Earticle

최근 들어 리더십과 의사소통능력이 각 개인의 역량을 평가하는 중요한 경쟁력으로 인식되고 있다. 각 대학에서도 이러한 사회적 흐름과 맞물려 학생들 개개인의 의사소통능력을 키워주기 위한 소규모 실습형태의 스피치 강좌들이 개설되고 있는 추세이다. 이러한 측면에서 여대생을 대상으로 진행되어온 발표와 토론 교육의 현장사례를 중심으로 구체적인 교수학습내용과 방법을 검토해 보면서, 여러 대학에서 진행되고 있는 의사소통교육에 어떻게 적용할 수 있을지 함의를 살펴보았다. 궁극적으로 다양한 의사소통 상황에서 학생들의 말하기능력을 키워주기 위한 스피치 교육은, 무엇보다도 학생들의 요구도를 정확히 파악하고 단계별로 말하기 훈련이 진행될 수 있도록 학습자 주도형인 PBL적 교육방법을 실시하고, 최적의 수업규모로 교육내용을 심화 확대해 갈 수 있는 다양한 프로그램과의 관련 속에서 운영되어야 함을 살펴보았다. 나아가 오프라인과 온라인 수업을 긴밀하게 연계하는 노력과 각종 시청각매체들을 적절히 접목하여 활용하는 것이 필요함을 언급하였다. 또한 학습자의 유형과 대상에 따른 차별화된 내용과 교수학습방법을 개발할 필요성에 대한 이론적, 실증적인 차원에서의 논의가 차후에 이어져야 함을 지적하였다.

Today, ‘leadership’ is a representative subject special for the ‘communication ability’ as a groundwork of leadership becoming more significant and competitive position in our society. Many universities have tried to make an educational reformation and have educated students how to speak, write, read well as one of leaders for the next generation. So, this paper focus on speech education as like [presentation & Debate] class which has designed to cultivate communication ability and rationality needed for the future women leadership as a one of essential liberal arts courses for freshman of sookmyung women’s university since 2002.The students would be encouraged to think about contemporary issues and develope the fundamental communication skills to carry out their roles as leaders. In order to achieve this goal effectively, the presentation & Debate course is equipped with a lot of communication skills which can make students speak more flexibly in private or public speaking situation. Ultimately, these courses are aiming for women students who want to have communication skill, so they know how to express their thought logically and how to persuade others.

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: The purpose of this study was to compare and analyze learning satisfaction, critical thinking disposition, learning attitude and motivation between Problem Based Learning and Subjective Based Learning. Method: The research was performed between September and December, 2005 and 2006, including the development of PBL packages and their application. Statistical analysis was performed using SPSS 13.0. An independent t-test, $X^2$-test, and Pearson Correlation Coefficient were performed to compare the two groups on each of the measures. Result: There were no statistically significant differences among participants in the two groups according to general characteristics. However, The PBL group scored significantly higher on learning satisfaction, critical thinking disposition, learning attitude and motivation. Conclusion: This study contributes to our understanding of student outcomes of the PBL approach compared to the SBL approach. PBL needs to be extended over individual nursing courses for the unification of related courses and a curriculum.

This exploratory mixed-methods study examined the experiences of first-year engineering students in integrating problem-based learning (PBL) and practical learning. It also explored how these experiences relate to students' self-efficacy, peer evaluation, and early academic adjustment. The study involved 16 first-year engineering students enrolled in two project-based courses. Quantitative analyses assessed the reliability and construct validity of self-, peer-, and team-evaluation instruments, while qualitative data from 32 semi-structured interviews were analyzed using thematic analysis. The qualitative findings revealed several recurring themes, including authentic engagement in problem exploration, collaborative idea development, peer interaction, and emerging academic confidence. Quantitative results showed a relatively strong alignment between self-assessment and peer-assessment scores, whereas the relationship between individual self-perceptions and team-level evaluations was more variable. Given the small sample size and single-institution context, these findings should be interpreted with caution. Nevertheless, the study offers valuable insights into how integrated PBL and practical learning environments may enhance collaborative engagement and knowledge application among first-year university students. The implications for instructional design and multi-source evaluation practices in project-based learning contexts are discussed.

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.

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.

