• Journal of the Korean Chemical Society
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• v.58 no.5
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• pp.478-489
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• 2014

The purposes of this study were to develop teaching strategy enhancing the activity to explore variables and to examine the instructional influences on students' creative thinking skills and critical thinking skills. In this study, a model using listing-excluding-controlling variables (DPAS 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 recognizing problems, making hypothesis, controlling of variables and interpreting & transforming of data (p<.05). In addition, the strategy contributed to improve critical thinking skills, especially in making hypothesis and making conclusion & generalization (p<.05).

• Journal of Oral Medicine and Pain
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• v.30 no.1
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• pp.35-44
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• 2005

Purpose: The aim of this preliminary study was to evaluate the effect of Problem-Based Learning (PBL) curriculum on development of comprehension of basic medical knowledge and quality of semi-structured problem solving including scientific reasoning skill. This scientific reasoning contained five components including: size of simple, design of research cause-effect, construction of risk factor, analysis statistic of data, interpretation of result. Materials and Methods: Seoul National University Dental students (100) participated in this experience during two weeks, 2004. Forty eight multiple-choice questions (MCQ) concerned "Infection Control and Prevention" were asked before and after two sections of Lecture-Based Learning (LBL) and PBL (pretest-posttest control group design). A semi-structured problem in epidemiological research was asked to these students after two sections (posttest-only control group design). Data (mean and SD) were analysed using the t Test for two independent samples (p<.05), comparing PBL versus LBL. Results: Our analyse of scores show no difference between LBL and PBL in the development of comprehension of "Infection Control and Prevention". The quality problem solving (epidemiological research) was significantly different between the two groups (p=.029); specially, two components' scores of reflection on scientific reasoning cause-effect (p=.000) and interpretation of result (p=.001) were significantly better for PBL than for LBL. Conclusion: Theses results indicate that comparing LBL and PBL, PBL curriculum have not been disadvantaged in comprehension of basic knowledge, and have contributed to develop the scientific reasoning in problem solving.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.527-535
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• 2021

The STEAM education was applied to science high school students, and changes in perceptions of students and teachers were investigated after class treatment. By the results of the student's perception survey, very positive results were found in increasing problem-solving capabilities, educational satisfaction, etc. More than 98% of students said they would continue to participate in STEAM education classes. Meanwhile, the lack of time for class activities put a burden on students to complete the problems during class. Especially nanoscience content and activities were properly organized in consideration of the level of cognitive development of the students. In addition, as a result of a survey of teachers' perceptions for students, more than 80.0% of teachers responded very positively in 'self-directed learning ability' and 'problem-solving capability', etc.

• Proceedings of the Korean Society for the Gifted Conference
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• 2003.11a
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• pp.209-219
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• 2003

초등 정보과학 영재교육의 핵심이 되는 프로그래밍교육은 창의적 사고와 수준 높은 문제 해결력을 동원하여 새로운 알고리즘을 생성해내는 정보 교육의 중요한 분야임에도 불구하고 초등 정보과학영재의 특성을 고려한 체계적인 교육 내용이 확립되어 있지 못한 상태이다. 본 연구에서는 초등 정보과학영재를 위한 프로그래밍 교육의 필요성을 탐색하여 프로그래밍 교육내용 요소를 추출하였으며, 프로그래밍 언어 선정기준을 통해 비주얼, 베이직을 교육용 프로그래밍 언어로 선정한 후 프로그래밍 교육내용을 제안하였다.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.2
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• pp.168-180
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• 2024

In this study, we developed a STEAM program based on digital astronomical and space resources and applied it to 167 randomly selected elementary school students to examine the effectiveness of the STEAM program in enhancing creative problem solving skills. The results of this study are as follows: first, the statistical analysis of pre-test and post-test scores for creative problem-solving skills related to the STEAM program showed significant results (p<.05). This suggests that the STEAM program contributed to improving creative problem-solving skills through the procedural process involved in generating ideas and convergent thinking during the digital problem-solving. Second, the paired sample t-test based on the pre-test and post-test of the STEAM attitude test also showed significant results (p<.05). Analyzing digital materials and presenting pixel art projects positively influenced STEAM attitudes in terms of interest, communication, and usefulness. This underscores the need for developing integrative education programs utilizing advanced technologies in the future. Third, in the class satisfaction test conducted after the application of the STEAM program, the satisfaction factor scored an average of 3.55, interest scored 3.35, and overall class difficulty scored 3.46. The main difference from traditional classes was the focus on 'acquisition of future career information.' However, given the slight decrease in interest during the digital transformation and interpretation process, it is recommended that future classes allocate sufficient time for experiential activities. To generalize the developed program, future studies should consider various school levels, implementation periods, and difficulty levels.

