Earticle

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.

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.

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.

제로웨이스트는 제품의 사용 전 단계에서 환경 폐기물을 최소화하는 전략으로, 생산자가 실천할 수 있는 지속 가능한 대안으로 주목받았다. 그러나 제로웨이스트 패션 디자인을 위한 커리큘럼을 연구한 사례는 제한 적이며, 교육 환경에서는 지속 가능성에 관한 이론적 학습을 실제로 실천할 기회와 산업의 구조적 문제를 비판적으로 인식할 환경이 부족하다. 이에 본 연구의 목적은 제로웨이스트 패션 디자인의 창의적인 실현 방 식을 탐구하고 패션과 지속 가능성을 성찰하는 교육적 토대를 마련하는 것이다. 이를 위해 문헌 연구와 사례 분석을 바탕으로 커리큘럼을 개발하고, 교과목 <제로웨이스트패션캡스톤 디자인>에 적용하여 그 효과를 분 석했다. 커리큘럼은 지속 가능한 패션과 제로웨이스트 패션 디자인에 관한 이론 교육과 토론, 제로웨이스트 패션 디자인 전개, 시제품 제작 및 포트폴리오 개발, 룩북 촬영과 전시 진행 순으로 진행했다. 본 연구는 기존 에 이루어지던 스케치 중심의 디자인 교육과 차별화하여 PBL과 캡스톤 디자인을 기반으로 ‘비판적 토론’과 ‘오픈 피드백’ 체계를 구축하였다. 특히, 스케치에서 패턴으로 이어지는 선형적인 디자인 프로세스에서 탈피 한 “Model-Resourced Three-Dimensional Sketching”을 디자인 프레임워크로 제안하여, 3차원적 구현과 2차원적 설계가 상호 피드백을 주고받는 순환적인 디자인 방법론을 적용하였다. 연구 결과, 첫째, 토론을 통해 지속 가능성과 패션의 모순적 관계에 대한 진정성 있는 성찰을 유도했다. 이는 학생들이 겪는 혼란, 딜레마에 접근 할 수 있는 효과적인 장치가 되었다. 둘째, 순환적인 디자인 방법론으로 제로웨이스트 실현을 위한 실험을 독려할 뿐만 아니라 학생들의 창의성과 문제해결 능력을 고취했다. 셋째, 시제품 제작과 전시 기획 및 설치, 룩북 제작, 영상 제작, 홍보 활동 등 학생 주도의 실무적 경험을 제공했다. 학생들의 반응을 통해 본 교과목은 학생들이 지속 가능한 디자인 접근법과 실무적 활동을 경험하고, 미래 산업 종사자로서 사회적 책임을 인식 하여 지속 가능성을 고민하는 계기가 되었음을 확인하였다.

Zero-waste aims to minimize waste in production, yet education often lacks practical sustainability engagement and critical discourse on the structural problems of the fashion industry. Therefore, this study intends to develop a curriculum that explores creative approaches to zero-waste fashion design and reflects on sustainability. A curriculum was developed based on literature reviews and case analyses and subsequently applied to the course <Zero-Waste Fashion Capstone Design> to analyze its effectiveness. The curriculum was structured into theoretical instruction and discussion, zero-waste design development, prototyping and portfolio development, and lookbook photography and exhibition. This study established a system of 'critical discussion' and 'open feedback' based on PBL and Capstone Design frameworks. In particular, it proposed “Model-Resourced Three-Dimensional Sketching” as a design framework to move away from the linear process that translates sketches into patterns, and instead employing a cyclical design methodology where three-dimensional realization and two-dimensional design provide mutual feedback. The results of the course were as follows: First, it encouraged authentic reflection on the oxymoronic relationship between sustainability and fashion through discussion-based learning, serving as an effective mechanism for addressing the confusion and dilemmas faced by students. Second, the cyclical design methodology not only encouraged experimentation for zero-waste design but also fostered students' creativity and problem-solving abilities. Third, it provided practical experience by having students lead prototyping, exhibition curation, lookbook production, video creation, and promotional activities. Student feedback indicated that the course enabled them to experience sustainable design and recognize their social responsibility as future professionals.

In this paper, the author shares the process, performance, and implications of project-based learning (PBL) education in healthcare data science (HDS). Healthcare data science education team (HET) of Soonchunhyang university's project considered that the current healthcare education is greatly different from the rapidly changing healthcare 3.0 environment, and emphasized a PBL practice-oriented HDS program as an education model. PBL focused on self-directed learning experiences, practical analysis problems, and team-oriented training. By large, it was promoted with three specialized strategies: practical 'industry inside education', 'converged track training', and 'education to strengthen resilience and change response'. To compare the effects before and after of the PBL-driven HDS trainings, it was analyzed by dividing into user confidence, change in value perception, and change in the employment success ratio in the HDS field. Consequently, it was found that there was a significant enhancement in all areas. This course and results can be applied as cornerstone data for efficient big data analysis and data science education suitable for the other universities.