본 연구는 국내 문헌정보학 수업에서 문제중심학습(Problem-Based Learning) 모형을 활용할 수 있는 수업 모형을 설계하였으며, 실제 강의실 현장에서 적용한 뒤 학생들이 느끼는 교육적 효과를 분석하였다. 본 연구는 기존 연구 분석을 통하여 문제해결 방안 초안을 작성하였다. 전문가의 자문을 통해 시나리오 수정하는 단계를 거쳤다. 문제는 분석단계활동(요구분석, PBL 수업적합성 판단, 내용분석, 학습자분석, 환경분석, PBL 운영환경 결정, PBL 수업형태 결정)과 설계단계활동(문제상황설계, 학습자원설계, 문제해결과정촉진설계, 운영전략설계, 평가설계, PBL 운영환경설계)을 통해 도출되었다. 초기 설정된 시나리오를 바탕으로 1차 문제상황 수업을 진행한 뒤 학습자들의 성찰일지를 통해 문제중심학습의 결과를 일차적으로 분석하였다. 학습자들의 성찰일지를 통해 연구자는 첫번째 PBL 문제상황에서 비판적 사고력과 창의력이 증진되었음을 확인할 수 있었으며, 원활한 의사소통과 협력의 방법이 고안/활용되었음을 알 수 있었다. 첫 번째 문제 상황 수업 후 교육 효과를 분석하고 수정사항을 수렴한 연구 결과는 교과설계의 2차 수정 및 보완에 활용할 예정이다. 본 연구는 PBL 모델 개발 사례를 소개하여 향후 후속 수업적용과 연구를 기대하게 한다.

The purpose of this study is to design a teaching model applying a problem-based learning model and to analyze the educational benefits that students felt. This study initiated a problem-based learning model from an analysis of existing studies. Through the consultation of experts, the scenario was modified. The problem was designed according to the design stage activity (problem analysis, PBL class suitability judgment, contents analysis, learner analysis, environment analysis, PBL operating environment decision, PBL class) and Strategic Design (problem situation design, learning resource design, Facilitation design, operational strategy design, evaluation design, PBL operating environment design). Based on the initial scenarios, the researcher analyzed the results of the problem - based learning through learners' reflective diaries. The researcher was able to confirm that the critical thinking and creativity were improved in the first PBL problem situation, and the method for smooth communication and cooperation was utilized. The results on analyzing the effects of education about the first problem-based learning and students' opinions about modification will be used for the second revision and supplement of the course design. This study introduces a case of PBL course development and expects further application and research.

Problem based learning(PBL) is one of the learning strategies from the constructivism. It is a learning centered students. The tutors are facillitators as activators, helpers and cooperators not organizer in the classrooms. PBL makes that students learn creativity, independence, reasoning skits, communication and collaboration for problem solving. As the PBL process, students get the problems that are in real situation, discussed with others for brain storming, self directed study and revisited to the situation. They think critically and apply to the real situation. When students are to be physical therapists, they are easy to adopt their job and efficient to manage well. But inspite of a lot of advantages to them, there are much conflict to use as the learning strategies. Students perceived one of best learning method that they have experienced, but there are stress, burden, anxiety, timeless to prepare, lack of information and so on. PBL is effective to learning health oriented subjects, problem solving, even a lot preparation and processing for learning. It is reduced the differences between theories in colleges and practices in the fields. In processing of PBL, students get more many skills than the conventional learning. As trying many times to the classrooms, we can fixed to PBL with mistakes and conflict for better the development of the teaching and learning.

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.

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.

This study proposed a soft skill integration activity for online EFL classrooms and investigated student responses. Toward this end, this study recruited 54 college students taking an English Presentation and Discussion class in South Korea. Participants were assigned into high and low-proficiency groups based on the Test of English for International Communication. This study employed questionnaire, class video recordings, and interview to obtain responses. Moreover, problem-based learning with challenge questions was applied to develop soft skills in online synchronous classes. Responses were examined in terms of whether a difference existed according to English proficiency. Major findings of this study were as follows. Regardless of proficiency levels, participants reported improvements in their IT and problem-solving skills and exhibited positive attitudes toward live online presentations via Zoom. However, this study observed significant differences in communication and teamwork skills, perceived learning, and confidence. Interviews with students with low English proficiency levels revealed that they were negatively affected by the lack of non-verbal cues, mechanical skills, and socialization time provided by online classes. Based on these results, pedagogical implications and directions for future studies are discussed.

This study addresses the need to adopt teaching-learning approaches in physical therapy education that develop links between theory and clinical practice in a meaningful way. Problem-based learning (PBL) is presented as a useful way to educate physical therapy for the future. The essential characteristics of problem-based learning include: curricular organization around problems rather than disciplines; an integrated curriculum rather than one separated into clinical and theoretical components; and an inherent emphasis on cognitive skills as well as on knowledge. PBL as implemented in the health sciences, is an educational method in which the focus of learning is a small-group tutorial in which students work through health care scenarios. The goals of the health care scenarios are to provide a context for learning, to activate prior knowledge, to motivate students, and to stimulate discussion. Learning is student-centered rather than faculty-centered, and self-directed learning is emphasized. Whereas the former focuses on critical thinking and clinical judgement, the latter's emphasis is on clinical competency. The physical therapist (PT) program at Cheju Halla college is a partial integrated problem-based curriculum. The history and process of PBL in general and in the PT program are reviewed. Long-term advocates of PBL stress that it is the only known method for preparing future professionals to be able to adapt to change, learning how to reason critically, enabling a holistic approach to health.

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.