Earticle

본 논문은 위키 기반 프로젝트 학습에서 지식관리 유형에 대한 연구이다. 프로젝트 학습에서 학습자에게 일어나 는 지식의 흐름을 분석하기 위하여 SECI 지식관리 이론을 적용하여 위키 프로젝트 학습 시스템을 구현하였다. 구현된 시스템을 통하여 프로젝트 학습을 진행하여 단계별 지식관리의 유형을 분석하였다. 분석결과 예비계획 단계에서 암 묵 지를 바탕으로 새로운 지식을 만드는 표출화가 두드러지게 나타났다. 그리고 주제결정 단계와 활동계획 단계에서 지 식의 연결화 과정이 나타났다. 또한 탐구 및 토의단계에서는 표출화와 연결화가 두드러지며 내면화 유형이 타나나 기 시작했다. 결과공유 단계에서는 지식의 연결화가 가장 많이 나타났다. 여섯째, 반성 및 평가단계에서는 내면화 유형 이 가장 많이 나타났으며, 지식의 평가를 위한 연결화 과정도 보였다. 이 연구는 프로젝트 학습에서 학습자의 지식관리 유형을 밝혀냄으로써 프로젝트 학습모형의 정교화에 기여할 수 있을 것이다.

This study is about the system for knowledge management in the Wiki-based project learning. We implement the Wiki-based project learning system which is focused on a new Web paradigm and technology development to grasp the knowledge flow of a learner effectively under a project learning condition. Implementation of the system has used a Web 2.0 technology to easily understand SECI Knowledge Management types which form the Externalization, Combination and Internalization steps. Moreover, the system structure has been designed instinctively for harmonious knowledge use or reuse. As a result of the experiment, we found out that the collaborative knowledge steps moved along the flow of project learning.

본 연구는 미래의 교육 환경과 방법의 변화를 고려하여, 학교에서 이루어지는 형식 교육과 학교 밖에서 이루어지는 비형식 학습 경험의 통합과 각종 스마트 기기의 활용을 기반으로 한 프로젝트 활동을 개발하고, 전문가의 검토를 받아 수정한 후 이를 현장에 적용하여 적용 가능성을 타진하였다. 효과적인 학습을 위해 스마트 테크놀로지를 이용한 프로젝트 과정, 과정별 교수학습 활동 및 관련 지원 자료들을 개발하고 이를 패키지로 구성하였다. 개발한 프로젝트학습 활동과 지원 자료는 서울시 소재 한 초등학교 5학년 학생 18명을 대상으로 시범적용을 하였다. 시범적용 결과는 관찰, 면담, 학습 과정 및 결과물 평가를 통하여 분석되었고, ‘프로젝트 활동 전반’, ‘학습 자료와 도구’ 그리고 ‘비형식 학습 경험’과 같은 측면에서 분석되었다. 분석 결과를 종합하여, 통합적 경험을 위한 프로젝트 활동을 도입할 때 고려할 사항들을 제안하였다.

Considering the change of educational environments and strategies for the future, this research attempted to develop project learning that uses various smart technologies, and integrates formal education within a school with informal learning experiences outside of the school. For effective learning, the processes of the project learning, instructional activities for each process and supporting materials were specified and developed as a learning package. The project learning program and the instructional package were applied to 18 fifth graders in an elementary school located in Seoul. The results of the pilot test were collected with observations, interviews, and assessment of learning processes and products. And then the results were analyzed in regard of ‘the whole processes of project activities’, ‘learning materials and tools’, and ‘informal learning experiences’. Based on the results, some suggestions were provided for implementing the smart project learning for integrative learning experiences.

