본 연구에서는 PBL학습법과 Tandem학습법을 적용한 PBL 문화 Tandem수업을 설계하여 운영하고 그 효과와 문제점을 살펴보았다. Tandem 학습법은 글로벌 협업 능력을 증진시킬 수 있는 학습모형이고, PBL 학습법은 문제해결 능력 및 사회적응 역량을 증진시킬 수 있는 학습법이다. 이에 본 연구에서는 PBL 한중 문화 Tandem 수업을 총 3 차례 운영하면서 매 수업 모형에서의 문제점을 개선하고 발전시켰으며, 이를 통해 효과적인 학습이 가능한 수업 모형을 설계하고자 하였다. 운영결과 본 수 업모형에서는 서로 다른 문화를 가진 학생들이 협력하여 과제를 수행해야하기 때문 에 학생들 간에 우호적인 관계를 형성할 수 있도록 하는 것이 가장 중요하다는 것을 알 수 있었으며, 우호적인 관계가 형성된 후 무임승차가 상대적으로 적어졌고, 수행 역량이 부족한 팀원에 대해서도 배려하는 모습을 보임으로써 갈등 상황이 줄어드는 것을 관찰할 수 있었다.

Background: Problem-based learning (PBL) is presented as a superior teaching method compared to existing lecture-based learning. Objectives: To analyzed the effectiveness of creative problem-solving competency, class participation, and self-efficacy in physical therapy students after PBL. Design: Questionnaire design. Methods: This study involved 29 physical therapy students and analyzed changes in their creative problem-solving competency, class participation, and self-efficacy and the correlations between these measurement variables before and after PBL on the “Therapeutic Exercise & Practice” subject. Results: PBL in the musculoskeletal exercise therapy-related subject significantly improved class participation and self-efficacy (P<.05) compared to conventional lecture-based learning, but there was no significant difference in creative problem-solving competency. There was also a positive correlation between a higher level of class participation and higher self-efficacy (P<.05). Conclusions: PBL in the “Therapeutic Exercise & Practice” subject in the Department of Physical Therapy can be an effective educational strategy to increase students’ class participation and self-efficacy. Accordingly, instructors in this department should systematically construct the design of PBL curricula to improve the quality of educational content.

본 연구는 패션 산업현장에서 발생하는 실제 문제 해결을 위해 필요한 지식을 자기 주도적으로 학습하고, 이를 실제 상황에서 적용하여 협업을 통한 창의적인 문제 해결 능력을 습득할 수 있는 PBL 기반 디자이씽킹 을 활용한 패션디자인 수업모델을 제안하는 것을 목적으로 하고 있다. 연구 내용은 PBL과 디자인씽킹의 핵심 요소들을 융합한 DT-PBL 모델 을 적용한 수업을 설계하고 부마민주항쟁 기념상품개발이라는 실제적인 시나리오를 중심으로 문제해결안을 도출해가는 수업 과정을 운영하였다. 수업 운영 결과, 학습자는 자기 주도적 학습 활동을 진행하는 과정에서 소통과 협업 능력을 발휘하여 창의적인 문제해결안을 도출하는 역량이 향상되는 학습 성과를 확인할 수 있었다. 따라서, DT-PBL은 패션 관련 전공 PBL 교과목 수업 설계 시 디자인씽킹을 활용하여 패션산업 현장의 실무를 창의적이고 자기 주도적으로 문제해결안을 도출할 수 있는 효율 적인 패션디자인 수업모델과 수업사례로 활용될 수 있기를 기대한다.

ROK Navy Landing Ship Fast(LSF-II) is equipped with special equipment that is not compatible with other combat ships due to special missions. So there are almost no maintenance capabilities except for simple repair parts replacement and maintenance parts. The researcher determined that the way to solve these problems was to apply Performance Based Logistics (PBL), and reviewed the cases of PBL applications abroad and domestically. To confirm the current maintenance capability, we visited LSF-II operation unit to identify maintenance capabilities for each mounted equipment, and interviews with operators and maintenance practitioners confirmed the limitations of outsourcing maintenance and the need to apply PBL. In order to analyze the effect of PBL application, the measure of effectiveness and measure of performance were selected based on the opinions of LSF-II operation/maintenance practitioners and PBL experts and the practical experience of this researcher. A survey was conducted on operation/maintenance practitioners and professional personnel. Based on the survey results, the effect of applying PBL was analyzed using the AHP technique, and an efficient PBL application plan was proposed for LSF-II.

