• 한국정보교육학회:학술대회논문집
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• 2006.01a
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• pp.191-196
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• 2006

오늘날 IT산업이 급속도로 진보하고 있다. 단순한 자원이나 노동력보다는 첨단과학 기술을 이용하여 얼마나 의미 있는 정보를 찾아내고 활용하는가에 따라 개인의 경쟁력이 좌우된다. 이러한 미래사회에 대비하기 위해 7차 교육과정에서는 지식 위주의 암기 교육이 아닌 창의력과 문제해결력 신장을 중요하게 여기고 있다. 그러나 아직까지 학교의 컴퓨터교육은 지나치게 기능위주의 내용이나, 단순 소프트웨어와 컴퓨터의 활용법에 관한 내용만을 강조하고 있어 이러한 취지를 잘 살리고 있지 못하다. 또한 교육자료 조차 부족한 실정이다. 이에 본 연구에서는 그동안의 수박겉핥기 식의 컴퓨터 활용법 및 소프트웨어 사용법 위주 교육에서 벗어나, 컴퓨터의 원리에 대한 내용을 연구함에 있어 초등학생들이 좀더 체계적으로 쉽게 다가갈 수 있도록 컴퓨터 과학자들을 이용하여 창의적 문제해결력을 향상시킬 수 있는 교수-학습 자료를 개발하고자 한다.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.565-583
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• 2009

We studied what kind of science-contents problems can also give information on one's creativity for use in the selection of scientifically gifted. 383 7th and 8th graders as subjects, we first analyzed the corelation between the results of creative thinking, scientific attitude, science inquiry, logical thinking and the scientific creativity problem solving skill test. The corelation analysis indicated that science inquiry test could represent other tests except TTCT. We then tested 532 6th graders with TTCT and science inquiry tests concomitantly with the contents- related problems made in such types as naming 20 scientists, writing about a scientist, imagination to overcome a problem, understanding of theory and application and understanding of science laws and application. The results indicated that writing and imagination were most efficient in assessing both the contents and the creativity.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2012.05a
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• pp.446-450
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• 2012

Will lead the future of life in society, children needs robot education for adaptation to the futhure high-tech robot age. For children to learn about robots needs an active interest, the necessity of learning, creative learning using information technology in information-based society In ministry of education, science and technology education in the necessity of a infant's smart robot education to promote education and training child care for infants national scientific and mathematical problem - solving skills and creative problem solving to increase rearing children in desperate need of robots is the development of educational content. Baby robot training content design and creativity of the teaching model effective problem solving and creativity measuring plan review, implementation strategies and creative problem solving is a comparison. The goal of this paper enjoys science and technology with curriculum-based children's fusion science and technology human resources is to lay the groundwork for.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.433-442
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• 2021

The purpose of this study is to develop an artificial-intelligence STEAM program for real-time interactive online class for elementary science and to analyze its effect on science academic achievement and creative problem-solving ability. The applied unit was 'Life of plant', a 4th grade science subject with high difficulty in teaching and learning mainly by memorization. The theme of the program is 'Creating a doctor of plant artificial intelligence chatbot'. The results of this study were as follows: The program developed in this study had a positive effect on elementary school students' science academic achievement and creative problem-solving ability. Therefore, the artificial intelligence STEAM program for elementary science interactive online class is effective in improving students' scientific academic achievement and creative problem-solving ability, and further research on artificial intelligence STEAM education theory, method, and practice is required.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.214-220
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• 2000

The difference (bias) between self-efficacy and chemistry problem-solving ability was investigated for 96 (male: 48, female: 48) high school students. A self-efficacy instrument was administered, which asked the confidence in solving algorithmic and conceptual problems successfully. Their chemistry problem-solving ability was then assessed with 10 algorithmic and 10 conceptual problems as same in the self-efficacy instrument. Although students had higher scores in the algorithmic problems, no significant difference was found in the self-efficacy to solve the two different forms of problems. Therefore, the bias scores in the conceptual problems were higher than those in the algorithmic problems. Two-way ANOVA results for the bias in the algorithmic problems revealed a significant interaction between gender and the previous achievement level. Analysis of simple effects indicated that the bias scores of high-achieving boys were significantly higher than those of high-achieving girls. While most high-achieving boys were in the overconfident category, high-achieving girls were more likely to be in the underconfident category.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.21 no.3
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• pp.193-200
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• 2021