본 연구의 목적은 인문학 기반 프로젝트학습 프로그램을 개발·적용하여 그 효과를 탐구하는데 있다. 이를 위해 초등학교 6학년 1학급을 대상으로 사례연구를 실시하였다. 인문학 작품을 이 해·해석하며 다양한 관점으로 재해석하고 내면화하여 표현하는 학습 모듈을 개발하였다. 이를 적용하기 위해 프로젝트학습 프로그램을 설계하고 인문학 기반 학습전략을 바탕으로 수업을 실 시하였다. 연구결과 학생들의 인문학적 소양이 함양되었고 공감능력과 융합적 사고력이 제고된 것으로 드러났다. 또한 프로젝트학습을 통한 배움중심 수업으로 모두가 수업에 참여하는 협력 적 배움 수업의 가능성을 높였다. 제언에서는 본 연구의 결과를 기초 삼아 학생들의 인문학적 소양 함양 및 2015 개정 교육과정 핵심 역량 구현을 위한 인문학 기반 프로젝트학습의 지속적 개발을 당부하였다.

The purpose of this study is to explore the effects of developing and applying a humanities-based project learning program. For this purpose, a case study was conducted targeting the first class of 6th grade elementary school students. We developed a learning module that understands and interprets humanities works, reinterprets them from various perspectives, internalizes them, and expresses them. To apply this, a project learning program was designed and classes were conducted based on a humanities-based learning strategy. As a result of the study, it was revealed that the students' humanities literacy was cultivated, and their empathy and convergence thinking ability were improved. In addition, as a learning-centered class through project learning, the possibility of a cooperative learning class in which everyone participates in the class was increased. Based on the results of this study, the proposal requested the continuous development of humanities-based project learning to cultivate students' humanities literacy and to realize the core competency of the 2015 revised curriculum.

본 연구는 팀활동을 통한 PBL 수업방식이 대학생들의 융합역량 증진에 효과가 있는지를 알아보 기 위해 수행되었다. 연구대상은 충남소재 A대학교에서 2019년 2학기에 ‘인간발달과 융합적 사고’를 수강한 학생 88명이다. 융합역량의 변화를 알아보기 위해 A대학교의 역량검사지 중 융합역량에 대 한 상황판단형 검사지를 활용하였다. 또한 PBL 수업활동에 대한 인식과 태도를 확인하기 위해 PBL 수행성찰을 분석하였다. 연구결과는 다음과 같다. 첫째, PBL수업은 융합역량 증진에 효과가 있는 것 으로 나타났다. 둘째, 학생들의 PBL 수업활동 참여도에 따라 융합역량 증진에 차이가 나타났다. 셋 째, PBL 활동을 통한 융합교육은 2,3학년의 학생들에게 역량증진의 효과가 나타났다. 넷째, 학생들 은 PBL 수업 활동을 통해 ‘사고의 확장’과 ‘타전공에 대한 관심 증대’, ‘전공분야에 대한 적용 가능 성’, ‘협업과 소통의 소중함’에 대한 인식 및 태도 등의 긍정적인 교육효과를 나타내었다. 본 연구를 통해 PBL수업은 융합역량 증진에 효과가 있음을 알 수 있다.

The purpose of this study was to investigate whether PBL classes through team activities are effective in enhancing convergence competence of college students who were in a different major. To identify changes in convergence competence, a survey instrument(the situation judgment type test sheet) was provided to 88 respondents who had taken 'human development and convergent thinking' in the second semester of 2019 at A University in Chungnam province. In addition, PBL performance reflection was analyzed to confirm perceptions and attitudes about PBL class activities. This study found followings; First, PBL class was effective in improving convergence competence of the college students. Second, there was a significant difference in the convergence competence according to students' participation in PBL class activities. Third, PBL class showed the effects of convergence competence building for the second and third grade students. Fourth, students insisted on the positive effects of 'expansion of thought', 'increased interest in other majors', 'applicability in the major field', and 'the importance of collaboration and communication' through the PBL class activities. This study shows that PBL class is effective in enhancing convergence competence.

