• Journal of Korean Elementary Science Education
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• 제41권4호
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• pp.616-626
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• 2022

This study aims to investigate the effect of the application of the brain-based learning model on the self-efficacy, creative problem-solving ability, and academic achievement of elementary school students in science classes. The participants consisted of 22 students from one class (experimental group) and 22 students from another class (comparison group) of J Elementary School in B Metropolitan city. The experimental group conducted science classes that applied the brain-based learning model, and the comparison group conducted general explanatory science classes according to textbooks and the guide books of the teachers. The study found that science classes that applied the brain-based learning model exerted positive effects on the three abovementioned skills. Based on the results, the study confirmed that the application of the model is an effective learning tool that increases the self-efficacy, creative problem-solving ability, and academic achievement of for elementary school students in science classes.

• The Journal of Korean Association of Computer Education
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• 제18권4호
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• pp.1-9
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• 2015

Problem solving is essential skill for all students in the $21^{st}$ century. In particular, as the computing system ensures the effectiveness of problem solving in the various disciplines and real life, interest in learning algorithms to design a problem solving process is increasing. In order to improve problem solving skill, students should not only understand algorithm design skills but also apply appropriate skills to solve faced problem. In terms of these the puzzle can be considered a preferred learning tools to improve problem solving skill. Therefore, in this study we designed puzzled based algorithm learning and analyzed the impact of puzzle based algorithm learning on problem solving skills of leaners. As the results of research, we confirmed that the puzzled based algorithm learning took positive effect on enhancing problem solving skills of the learners.

• Journal of the Korean Society of Earth Science Education
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• 제11권3호
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• pp.193-202
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• 2018

The purpose of this study was to examine the effects of creative product performance on scientific attitude, scientific self efficacy and creative problem solving ability of science-gifted elementary students. The subjects of the study were 20 students who were enrolled in science-gifted class of G elementary school. 8 period lessons of the creative product performance were given to the students after simulated creative product performance lessons. Pre and post tests were done before and after executing lessons to assess the change of students' scientific attitude, scientific self efficacy and creative problem solving ability. The findings and results of this study can be summarized as follows: First, creative product performance had meaningful effect in improving scientific attitude of science-gifted students. Second, creative product performance had meaningful effect in improving scientific self efficacy of science-gifted students. Third, creative product performance had meaningful effect in improving creative problem solving ability of science-gifted students. From questionnaire interview, we could know that subject students had difficulties in carrying out the performance at first but after the performance they came to have favorable impression and high satisfaction level about the performance.

• Journal of Gifted/Talented Education
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• 제24권4호
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• pp.679-701
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• 2014

As the validity issue of teacher nominations for the identification of gifted students has been raised recently, this study purports to test the validity of teacher nominations for selecting scientifically gifted students. As the criterion variables, domain specific traits such as science creative problem solving skills and science attitudes and domain general characteristics such as divergent thinking skills, creative attitudes, intrinsic motivation, and leadership were analyzed. Scientifically gifted students, potentially gifted students who had never been enrolled in gifted programs but were nominated as the scientifically gifted by teachers, and general class students participated in the study. The results of ANOVA showed that there were significant differences in all variables but originality factors of the TTCT and science creative problem solving skill test between gifted/nominated students and general class students; gifted/nominated students were significantly superior in these variables to general class students. The discriminant functions analysis yielded a discriminant function that significantly discriminated between gifted/nominated and general class students. Variables loaded on the discriminant function were science creative problem solving skills except for the originality subfactor, and science efficacy. These results imply that while teachers are likely to consider adaptation-oriented academic excellency related to logical thinking skills, problem solving skills, and science performance when nominating students, they may ignore the innovation-oriented property which is indicated as the fluency and originality factors of TTCT. Also, the criteria of teacher nominations are presumed to be congruent with the selection criteria of the gifted education program which pursued academic excellency as the educational goal. This suggests that with such criteria, high performing students in the science area can be sufficiently identified by teachers with no further identification procedures or/and tests.

• Journal of Korean Elementary Science Education
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• 제34권2호
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• pp.194-209
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• 2015

본 연구의 목적은 스크래치 프로그래밍을 활용한 초등과학 '작은 생물' STEAM 수업을 개발하고 적용하여, 초등 영재학생의 창의적 인성, 창의적 문제해결력, 과학적 태도의 향상에 어떠한 영향을 미치는지 알아보고자 하였다. 개발한 STEAM 수업은 과학 지식과 스크래치 프로그래밍을 통합한 내용적 융합의 방법을 통해 학습자가 창의적 설계와 감성적 체험을 효과적으로 경험할 수 있도록 설계되었다. 연구 대상은 26명의 초등과학 영재학생들이었으며, 양적 및 질적 접근을 통해 자료를 수집하였다. 7차시의 수업을 적용한 결과, 개발한 STEAM 수업이 창의적 인성 및 과학적 태도에 효과가 있었다. 창의적 인성 하위 요소 중, 독립성에서 효과가 있었으며, 과학적 태도 측면에서는 자발성 및 인내심에서 유의한 상승을 보였다. 본 연구는 생명 과학 및 컴퓨터 프로그래밍처럼 STEAM 수업을 위한 효과적인 수단을 통합하는 일이 과학 기술에 대한 학생들의 창의성과 흥미를 신장시킬 수 있음을 제안한다.