Purpose: This study aimed to perform an integrated literature review to identify evidence for developing a problem-based learning (PBL) method based on a simulation education program for nursing students. Methods: In May 2022, 10 electronic databases were used to conduct a literature search using the keywords simulation, PBL, nursing, and education in Korean and English. Finally, 21 studies were selected. Results: There were more single-type simulation studies than studies using a hybrid model that combined two simulation types. Most simulation studies were for a single domain of adult nursing rather than for various integrated domains. Four studies (19%) applied a theory during debriefing, but most did not conduct a systematically structured debriefing. All studies selected attitude and competency as the outcome variables to study the effects of the intervention. Two variables (attitude and competency) or three variables (knowledge [or skill], attitude, and competency) were typically selected, and their effects were measured. Conclusion: PBL based on simulation education can be effective in improving nursing practice competency in nursing students. Future studies ought to develop interprofessional education programs based on PBL simulations through multidisciplinary cooperation.

본 연구는 뷰티산업 현장 실무 전문가를 양성하기 위한 피부미용 이론 및 실기 수업을 통해 문 제중심학습(PBL) 수업 개발 및 적용하고자 한다. 학습자들에게 피부미용 현장에서 일어나는 실제적인 문제 를 제시하고, 그 문제를 해결하기 위해 학습자들 상호간에 공동으로 문제를 해결하는 방안을 강구하고자 한다. 학습자들에게 문제중심학습(PBL)을 적용한 피부미용 수업을 진행하고, 수강 후 그 효과에 대해 분석 한다. 본 연구 결과로 현장 실제의 문제를 제시함으로써 학습자들이 실제 전문가들이 하는 일을 이해할 수 있었고, 주어진 문제에 대한 다양한 해결방법을 도출할 수 있다는 부분을 알게 되었다고 하여 문제해결 능 력 신장을 기대 해 볼 수 있었다. 이와 같은 결과는 문제 탐구와 문제를 해결하기 위한 문제중심학습(PBL) 수업 과정은 학습자의 문제해결능력 향상에 긍정적으로 작용하고 있음을 시사하고 있다.

본 연구는 대학의 피부미용 전공교육에서 문제중심학습(PBL) 적용에 따른 학습효과를 알아보 고, 피부미용 교육경쟁력을 강화할 수 있는 교수·학습방법 개발을 위한 기초자료 제공을 목적으로 하였다. 이에 본 연구는 H대학교에 개설된 피부미용 전공 교과목인 “동양요법” 수강 학생 15명을 대상으로 PBL 수업을 적용하여 실증적 교육효과 분석을 실시하였다. 그 결과 PBL 수업을 참여한 후 학습자들의 문제해 결 능력과 협력적 자기효능감의 평균값이 상승하여 유의미한 차이를 보였으며, 이에 따라 PBL 교수학습법 의 효과성이 확인되어 피부미용 교육 현장에서 학습자들의 문제해결 능력과 협력적 자기효능감 상승을 위 한 효과적인 교수학습법으로 제안하는 바이다.

In this study, the PBL class was applied to a Vietnamese video class. 13 learners were divided into 3 groups, and it was examined whether all learners grew toward their learning goals, and if so, through what process they grew. When group 1 announces a task, groups 2 and 3 perform peer evaluation and submit a peer evaluation sheet. For this, group 1 categorized the contents of peer evaluation into reflecting, partially reflecting, revised, and not reflecting to prepare the presentation evaluation sheet. Further, they were required to write a reason why “not reflecting.” A reflection log was also submitted. As a result of the above, the assignments were immediately revised, supplemented, and developed every week through peer and instructor evaluation. Through this process, the instructor learned in detail what kind of reflection the presenter and team members were doing each week. In particular, learners achieved ‘up-leveling’ with the activeness of immediately accepting each other’s strengths while conducting peer evaluations on each other’s presentations. This shows that the weekly assignments are improved, while the competencies of both the presentation team and peers are developed at the same time.

