• Proceedings of the Korean Society of Computer Information Conference
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• 2013.07a
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• pp.203-206
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• 2013

본 논문에서는 컴퓨팅 집약적인 현대와 미래 사회를 대비하기 위한 컴퓨터 교육의 목표를 계산적 사고 및 이를 바탕으로 한 협력적 문제 해결 능력의 향상으로 보고 이를 실현하기 위한 컴퓨터 교육의 전망과 과제를 제시하였다. 계산적 사고 향상을 위한 컴퓨터 교육은 컴퓨터과학을 전공하는 학습자 뿐 아니라 모든 학습자를 대상으로 이루어져야 하며 이를 위해 초 중등학교 컴퓨터 교육과정의 체계적인 개선 및 계산적 사고를 바탕으로 한 간학문적 융합 학습 활동의 설계 및 평가 전략의 개발이 요구된다. 또한 여학생, 특수교육대상 학생과 같은 정보 소외 계층 학습자들의 컴퓨터과학에 대한 관심과 참여를 조장하고 협력적 문제 해결 활동을 지원하기 위한 학습 환경을 제시하여야 한다. 따라서 이러한 과제를 해결하기 위한 새로운 접근으로 예술과 컴퓨터과학의 융합 교육 활동인 E-Textiles 프로젝트의 특성과 연구 동향, 국내 적용 방안을 제시하였다.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.243-254
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• 2014

We need problem solving abilities based on the information abilities in information-oriented society. New curriculum is demanded by new technology and circumstance to need the core competencies. Korea Association of Information Education has studied new curriculum and suggested new plans that contents of information education classified by 'Software', 'Computer System' and 'Convergence Activities.' Therefore, we studied on 'Problem Solving' topic of the 'Software' section of first grade to ninth grade. In this paper we firstly categorized 'Problem Solving' as 'Problem Comprehension and Analysis', 'Data Management', 'Strategy Establishment for Problem Solving', 'Problem Solving Method Seeking and Development' and 'Examination of Problem Solving Method.' We nextly suggested the achievement goals, teaching-learning methods and evaluation methods of 'Problem Solving' topic. We expect that the achievement goals and teaching-learning methods we suggested about 'Problem Solving' topic will contribute to training talented individuals.

• The Journal of Korean Association of Computer Education
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• v.21 no.4
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• pp.11-20
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• 2018

This study is to propose a problem bank of problem solving programming using Online Judge System as one of the ways to motivate learners and increase for immersion to students who take Data Structure lecture that is the basis of problem solving ability using information science. In order to do this, we developed a question bank for each major topic in the Data Structure, by developing 70 problem solving programming problems suitable for the main topics of the Data Structure. By mounting it on an Online Judge System and applying to actual classes, and by analyzing the motivation for learning and the degree of immersion according to the result after the application of the lesson, we propose a teaching-learning contents and usage for problem solving programming and Data Structure classes at the teacher training university which give motivation for learning and immerse in problem solving programming.

• Proceedings of the Korea Information Processing Society Conference
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• 2004.05a
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• pp.981-984
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• 2004

자기 주도적 문제해결 학습모형은 구성주의적 학습원칙에 의거한 교수-학습모형으로서 학습자의 학습과정에 대한 적극적 참여(구체적 학습목표 설정, 학습내용과 방향 결정 및 평가에 참여)를 강조한다. 또한 자기주도적 문제해결이라는 용어에서 알 수 있듯이, 기존의 교과서 중심의 강의전달식과 달리, 학습자의 실제 생활과 밀접하게 관련된 복잡하고 비구조적 '문제'와 PBL에서 제시하는 '문제해결도구'를 사용하여 학습을 진행한다. 결과적으로 본 PBL수업사례는 위의 질문에 대한 매우 긍정적인 결과를 제시함으로서, 요즘 학습자 주도적 학습모형으로 제기되는 여러 모형들과 더불어 기존 학습에 대한 하나의 대안적 접근으로서의 가능성을 보여주고 있다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.1
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• pp.147-155
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• 2012

This study was to investigate the understand learning motivation, self-directed learning ability and problem solving process of fundamentals of nursing course using role play in evaluating the course. The subjects were 289 nursing students in year 1 in J college taking fundamental nursing practice course from Nov. 22 to Dec. 10. 2010. After setting hospital context and preparing scenario with patient and nurse roles, the evaluation of fundamentals of nursing practice was performed. For learning motivation and self-directed learning ability, there were significant differences by application motivation, a group intending further study and a group positive in role play evaluation. For problem solving process, there were significant differences in male group and a group positive in role play evaluation. Learning motivation had significant positive correlation between self-directed learning ability and between self-directed learning ability and problem solving process. This evaluation had correlation between learning motivation, self-directed learning ability and problem solving process.