• Journal of The Korean Association of Information Education
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• v.15 no.4
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• pp.543-550
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• 2011

STEAM education is a topic-based curriculum to integrate the concepts into other subjects such as science, technology, engineering, art and mathematics in order to improve the students' interesting, understanding, integrated thinking and problem solving ability. In this paper, we designed STEAM curriculum in the form of Project-based Learning and developed the material for elementary students. We also developed the android-based application through searching for a utilization of IT simulation for enhancement the students' Project-based Learning effect.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.285-298
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• 2022

This study is to investigate the effects and characteristics of science and engineering integrated lessons on elementary students' creative engineering problem solving propensity (CEPSP). The science and engineering integrated lessons used in this study was a 10 lesson-hours STEM program, co-developed by University of Minnesota and Purdue University. The program was implemented in the 6th grade science class of H Elementary School located in P Metropolitan city. The main data of this study are the pre-post CEPSP result and interview with 5 students collected before and after the research. The CEPSP result was analyzed by a paired-sample t-test and hierarchical cluster analysis. As a result of the t-test, it was found that overall, the program has a positive effect on the students' CEPSP score. As a result of cluster analysis, it was confirmed that studnets' CEPSP could be classified into two groups (lower and higher score cluster). Five students whose, CEPSP score has significantly improved after the lessons were interviewed to find out what the characteristics of the program that contribute the significant change are. As a result of conducting centroid analysis of the interview transcription and the hybrid analysis method, it was found that the meaningful experiences that the five students commonly shared were 'problem solving through collaboration' and 'through repeated experiments (redesign)', problem solving' and 'utilization of scientific knowledge'. As minor reactions, 'choice of the best experimental method' and 'difference between science and engineering' appeared.

• Journal of Industrial Convergence
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• v.18 no.3
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• pp.83-89
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• 2020

This paper describes the effects of Novel Engineering(NE) on improvement of creative problem-solving abilities. We performed two classes for control and experience group. They are all 5th grade students. Core concept of the NE lesson is ecosystem and interaction with 8 hours long. We designed a lesson able to integrate subjects like Korean, Science and Practical Arts. Then we performed pre-and-post t-test on creative problem-solving ability. The experimental results showed that NE lesson has a high effects on 4 sub-elements like self conviction and independence, diffusion thinking, critical thinking and motivational component. The research showed that NE class is a good teaching-learning method to cultivate various competencies for our children. NE is a convergence learning model integrating various problem-solving paradigms ever researched. Thus we expect that NE is a foundation for convergence curriculum model to lead our children to their future and get settled to all schools.

• Journal of Science Education
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• v.33 no.1
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• pp.31-43
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• 2009

The purpose of this study is to identify a domain-specificity of the scientific creativity and the component of scientific creativity. Conducted from theoretical study, this study suggests that a domain-specific view of creativity offers a more useful and constructive components of scientific creativity based on the literature associated with the component of scientific creativity. Scientific creativity has a domain-specific component and so there is need to distinguish scientific creativity from creativity in general. As a result, scientific creativity is different from other creativity it is concerned with scientific knowledge, science process skill, creative scientific problem finding and solving and so on. And since scientific creativity is a kind of ability, it is possible to improve through a scientific creativity program.

• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.45-68
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• 2003

The purpose of this research is to find out the usefulness of the Mentorship program for gifted science students. The usability has been proved by the results from a survey of a group of mentorship education students. Among those surveyed some are the students a gifted science education institute in university. Students have improved their own study ability, creative problem solving ability by performing the experiment planning on their own, and presented their papers through Mentorship program, and it is possibly observed that they have their own dignity as scientist by performing the actual science activities. Also, with the result of the survey, the effectiveness of the Mentorship program is very positive onto the students. Mentorship program is one of the educational method to widen the students' experience chances, and the depth of thought, and improve the scientific ability and creative problem solving ability.