Universities have recently introduced problem-based learning (PBL) to various subjects to enhance problem-solving skills (including self-directed learning and small-group learning) required in industry. The PBL module was applied to the personal production process in a draping class. A study was based on a questionnaire after conducting two PBL modules with a group of students. Each PBL module included ‘design analysis’, ‘presentation of flat sketch and draping plan’, ‘discussion of the plan’, ‘evaluation of the draping result and correcting the problem’, and ‘final evaluation of the completed project’. Results showed that satisfaction with the PBL method and its activities was higher than satisfaction with existing teaching methods. In particular, among the various components, the ‘design analysis’ and ‘the presentation step of flat sketch and draping plan’ stages were more helpful to students compared to small-group discussion. Moreover, the effects of PBL were observed through student reflection essays, in which students suggested that PBL was very effective in enhancing problem-solving through self-directed and small-group learning. Despite the overall satisfaction with PBL, students expressed some minor difficulties associated with awkwardness with a novel learning method, lack of diverse perspectives among each group, and poor communication skills. Therefore, the study shows that PBL is highly likely to be useful to students when they are solving pattern drafting problems and making samples through self-directed learning and small-group learning.

For the efficient teaching and learning of Vietnamese, the researcher paid attention to Project Based Learning and tried to apply it to the class. The researcher analyzed prior studies of PBL classes, including English and other foreign languages, and applied the theory of PBL to Vietnamese language education subjects, designed PBL classes, and utilized them in classes. In addition, the process in which the learners perform tasks (student presentation, peer-faculty evaluation, evaluation opinion reflection process), the results, and the questionnaire survey on learners were analyzed. As a result, it was found that PBL methods could also be applied in Vietnamese classes. The learners reorganized the learning contents into his or her own knowledge in the relationship between the learner’s own thoughts, experiences, knowledge, and understanding by referring to the instructor’s teaching plan and lecture. In addition, it was possible to achieve more useful and viable knowledge by listening to other people’s opinions and thoughts about their own knowledge, understanding, and interpretation, and through correction and supplementation processes. Also noteworthy is that through the PBL class, the level of knowledge of each student increased rapidly.

The aim of this research is to develop a clothing and textiles studio course for preservice home economics teachers applying principles of Project-Based Learning (PBL) and maker education to equip future teachers with the ability to nurture creativity among adolescents. The studio course was developed in the following stages: analysis, design, development, implementation, and evaluation. We concluded that the resulting course met the following objectives extracted from the 2015 revised curriculum of home economics subjects: to promote creative and environmentallyfriendly fashion design and styling abilities, gain the ability to use makerspace tools, understand flat pattern making and sewing processes, and develop creative thinking, aesthetic sense, and communication skills. Furthermore, the educational effects of PBL and maker education were confirmed through student comments on the course. Students mentioned the practicality of the material in their actual lives along with their enhanced integration of the subject material, self-directedness, aesthetic sense, ability to learn through trial and error, collaboration and communication, and sharing. Based on results from the implementation and evaluation stages, a clothing and textiles studio course should include the following modules: introduction of terms and tools, submission and sharing of clothing reformation and upcycling techniques, introduction to hand sewing, pouch making, heat-transfer printing, 3D printing, mask making, hat making, vest making, and the final team project on fashion styling. It is important for instructors to provide detailed guidelines on selecting personas for styling, looking for available materials, and selecting materials online.

Purpose: This is a group pretest-posttest design study that aim to examine the effect of smart problem-based learning (PBL) teaching method using flipped learning to meta-cognition, academic self-efficacy, and satisfaction level of nursing students. Method: The subjects were 76 students who took basic nursing practice, which is a major subject, from August 29 to December 13, 2018. A questionnaire was used to measure meta-cognition in web-based self-directed learning. The self-efficacy measurement used a scale consisting of self-regulating efficacy, task difficulty preference, and confidence. The measurement of practical satisfaction is a 5-point Likert scale that employs a questionnaire. Flipped learning uploaded a 10-minute lecture video, and the subjects learned through PC or smartphone. PBL teaching was developed in two modules: gavage and indwelling urinary tract. Results: Result showed a significant improvement of meta-cognition after education than before education (t=3.21, p=.043). Academic self-efficacy was not significantly changed before and after education. Practice satisfaction was significantly improved after training than before training (t=-2.19, p=.032). Conclusion: The smart PBL teaching method using flipped learning is an effective teaching and learning strategy for nursing majors. Nursing students with high meta-cognition will be able to perform well in their learning outcomes; therefore, this positive performance experience will enhance self-efficacy.