디지털콘텐츠 산업의 핵심 요소인 게임·애니메이션·영상은 그 수요의 확대에 따라 관련 인력 양성이 갈수록 전문화되고 있다. 게임·애니메이션·영상 분야의 교육은 창의적 사고와 융합적 태도 그리고 문제해결 능력이 중요시 되는 창의 융합 참여형 인재양성에 있다. 이에 본 논문은 게임·애니메이션·영상 분야 창의융합 참여형 인재 양성을 위한 프리 프러덕션 중심의 PBSL(Project based Self Learning) 수업모형을 제시하고자 한다. 이를 위한 연구의 전개는 창의 융합 인재의 구성요소와 프로젝트 수업의 특성, 그리고 관련 직무 역량에 대해 문헌을 중심으로 고찰하였으며, 이에 따른 PBSL수업모형의 핵심요소는 창의성, 융합적 태도, 자율성으로 분류 하였다. 이를 기초하여, 창의적 사고와 융합적 태도 그리고, 학생들의 자율성이 실현될 수 있는 프로젝트 형의 ‘Project Based Self Learning’ 수업모형을 개발한다. PBSL을 적용한 D대학교 <콘텐츠워크샾> 수업에 대해 사례분석하고, 설문조사를 진행한 결과 자율성 측면이 창의성과 융합적 태도에 비해 만족도가 높게 나왔으며, 이는, 학생 스스로 프로젝트 진행에 대한 자율성과 동기부여가 향상되었음 을 알 수 있다. 다만, 만족도가 낮게 분석된 융합적 측면에 대한 추후 보완이 필요하다.

Key areas of digital contents, the games and animation industries are increasingly expanding. Therefore, training of a specialized workforce is required in accordance with these enterprises’ growing demand. Education in the field of games and animation lies in cultivating talents with creative thinking, collaboration, and problem-solving skills. Thus, this paper aims to propose a PBSL teaching model for creative convergent talent through game and animation projects. The study will focus on the characteristics of creative convergence talents, project teaching, and related job competencies for game and animation education. Based on literature research, a 'Project Based Self Learning' instructional model is presented, in which creative thinking and collaboration competencies are explained in a way they can be performed by the learner. As a case study, D University’s <Content Workshop> class was applied with PBSL. A survey showed that the autonomy aspects were higher than the creativity and convergence attitudes, indicating that the students improved their autonomy and motivation. However, the team composition needs further supplementation.

본 연구의 목적은 공공 이러닝 프로젝트의 올바른 개선 방향을 제안하고자 함에 있다. 연구 방법은 이러닝 기업에 대한 통계조사와 문헌연구를 병행하였다. 연구 결과에 따르면, 대부분의 경우에 공공 이러닝 프로젝트는 이러닝 기업의 사업에 긍정적인 영향을 미치지 못하는 것으로 나타났다. 그것은 공공 이러닝 프로젝트가 세가지 문제점을 갖고 있기 때문이며, 본 연구에서는 그 문제점에 대하여 수발주 시스템 관점에서 정책적 해결책을 제시하고자 한다.

The purpose of this study is to suggest a proper improvement direction of the public ordering and receiving system in related with e-Learning. The research methods for this paper are derived from survey about e-Learning companies and the written materials of the present public e-Learning project. According to the study, in most cases, the public e-Learning projects don’t affect positively e-Learning company's businesses. It indicates that the public e-Learning project has three problems or improvement items. And as a solution to the problems, it presented the policy alternatives the policy alternatives as the concept of ordering and receiving system.

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.

Project-based learning (PBL) is a teaching approach that has students work on a common project in a collaborative environment. PBL has been found to have positive impacts on students’ confidence and critical thinking abilities. In an attempt to implement PBL in classrooms for students majoring in English language and literature and to provide an example of PBL to researchers and practitioners, this study outlines a PBL course designed for English language and literature students. A survey investigating students’ perceptions and level of satisfaction with the course was conducted to analyze their experiences with PBL. The findings showed that students who participated in the PBL course found it helped them improve their real world and practical English abilities and appreciated the feedback they received from the instructor. They also reported increased confidence in using English. Still, instructors considering the use of PBL should consider the issues of time management and teamwork building activities. Implications and considerations for implementing PBL are discussed.