• 대한공업교육학회지
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• v.40 no.2
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• pp.196-215
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• 2015

The purpose of this study was to develop the instructional process plan and performance assessment instrument to do problem-solving activity for 'Energy and Transportation Technology' unit at the subject 'Technology-Home Economics' in middle school. This study was conducted by the following these stage. First, it was documents research and analysis of the 'Energy and Transportation Technology' unit. Second, topics for transportation technology hands-on and problem-solving activity were selected, and the organized for designed instructional process plan and performance assessment instrument related transportation technology in the development step. Third, developed instructional process plan and performance assessment instrument were conducted in order to amend and improved by expert and have gone through the field test for further improvement. The theme of transportation technology for hand-on and problem-solving activity was 'Created a hovercraft', and were consist of instructional process plan for 8 class period and performance assessment instrument in 4 type of observation, assessment finished, portfolios and student self-assessment.

• Proceedings of the Korea Information Processing Society Conference
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• 2005.05a
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• pp.1031-1034
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• 2005

사회생활을 통하여 직면하게 되는 다양한 형태의 문제들을 해결할 수 있는 사고력을 기르는 것은 교육적으로 매우 중요하다. 특히 남과 더불어 문제를 해결하는 능력이 가장 직접적으로 실현되는 사고 혹은 활동 형태는 바로 토론이다. 또한 토론을 통한 학습은 학습자 중심의 교수-학습 활동으로 교사와 학생 간, 학생과 학생 간의 대화를 활성화함으로써 달성하고자 하는 학습 목표를 학생들 스스로 성취 할 수 있는 길을 열어준다는데 교육적 의의가 크다. 본 논문은 기존의 웹 기반 토론 학습의 제약을 극복하는 것에 초점을 맞추어 웹 기반 토론 학습시스템을 설계하였다. 이러한 웹 기반 토론 학습시스템은 첫째, 원활한 토론 학습을 위하여 실시간 및 비실시간 토론 학습을 모두 제공해야 한다. 둘째, 토론 학습의 사회자 역할, 토론자 역할, 방청객 역할을 두어 과제 중심적 역할 유형과 사회성 촉진적 역할을 모두 실현할 수 있어야 한다. 셋째, 사회자중재를 위한 토론중단 및 토론재개 기능과 방청객 질의 응답 시작과 종료기능을 제공하야야 한다. 넷째, 기존의 웹 토론 학습을 위해 이용되는 게시판이나 대화방은 학습자 평가를 위한 기능이 없고 현장 적용에 어려움이 많기 때문에 웹 토론 학습시스템에 학습자들을 평가할 수 있는 자기평가, 동료평가, 교수자 평가 등의 평가 기능을 제공하여야 한다.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.309-317
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• 2007

The purpose of the study is to investigate the effects of problem solving models and middle school students' recognition inproblem solving activities and to get implications of problem solving activities in science education. We took the position of problem solving as consisting of four sequential stages: search of problems, performance of the plan, presentation of results, and evaluation of the presentation. Taking into account thechosen activity factors for each stage of problem solving, we developed detailed activity tools that are supposed to guide the stage. Recognition of problem solving activities in 7th grade middle school students were positive. Students felt that problem solvingactivities made them engage more and interested in science classes, and that they were helpful in solving problems in everyday life. Even though they found real problems in everyday life, they preferred problem solving activities to deal with real problems rather than simple minded ones.

• Proceedings of the Korea Information Processing Society Conference
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• 2020.05a
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• pp.526-529
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• 2020

최근 네트워크 환경에 대한 공격이 급속도로 고도화 및 지능화 되고 있기에, 기존의 시그니처 기반 침입탐지 시스템은 한계점이 명확해지고 있다. 이러한 문제를 해결하기 위해서 기계학습 기반의 침입 탐지 시스템에 대한 연구가 활발히 진행되고 있지만 기계학습을 침입 탐지에 이용하기 위해서는 두 가지 문제에 직면한다. 첫 번째는 실시간 탐지를 위한 학습과 연관된 중요 특징들을 선별하는 문제이며 두 번째는 학습에 사용되는 데이터의 불균형 문제로, 기계학습 알고리즘들은 데이터에 의존적이기에 이러한 문제는 치명적이다. 본 논문에서는 위 제시된 문제들을 해결하기 위해서 Hybrid Feature Selection과 Data Balancing을 통한 심층 신경망 기반의 네트워크 침입 탐지 모델을 제안한다. NSL-KDD 데이터 셋을 통해 학습을 진행하였으며, 평가를 위해 Accuracy, Precision, Recall, F1 Score 지표를 사용하였다. 본 논문에서 제안된 모델은 Random Forest 및 기본 심층 신경망 모델과 비교해 F1 Score를 기준으로 7~9%의 성능 향상을 이루었다.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.617-626
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• 2016

This study was a descriptive research investigating the impact of simulation-based learning on the problem solving process and clinical competence of new nurses. The 202 participants were new nurses who have provided nursing care for less than 12 months have experienced simulation-based learning more than once in their undergraduate courses. This study found that the number of times participants have experienced the simulation-based learning had no correlation with their problem solving process and clinical competence, but simulation design features correlated with their problem solving process and clinical competence. The results of clustering analysis that examined differences in the effects on problem solving process and clinical competence by classifying simulation design features by clustering also showed significant differences. This study has confirmed the importance of simulation design to simulation-based learning in nursing education. We hope that the findings of the study will be used for effective operation of simulation-based learning. In the future, objective assessment methods will be required to evaluate the effects of simulation-based learning provided in undergraduate courses on nurses' clinical competence.