This study was conducted to explore factors for evaluating creative problem-solving ability and to identify measurement items. After reviewing the previous study, a questionnaire was conducted, and from that, 7 factors and 26 preliminary questions were obtained. Regarding the creative problem-solving ability, problem-discovery ability, idea generation ability, idea evaluation ability, and idea execution ability were confirmed in the problem-solving process. In addition, the factors of interaction ability between problem solving practitioners and creative efficacy of problem solving practitioners were explored. Finally, in the above results, metaphors and figurative cognitive thinking ability and evaluation items for creative problem-solving ability of HTE creative education model were presented. Through subsequent studies, we hope to serve as the groundwork of the evaluation model of HTE creative education.

• Journal of the Korean Chemical Society
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• v.55 no.5
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• pp.857-874
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• 2011

The purposes of this study were to develop teaching strategy enhancing creative problem solving skills and to examine the instructional influences on studints' creative thinking skills, critical thinking skills, creative personality and academic self-regulation. In this study, a model using inter-disciplinary analogies(PDCA model) was designed and applied to the existing 'Teaching model for the enhancement of the creative problem solving skills'. And it was implemented to preservice science teachers for the one semester. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially in the originality of identifying a problem, making hypothesis, and controlling variables (p<.05). In addition, the strategy contributed to improving critical thinking skills, especially in inquiry process of recognizing problems, making hypothesis, interpreting and transforming of data (p<.05). This strategy also helped students' academic self-regulation (p<.05). But there was no significant improvement in creative personality(p<.05).

• Journal of Science Education
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• v.35 no.2
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• pp.262-273
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• 2011

This research was aimed to develop and apply the molecular genetics teaching program based on the history of science and creative problem solving model (HS-CPS model) for gifted students. Based on the strategies of creative problem solving and scientific theory development, the HS-CPS teaching program were developed. This program was applied to 8 first and second graders of the special class for invention activity in a high school. Creative problem solving ability in science and the understanding of DNA and gene concept were tested in pre and post of 12 lessons. The results were as follows: First, creative problem solving ability in science was improved meaningfully. Second, HS-CPS teaching program was effective in the understanding of DNA and gene concepts. Third, the students responded positively to the program evaluation questionnaire.

• The Journal of Korean Association of Computer Education
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• v.17 no.3
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• pp.53-63
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• 2014

An important element to consider in information subjects is problem solving skills. It is problem solving skills that emphasize "practical usage of learning" in which knowledge of information subjects is integrated along with the cross curricular characteristics of the information subjects. What is usually considered paramount in a subject is knowledge, so the question is, should problem solving be considered more important in information subjects? This study discusses the foundation of subjects based on knowledge in information science, and the specifics of the 2014 amendment to the U.K. curriculum. And based on the core subjects of the U.K. curriculum, this study also offers educational implications as to how knowledge and problem solving skills should be discussed.

• Journal of Science Education
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• v.43 no.3
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• pp.329-341
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• 2019

The purpose of this study is to investigate the effects of instructional strategies using the process of procedural thinking in elementary science classes on students' computational thinking and creative problem solving ability. For this purpose, instructional strategies using the process of procedural thinking for science class were developed and applied. The objects of this study were 6th graders from an experimental class (29 students) and a comparative class (29 students) at S elementary school in Gimpo City. The results of the study are as follows: First, as a result of examining the difference in the computational thinking ability between experimental group and comparative group, the experimental group scored higher than the comparative group, but there was no statistically significant difference. Second, the creative problem solving ability of the experimental group after applying this program was higher, and statistically significant differences were observed (p < .05).