confirmed with statistically significant increases in all variables of self-directed learning ability, academic self-efficacy, and learning motivation in prospective early childhood teachers. These results can be used as basic data to find a way to be used in the field of teacher training as a teaching-learning method for strengthening the competence of pre-service early childhood teachers.

Background: The evolving healthcare environment necessitates changes in pharmacy education to meet these demands, with problem- based learning (PBL) being a promising approach. Methods: This study employed a single-group, repeated-measures design to evaluate the effects of PBL on the communication and problem-solving skills of fifth-year pharmacy students at S University. The course, which focused on pharmacy practice and communication, included 36 students who participated in structured pre- and post-intervention surveys, as well as self-reflection journals. The primary competencies assessed were problem-solving and communication skills. Data collection involved quantitative measures through surveys and qualitative insights from self-reflection notes. Results: Of the 36 students, 35 completed the pre-intervention surveys, and 27 completed the post-intervention assessments. Significant improvements were observed in problem-solving skills, including problem identification, information gathering, and planning. Communication skills showed overall improvement, though the differences were not statistically significant. Qualitative analysis of self-reflection notes revealed enhanced understanding of elderly patient care, increased responsibility, teamwork, and the importance of effective communication in pharmacy practice. Commonly identified themes included a heightened sense of responsibility, the importance of teamwork, and an appreciation for the multifaceted nature of pharmacy practice in elderly care. Conclusion: The PBL approach effectively enhanced students' problem-solving abilities and provided valuable experiential learning in pharmacy practice. The qualitative data indicated that students gained a deeper understanding of their roles and responsibilities, fostering greater motivation and teamwork. Further research should focus on broader applications across different institutions to validate these findings.

The purpose of this study was to assess the effects of problem-based learning (PBL) on task value, learning satisfaction, and academic self-efficacy in nursing students and was a primitive experimental study with a one-group pretest-posttest design. The subjects of this study were 100 grade 1 students taking a physiology course, and the data collection period was from September 2 to October 4, 2024. The general characteristics of the subjects were obtained by frequency, percentage, mean, and standard deviation and the effects of PBL on task value, learning satisfaction and academic self-efficacy were tested using a paired t-test. The results of this study showed that nursing students’ academic self-efficacy (t=-5.35, p<.001), task value (t=-2.46, p=.016), and learning satisfaction (t=-4.14, p<.001) improved after applying PBL compared to before applying it. The positive results suggest the use of problem-based learning as a learning strategy for lower-grade student in nursing education. In the future, follow-up research will be required to develop and apply various problem solving scenarios based on the learning content and verify their effectiveness.

本研究旨在探讨应用问题导向学习的课程对护理大学生学业自我效能感, 任务价值及学习满意 度的影响, 采用单组前后对比实验研究. 方法 : 研究对象为护理学专业一年级在读的100名生 理学课学生, 资料收集时间为2024年9月2日至10月4日. 研究对象的一般特征通过频率, 百分 比, 均值和标准差计算, 问题导向学习对学业自我效能感, 任务价值和学习满意度的影响通过 配对t检验分析. 结果􎩁研究结果表明, 接受问题导向学习后, 护理大学生的学业自我效能感 (t=-5.35, p<.001), 任务价值(t=-2.46, p=.016)和学习满意度(t=-4.14, p<.001)均有所提高. 结 论􎩁因此, 建议在护理教育中, 将问题导向学习应用在低年级学生的学习策略上. 今后需要开 发并适用随着专业基础学习内容而出现的不同的问题解决情境, 并验证其效果的后续研究.