• Journal of The Korean Association For Science Education
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• 제26권1호
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• pp.1-8
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• 2006

This study investigated the causal relationships between high school student multiple-choice algorithmic chemistry problem solving and 1) the motivational variables of achievement goal (task goal/performance goal/performance-avoidance) and perceived ability, and 2) the cognitive variables of learning strategy (deep learning/surface learning) and self-regulation. Path analysis supported a causal model in which perceived ability and task goal were found to positively influence algorithmic chemistry problem-solving ability via self-regulation. In particular it was found that perceived ability directly influenced algorithmic chemistry problem-solving ability. Moreover, deep learning was found to have been influenced by perceived ability and task goal, while surface learning was influenced by performance-avoidance goal. Lastly, there did not appear to be any causal relationship between learning strategy and algorithmic chemistry problem-solving ability.

• Journal of Science Education
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• 제45권1호
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• pp.23-41
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• 2021

This study is to investigate the characteristics of problem-finding and problem-solving abilities demonstrated by the secondary gifted students in the context of STEAM convergent problems. For this, using the STEAM convergence problem solving ability test, we qualitatively and quantitatively compared and analyzed the workbook outputs written in the process of finding and solving problems for each student in the gifted class. The results are as follows: First, we found that the speciality of the major of the proposed activity paper influenced the preference for questions and pattern of finding problems. Second, it was found that the difference in the ability to find and solve problems for a specific task was not by the major of the gifted class, but by the composition of the group. Third, in finding and solving the STEAM convergent problem, the individual creativity and the cooperative creativity of the group were more significant than the major. These results suggest that it is necessary to include the affective factors of gifted students and the concept of cooperation in problem-finding and problem-solving ability evaluation, and there is a need to develop a teaching and learning strategy that can improve cooperative problem-solving skills so that group creativity can be exhibited well.

• Proceedings of the Korean Information Science Society Conference
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• 한국정보과학회 2010년도 한국컴퓨터종합학술대회논문집 Vol.37 No.1(A)
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• pp.154-155
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• 2010

21세기 지식정보화 시대의 정보과학기술은 중요한 교육으로 발전하고 있으며, 최근 6T를 기반으로 융합 IT는 미래사회의 중요한 과학기술로 연구 발전 시켜나가고 있다. 최근 이러한 융합적 IT기술의 근원은 창의성 계발과 아이디어를 중요시하고 있으며, 창조적 인재육성을 지향하고 있다. 창조적 인재육성은 창의적 문제해결 학습에 의한 두뇌의 발달과 창의적 설계를 가능하게 하므로 새로운 학습방법 연구가 활발히 진행 되어야 할 필요가 있다. 본 논문에서는 RDS를 이용한 창의적 문제해결 학습방법에 대하여 설명하고, 융합 IT분야에서도 미래사회에 가장 많은 영향력을 가지고 있는 지능로봇 분야의 창의적 설계와 응용을 학습할 수 있는 방법에 대하여 소개한다. RDS는 지능로봇 시뮬레이션 프로그램을 서비스 컴포넌트 기반으로 창의적 설계에 대하여 3차원 가상공간에서 학습자가 직접 프로그램으로 제작 실험이 가능하도록 지원한다. 또한 수학적, 과학적 학습의 효과를 동시에 IT에 접목할 수 있는 종합교육학습 시스템으로 발전시켜 나갈 수 있다. 시각적 시뮬레이션 환경(VSE)은 학습자의 문제해결력을 위한 경험과 실험을 동시에 실시간 제공할 수 있는 것이 큰 장점이다.

• Korean Journal of Child Studies
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• 제25권3호
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• pp.1-14
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• 2004

This study focused on the development and application of learning cycle model for promoting children's creativity and problem solving ability. The learning cycle approach consists of four phases : awareness, exploration, investigation, and concept application. The program consists of 20 scientific activities. A total of 70 children participated the 10 week program to examine the effectiveness of this model. The experimental design included a pretest, treatment, and posttest. Results showed that the experimental group children scored significantly higher on the creativity and problem solving tests in the posttest than the control group children.

• The Journal of Korean Association of Computer Education
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• 제22권3호
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• pp.37-54
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• 2019

The main purpose of STEM education is to understand methods of inquiry in each discipline to develop convergent problem solving skills. To do this, we must first understand the problem-solving process that is regarded as an essential component of each discipline. The purposes of this study is to understand the relationship between the problem solving in science (S), engineering (E), mathematics (M), and computational thinking (CT) based on the comparative analysis of problem solving processes in each SEM discipline. To do so, first, the problem solving process of each SEM and CT discipline is compared and analyzed, and their commonalities and differences are described. Next, we divided the CT into the instrumental and thinking skill aspects and describe how CT's problem solving process differs from SEM's. Finally we suggest a model to explain the relationship between SEM and CT problem solving process. This study shows how SEM and CT can be converged as a problem solving process.