이 연구의 목적은 프로젝트 기반 학습을 통한 학습자의 학업 성취도와 학습자 상호 작용에 대한 효과를 알아보고 자했다. 학습자 상호 작용의 경우, 학습의 장(場), 즉 다양한 기술 환경 속에서의 학습자 의사소통 유형에 초점을 두었다. 본 연구는 2018년 3월부터 6월까지 주 3시간 교양영어 수강생 80명을 대상으로 카카오 톡과 LMS (학습 관리 시스템)을 통한 학습자 상호 작용의 효과에 관해 연구하였다. 연구 결과를 살펴보면, 프로젝트 기반 학습과 의사소통 유형에 따른 학습자 상호 작용은 카카오 톡 활용 그룹과 LMS (학습 관리 시스템) 그룹 간에는 유의 한 차이가 있는 것으로 나타났으며, 1)프로젝트 기반 학습과 의사소통 유형에 따른 학습자 상호 작용, 2) 프로젝트 기반 학습과 의사소통 유형에 따른 학습자 학업 성취도 모두 카카오 토크 활용 그룹의 결과가 유의미하게 나타났다. 디지털 네이티브인 요즘 학생들에게 Kakao talk 은 학습활동의 문제 해결 및 소통, 자료의 업로드 및 공유의 가장 좋은 환경이라는 것을 나타내 주는 결과이다.

The purpose of this study was to investigate the effects of learners' academic achievement and learner interaction through project - based learning. In the case of interaction, we focused on the field of learning, that is, the learner's communication style in various technical environments. The subjects of this study were 80 learners who took a 3-hour elective English language learning course at a university in Korea. This study is to investigate the effect of learner interaction through KakaoTalk and LMS (Learning Management System). As a result of the study, it was found that there was a significant difference between learner interaction by project - based learning and communication type and kakao talk utilization group and LMS (Learning Management System) group. 1) The results of the kakao talk utilization group were significant in both the learner interaction and the learner's academic achievement according to the project - based learning and communication type. For current digital native learners, Kakao Talk is the result of the fact that it is the optimal environment for problem solving, communication, and uploading and sharing of educational activities.

Project-based learning (PBL) has been receiving more and more attention in recent years. In the English classroom, however, PBL is often looked upon as a taxing and daunting task. This study investigates the implementation of PBL in two Hong Kong secondary English classrooms. Data was collected from students’ diary entries, post-project reflections, post-study interviews, as well as pre- and post-questionnaires. The results showed that PBL was generally well received by students, and that it opened up valuable learning opportunities that integrated content knowledge and language development. Students felt that they had benefited a great deal from the opportunities provided for them to take greater control of their learning, though they also noted problems in collaboration with others. The paper ends with some recommendations that would help interested teachers to implement PBL in their own classroom.

This exploratory classroom-based study examined changes in Japanese STEM undergraduates’ pragmatic awareness and production following a two-week intervention involving explicit pragmatics instruction on English suggestions. The instruction was integrated into a first-year English course incorporating project-based learning (PBL). Thirteen first-year pre-intermediate learners completed written discourse completion tasks (DCTs) before and after the instruction. Additional qualitative data were collected from a recorded peer-feedback interaction embedded in the project and from learners’ post-task reflections. The instructional sequence, adapted from Roever (2022), included noticing of model expressions, metapragmatic discussion of directness and mitigation, and guided practice leading to a semi-authentic peer feedback task. DCT scores increased from pre- to post-instruction. Qualitative analyses further revealed that learners broadened their repertoire beyond formulaic direct expressions to include conventionally indirect and mitigated forms (e.g., “How about …” and “Maybe you could …”), as well as supportive strategies such as reason-giving and collaborative repair. However, learners reported difficulty using indirect forms in real time due to limited formulaic resources and cognitive load. Overall, the findings suggest that integrating explicit pragmatics instruction into a context-rich PBL course can support learners’ production of suggestions and expand their repertoire of pragmatically appropriate forms.