본 연구의 목적은 교양 스페인어 과정 속에서 의사소통을 통해 소통 강화 능력을 기르기 위하여 문제기반학습 교수 학습방법으로 학업성취도와 협동능력의 변화를 알아보고자 했다. A대학에서 2021년 9월부터 2021년 12월까지 스페인어를 교양으로 수강하는 학습자 70명을 대상으로 학습자중심 문제기반 교수방법으로 수업을 실시한 실험반과 전통적 방식으로 수업을 실시한 통제반으로 나누어 두 집단 간의 학업성취도 및 실험반의 사전사후 협동능력에 관해 살펴보았다. 연구 결과 두 집단 간의 학업성취도는 통계적으로 유의미하지 않았지만 하위영역이 의사소통 영역에서로 유의미한 결과, 0.031(*p<.05)로 나타났다. 실험반의 협동능력에 관한 사전 사후 비교 결과 평균은 향상되었지만 통계 적으로 유의미하지는 않았다. 그러나 문제기반학습에 있어서 협동능력은 문제해결에 도움이 되었음을 알 수 있었다. 본 연구 결과로 학습자 중심의 문제기반 학습활동은 분명히 전통적인 수업방식보다 스페인어 학습자들에게 원활한 소통 을 할 수 있는 적합한 교수학습 방법임을 알 수 있다. 본 연구를 바탕으로 다양한 학습자중심 융합교수법으로 스페인어 소통 강화에 적합한 교수법 개발과 교수학습 모델 개발을 위한 지속적인 후속 연구는 21세기가 원하는 인재양성에 기여 할 것으로 판단된다.

The purpose of this study attempted to investigate academic achievement and cooperative ability as problem-based learning to strengthen communication in Spanish courses. 70 learners taking Spanish at A University from September to December, 2021 were divided into an experimental and a control class to examine their academic achievement and cooperate ability. Academic achievement was not statistically significant, but the sub-area of communication was significant as 0.031 (*p<.05) and the cooperative ability of the experimental group, the average was increased, but it was not statistically significant. Based on this study, continuous follow-up research to develop teaching methods and teaching and learning models suitable for strengthening Spanish communication through various learner-centered convergence teaching methods will contribute to fostering talent desired by the 21st century.

본 연구는 초등학교 체육수업에서 자기주도 학습의 실현 가능성을 탐색하는데 목적이 있다. 연구방법은 심층면담과 문헌분석을 병행했다. 심층면담 참여자들은 초등학교 4명이었다. 이들은 Goetz와 LeCompte의 전형적 사례선택(typical case selection)의 방법과 대조적 사례선택(comparable case selection)의 방법으로 선정됐다. 면담은 비형식적 대화와 반구조화 질문형식을 적용했다. 문헌분석에서 검색어는 ‘자기주도 학습(self-directed learning)’이었다. 문헌의 선정과 범위는 일반교과와 체육교과의 자기주도 학습 관련 연구들로 그 개념이 국내에 도입됐던 1990년 중반 이후로 제한했다. 문헌은 한국학술정보시스템(KISS)과 Educational Journal을 비롯한 국내외 온라인 데이터 검색엔진들, 한국초등체육학회 등의 학술지들, 그리고 단행본들로 수집했다. 연구결과, 초등학교 현장에서 자기주도 학습에 대한 인식은 상반됐다. ‘학습자의 주도성 강화’와 ‘실현하기 어려운 무책임한 교육’이라는 주장이 그것이다. 그럼에도 학습자의 자기주도성이 강화돼야 한다는 점에는 공감했다. 어린 학습자가 스스로 내적 동기를 형성하고 메타인지 과정을 거쳐 학습내용을 설계하고 수행하며 평가하는 과정은 결코 쉽지 않다. 그러나 교사의 동행, 격려, 인내 등 지속적인 상호작용이 이뤄진다면 그 실현 가능성은 더 커질 수 있다. 이와 함께 자기주도 학습지원 교과서와 교수-학습 자료들을 마련하려는 교육당국의 책무성 발휘도 시급하다.

Recently, the educational authorities started to emphasize the importance of ‘self-directed learning.’ Especially, the authorities expect the learners to set goals, explore, plan, and work on the process by himself. through textbooks depend on the 2015 curriculum. By doing so, they are expected to be able to evaluate their learning results as well. However, even though the policy on ‘self-directed learning’ was once emphasized in 1990’s, it was not able to be in practice due to its vagueness. Now, along with the new curriculum, primary physical education classes should take the ‘self-directed learning’ from 2018, and there are arguments against this matter. ‘Reinforcement of student’s motivation’ and ‘unrealistic and irresponsible education’ are the conflicting opinions. For this reason, this study was carried out to see the possibility of the ‘self-directed learning’ in primary physical education classes. Interviews with teachers and researches on references were covered. The result of this study was as follows: the future society needs people with self-directedness. Therefore, we have to help students likewise. The main reason for the self-directed learning is for the students to be intrinsically motivated. Moreover, through the meta-cognition process, they should learn how to set goals and perform self-directed learning based on their abilities. It is teachers’ role to encourage students with patience so they can overcome the obstacles. Educational Authorities should do its best. It should put its greatest effort, so that self-directed learning textbooks can be published. It should also support experts to develop appropriate teaching and learning contents.

