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    문제중심학습 가정과 수업이 자아효능감에 미치는 효과 : 고등학교 가족관계 영역을 중심으로 = The Effect of Problem Based Learning in Home Economics on the Self-Efficacy

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    https://www.riss.kr/link?id=T8553358

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    다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

    The purpose of this study is (1) to develop the self-efficacy based on problem-based learning on the family relations in Home Economics classes and (2) to investigate the effect of the problem- based learning on the student's interest and learning attitude on a subject.
    The Subject of this study was classes of 64 students who are the first grade of high school. The comparison group was taught by lecturing, while the experiment group by problem-based learning. The period of this experiment was two weeks; from March 12th to March 24th, 2001. The experiment was conducted through 6 classes. The statistical method for
    The results of this study are as follows:
    1. After experiment, the self-efficacy in the experiment group showed a statistically significant difference(P〈.01). However, the participation of teaching in the comparison group did not show a statistically significant difference. Therefore, the students in the classes based on the problem-based learning took an active part in teaching.
    2. As for improvement effectly self-efficacy, when the students received problem-based learning instruction in Home Economics, school psychological environment.
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    The purpose of this study is (1) to develop the self-efficacy based on problem-based learning on the family relations in Home Economics classes and (2) to investigate the effect of the problem- based learning on the student's interest and learning att...

    The purpose of this study is (1) to develop the self-efficacy based on problem-based learning on the family relations in Home Economics classes and (2) to investigate the effect of the problem- based learning on the student's interest and learning attitude on a subject.
    The Subject of this study was classes of 64 students who are the first grade of high school. The comparison group was taught by lecturing, while the experiment group by problem-based learning. The period of this experiment was two weeks; from March 12th to March 24th, 2001. The experiment was conducted through 6 classes. The statistical method for
    The results of this study are as follows:
    1. After experiment, the self-efficacy in the experiment group showed a statistically significant difference(P〈.01). However, the participation of teaching in the comparison group did not show a statistically significant difference. Therefore, the students in the classes based on the problem-based learning took an active part in teaching.
    2. As for improvement effectly self-efficacy, when the students received problem-based learning instruction in Home Economics, school psychological environment.

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    목차 (Table of Contents)

    • I.서론 = 1
    • 1. 연구의 필요성 및 목적 = 1
    • 2. 연구의 제한점 = 1
    • 3. 용어의 정의 = 4
    • II.이론적 배경 = 6
    • I.서론 = 1
    • 1. 연구의 필요성 및 목적 = 1
    • 2. 연구의 제한점 = 1
    • 3. 용어의 정의 = 4
    • II.이론적 배경 = 6
    • 1. 문제중심학습과 가정과 수업 = 6
    • 1) 문제중심학습 = 6
    • 2) 문제중심학습을 적용한 가정과 수업 = 11
    • 3) 선행연구 고찰 = 13
    • 2. 자아효능감 = 17
    • 1) 자아효능감의 개념 = 17
    • 2) 자아효능감의 형성 = 19
    • 3) 자아효능감의 영향 = 21
    • 4) 선행연구 고찰 = 22
    • III. 연구방법 = 26
    • 1. 연구대상 및 설계 = 26
    • 2. 연구절차 = 27
    • 3. 측정도구 = 28
    • 4. 자료처리 및 분석방법 = 29
    • IV. 문제중심학습을 적용한 가정과 교수 - 학습과정안 개발 및 적용 = 30
    • 1. 교수 - 학습 과정안 개발 및 실행과정 = 30
    • 2. 교수 - 학습 과정안 적용 = 33
    • V. 결과 및 해석 = 37
    • 1. 문제중심학습 가정과 수업이 자아효능감에 미치는 효과 = 37
    • 1) 문제중심학습 가정과 수업이 자신감에 미치는효과= 38
    • 2) 문제중심학습 가정과 수업이 자기조절효능감에 미치는 효과 = 39
    • 3) 문제중심학습 가정과 수업이 과제난이도 선호에 미치는 효과 = 40
    • VI. 결론 및 제언 = 44
    • 1. 결론 = 44
    • 2. 제언 = 47
    • 참고문헌 = 48
    • ABSTRACT = 55
    • 부록 = 57
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