本研究は、教室実践に基づく探索的研究として、日本の理工系学部生を対象に、英語の提案 表現に関する明示的語用指導を含む2 週間の介入を通して、語用的気づきおよび産出の変化 を検討したものである。本指導は、プロジェクト型学習（Project-Based Learning: PBL）を取 り入れた1 年次英語科目の一部として実施された。参加者は初中級レベルの1 年生13 名であ り、指導の前後に筆記式談話完成課題（DCT）に取り組んだ。さらに、プロジェクト内で行 われたピア・フィードバック場面の録音データおよび学習者の課題後リフレクションから、 補足的な質的データを収集した。指導はRoever（2022）に基づいて設計され、モデル表現へ の気づき、直接性および緩和に関するメタ語用論的な話し合い、さらに擬似的なピア・フィ ードバック課題へとつながるガイド付き練習から構成された。DCTスコアは指導前から指導 後にかけて向上した。さらに質的分析から、学習者は定型的で直接的な表現にとどまらず、 慣習的に間接的な表現や緩和された提案形式（例：「How about …?」や「Maybe you could …」）を用いるようになり、理由づけや協働的修復といった支援的方略も取り入れているこ とが明らかになった。一方で、学習者は間接的な形式をリアルタイムで用いることに困難を 感じており、その要因として定型表現のレパートリーの不足および認知的負荷が挙げられた。 総じて、本研究の結果は、文脈に富んだPBL 型授業に明示的な語用論指導を組み込むこと が、学習者の提案表現の産出を支援し、語用的に適切な表現形式のレパートリーを広げる可 能性を示唆している。

How can action learning program promote organizational learning performance and especially project based team performance in Web-based small and medium-sized enterprises (SMEs)? This article discusses the association between project based team in action learning program and the performance of Web-based SME to be learning organization. In the case of ALPACO, action learning program that promote employee communication behavior, knowledge sharing, and organizational learning are found to be positively associated with the project based team performance and organizational learning. The results indicate that action learning program in SMEs indeed associated with greater knowledge sharing, learning communication skills and changing organizational culture. Learning organization can be, in turn, positively developed by project based team through action learning program for creating competitive advantage. Also, this study offers further support for the practical perspective on learning organization performance. The evidence from this case study suggests that the project team in action learning program play a significant role in team performance and the development of learning organization of the firm. Therefore, in the future, Web-based SMEs should consider making investments in action learning program that encourage project team’s effective management in decision making, knowledge sharing, and organizational learning.

This study examines the impact of an arts project-based language program for Korean EFL college students, drawing upon the Stoller‟s PBL framework (2006). The investigation integrated an art project, based on a real-world task, into English language learning for college students of arts within a general English program. 15-week EFL course asked students to develop their portfolio or showcase reels with the goal of improving English language ability. The English-Based Art Communication course of 98 students was divided either into an experimental group (N = 49) or a control group (N = 49). The researchers administrated a pre- and post-questionnaire and a TOEIC speaking test to the students, with which to analyze the students‟ language improvement and change of perceptions on English learning. The researchers observed the whole process of students‟ doing their project and interviewed them regarding their learning experiences. Though there was no statistically significant improvement in the speaking skills in both groups, the questionnaire and interview data revealed a significant increase of positive perceptions among the experimental group about their major and the language learning, not to mention substantial improvements in vocabulary and overall confidence. The discoveries imply that the project-based language teaching become efficient with art-related works and students‟ engagement.