본 연구는 프로그래밍 교육에서 앱 인벤터 교육용 프로그램의 활용 가능성을 고찰하고 기존 프로그래밍 교육 의 한계를 극복하기 위한 초등학생을 위한 프로그래밍 교재를 개발하였다. 스마트기기 프로그램을 통하여 학 습동기를 강화하였고 STEAM적 요소를 가미하고 앱 인벤트 프로그래밍 학습 내용을 학생들의 실생활적인 상 황제시와 소프트웨어 개발과정을 따라가면서 보다 논리적이고 체계적인 학습이 이루어지도록 개발하였다. 프로그래밍 과정에서 소프트웨어 개발이론 워터폴 모델을 도입하여 학생들의 소프트웨어 개발자의 사고과정 을 따라가게 함으로써 기존의 교재가 가지는 단순 프로그램 언어와 관련된 지식의 습득에서 벗어나 학생들의 창의성과 문제해결력, 협동 사고력 등 고차원적인 사고력을 신장시키고자 하였다.

The aims of this paper were to review the usable possibility of the educational App Inventor Program in the field of programming education and to develop programming teaching materials that can overcome limitations of the established programming instruction. The study showed that the learners' motivations were strengthened through smart device programs. Containing the elements of STEAM, the teaching materials were developed for the logical and systematic learning that deals with elementary students' real- life situations, and that helps children follow the procedures of software development. By introducing the Waterfall Model to the process of programming, students are able to follow the software developers' thinking process. In addition, beyond the simplistic programming language and simply acquiring related knowledge, the App Inventor programming was designed to enhance students' higher- order thinking skills such as creativity, problem solving ability, collaborative thinking, and so forth.

국제사회에서 한국은 불과 반세기만에 경이적인 경제성장과 발전을 통해 수원국에서 공여국으로 전환한 유일한 사례로 주목받고 있다. 특히 자생력과 국가발전의 지속가능성을 확보할 수 있는 인적자원개발과 교육시스템에 대한 벤치마킹, 경험전수, 국제연수 등에 대한 한국의 지원을 요청하고 있는 실정이다. 이중에서 초청연수와 세미나는 2009년 무상원조 기준, 전체 지원액에서 10.7%를 차지할 정도로 활용도가 높은 대표적 공적개발원조 사업 형태이며, 양적으로도 매년 증가 추세이다. 하지만 초청연수 사업의 공적개발원조 중에서의 활용도와 중요도에도 불구하고 공급자 중심의 사고방식, 민간의 참여부족, 사업성과 측정 미비, 사업추진 주체간 협력 부재 등에 대한 이유로 개선 필요성이 지속적으로 제기되었다. 그리고 사회문화적, 경제적, 개인적 배경이 서로 상이한 여러 국가의 연수생들에게 적용가능한 새로운 국제연수 프로그램 개발이 필요하게 되었다. 따라서 본 연구에서는 이에 대한 대안을 마련하고자 관련 선행연구를 기초로 PBL기반 국제연수 프로그램을 개발하고 이에대한 평가연구를 진행하였다. 평가연구는 크게 반응도 평가, 이해도 평가, 현업 적용도 평가로 실시되었다. 그 결과 PBL기반 국제연수 프로그램이 연수생들의 이해도 향상은 물론 실제 각자가 가지고 있는 문제해결에 도움을 주었음을 확인할 수 있었다. 그리고 이러한 결과를 바탕으로 국제연수과정개발에 있어서 고려사항과 시사점을 논의하였다.

Korea has highlighted as the unique case from beneficiary to donor nation in a half century via dramatic economic growth. Particularly, Korea’s support of Human Resources Development(HRD) and Educational System are highly inquired by other nations as the most attractive elements to benchmark, share, and train for their own nation’s autonomous and sustainable growth. The most utilized and favored projects are Invitation training and Seminar which charged in 10.7% in the total support funding and increasing annually more and more (Following up to the data from 2009 grant-type aid). Even though people well recognized how much inviting training is important and utilized a lot, because of the absence of collaboration, lack of evaluation, attendance deficiency, and provider-oriented thinking caused the necessity of improvement. Because of this, the applicable international training program development necessity for trainees who have different culture background each became much more strongly. Since that, on this study, we started to study based on pre-research results, developed International Training Program based on PBL, and progressed the assessment research. The evaluation types are classified in to 3 parts: Reaction, Comprehension, and Application for current task section. As the result, The International Training based on PBL made trainees can find out the way to approach the problem solution that they had individually and increased the level of understanding.

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.

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.