본 연구의 목적은 사회복지전공교육의 첫 관문인 사회복지학개론 1학년 수강생들을 대상으로 구성주의 기반 프로젝트학습방법을 적용하여 예비사회복지사의 역량 강화를 위한 수업설계의 효과를 분석하고 모형을 제안하는 것이다. 이를 위해 모델개발 연구방법론이라고 명명되는 개입연구방법론을 활용하였고, 분석과 정보수집, 설계와 실행, 평가와 수정, 보급에 이르는 일련의 단계에 따라 2010년 7월부터 2013년 12월까지 연구가 수행되었다. 연구 참여자는 2010년 9월부터 2013년 2월까지 사회복지학개론을 수강한 학생 중에서 1학년만을 그 대상으로 하였다. 수업설계의 평가를 위해 3가지 연구방법을 활용하였는데, 이는 문헌고찰, 포커스그룹인터뷰, 설문조사였다. 연구결과, 개발된 수업설계모형은 예비사회복지사들의 직무역량이자 교과목의 목표인 일반주의실천이해도와 사회복지이해도를 증진하는 데에 효과가 있었다. 또한 기초역량이자 프로젝트학습적용의 효과인 진로결정효능감, 문제해결능력, 동료관계와 팀워크능력을 증진하는 데에 효과성이 있었다. 효과적인 수업방법은 학생주도 발표와 상호작용, 팀 과제 수행 및 활동 촉진, 즉각적 보상, 평가에의 학생참여, 다양한 매체의 활용, 현장 연계였다. 평가결과를 토대로 수정된 수업설계모형과 보급과제, 참여적 평가 강화 등의 발전방안을 제시하였다.

The purpose of this study is to analyze the effectiveness of project learning applied instructional design based on constructivism, to improve social work competences for freshmen who took the 'Introduction to Social Welfare' course, and to suggest a new instructional design model. To achieve this purpose, Intervention Research Methodology was utilized. The study had been conducted from July 2010 to December 2013 according to the procedure including analysis, data collection, designing, implementation, evaluation, modification and dissemination. Research participants were only freshmen students who had taken 'Introduction to Social Welfare' course opened from September 2010 to February 2013. In order to evaluate the instructional design, three different research methodologies were used; literature review, focus-group interview and survey. As the result, implementing the developed instructional design was effective on improving students' competences in the areas of understanding generalist practice and understanding social welfare, that are key competences for becoming social workers and the goals of the course. The effectiveness on increasing career decision competence, problem solving competence, peer relationship and teamwork were found, resulting from project learning application, as occupational key competences. Student led presentations, interaction, team project, activities, instant rewards, participative evaluation, utilization of various materials, and connecting fields were found out as effective methods for the course. Based on the evaluation, modified instructional design, dissemination tasks for strengthening the participative evaluation were suggested.

본 연구는 학습자 중심 프로젝트 학습 적용효과를 검증함으로써 현장 요구에 대응하는 사회복지 교육 개선안을 도출하고자 이루어졌다. 이를 위해 사회문제론 교과목 운영에 프로젝트 학습을 적용하고 학습자의 문제해결능력, 공동체 의식, 자기주도학습능력의 변화를 검증하였다. 연구 디자인은 비동일집단사전사후 연구 설계를 활용하였다. 수집된 자료는 SPSS프로그램을 이용해 공분산분석(ANCOVA)을 실시하였다. 분석 결과 문제해결능력 중 대안 개발과 수행 평가 영역의 유의미한 향상이 있었다. 공동체 의식 중 조화 및 단결, 일체감 및 상호영향 영역의 유의미한 차이가 나타났다. 마지막으로 자기주도학습능력 중 학습에 대한 개방성, 학습에 대한 창의성, 학습에 대한 자아정체성 영역에서 유의미한 차이가 있는 것으로 나타났다. 이러한 연구 결과를 기초로 사회복지 교육 개선을 위한 함의를 도출하였다.

The purpose of this study was to evaluate learning effects of project learning in social welfare education. The subjects of this study were 16 students as an experimental group and 17 students as a control group and participated in the questionnaire. The experimental group was given the project learning program, on the other hand, the control group was given traditional lessons. Collected data were analyzed by ANCOVA with SPSS. The result of this study was that problem solving ability, community consciousness and self-directed learning ability showed significant improvement in the experimental group. On the basis of these results, implications are suggested for improvement of social welfare education.