• The Journal of Korean Association of Computer Education
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• v.11 no.2
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• pp.1-12
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• 2008

It is important to improve the creative problem- solving ability through subject matter education. Especially, Informatics education is important to improve the problem-solving ability by using computer as well as the general problem-solving ability. This paper identifies the creative problem- solving ability which is required in Informatics education. The cognitive components of the creative problem-solving ability are organized as the result of crossing the problem-solving ability and the creativity. This paper investigated the validity of the contents as judged by a panel of experts. The cognitive components of creativity are the elaboration, sensitivity, and reorganization in the step of 'Understanding and Analysis the Problem'. Also, The cognitive components of creativity are the fluency, flexibility, and originality in the step of the 'Exploring the Problem Solutions'. The cognitive components of creativity are elaboration in the step of the 'Design the Problem Solution' and 'Implementation'. Finally, the cognitive components of creativity are the flexibility and elaboration in the step of the 'Evaluation'.

• Journal of The Korean Association For Science Education
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• v.13 no.1
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• pp.31-47
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• 1993

This study was intended to find the characteristics of the middle school students' thinking processes and problem spaces when they solved the physics problems. Ten ninth grade students in Chon-Buk Do, Korea were participated in this study. The researcher investigated their thinking processes in solving 5 physics problems on electric circuit. "Thinking aloud" method was used as a research method. The students' thinking processes were recorded using an audio tape recorder and transfered into protocols. The protocols were analyzed by problem solving process coding system which was developed by Lee(1987) on the basis of Larkin's problem solving process model. The results are as follows : (1) On the average 2.85 items were solved among 5 test items, and only one person could solve all of the items correctly. (2) Problems were solved in sequence of understanding the problem, planning, carrying out the plan, and evaluating steps regardless of the problem difficulty. (3) In regard to the thinking process steps, there was no difference between the good solvers and the poor ones. But in the detail performance of problem solving, the former was different from the latter in respect with using the design of general solving procedure. (4) The basic problem spaces by the item analysis were divided into two classes. One was the problem space by using Qualitative approach in problem solving, and the other was one by using Quantitative approach. As novices in physics problem solving, most of the students used the problem space by using the Quantitative approach.

• Journal of The Korean Association of Information Education
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• v.6 no.2
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• pp.187-200
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• 2002

In this study, we developed Internet Based Problem Solving Learning Model based on difficulty of internet based problem solving teaching and learning. For these, firstly we developed 7 Steps Problem Solving Model applying ICT-EUS into proper step. Next, we developed Internet Based Problem Solving Learning Model reflecting 7 Steps Problem Solving Model and searched an outline and characteristics of support system to apply the model into instruction. The teaching and learning model is composed of four steps of (1) design (2) preparation (3) teaching and learning execution (4) management, and 7 Steps Problem Solving Model is the core of teaching and learning execution step. The 7 Steps Problem Solving Model and Internet Based Problem Solving Learning Model are not for functional use but for general use. In other words they can be used commonly in all subjects.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.719-730
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• 2017

The purpose of this study is to investigate how engineering design-based STEM research experience affects gifted students' creative engineering problem-solving propensity and attitude toward engineering. The students' creative engineering problem-solving propensity and attitude toward engineering were measured before and after the STEM research experience. The pre-/post-tests results were analyzed by paired t-test with the significance level of p <.05. The conclusions of the study are as follows: First, the engineering design based STEM research experience had a positive effect on the students' creative engineering problem-solving propensity. Over all, the average score of the creative engineering problem-solving propensity increased significantly (p <.05) after the STEM research experience. Second, the average score of gifted-students' attitude toward engineering had increased significantly after the integrated STEM research activities (p <.05). In addition, we analyzed the difference between pre-post results of both instruments based on the gifted students' desired career paths (natural science and engineering) and gender. The result shows that the students' career paths or gender did not affect the results in most of the sub-categories in both instruments. However, the STEM research experience had more positive effect on the female students than male students in term of their 'engineering design ability', which is one of the sub-categories of the creative engineering problem-solving propensity instrument.

• The KIPS Transactions:PartB
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• v.14B no.1 s.111
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• pp.43-50
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• 2007

This study proposes design of courseware based on scaffolding for teaching math word problem solving of students with intellectual disabilities. This courseware not only offer various technological supports to solving difficult problems of students with intellectual disabilities but also systematically withdraw that supports. Compared with previous related softwares, this courseware has potential that can adapt math strategies to meet different needs of individuals with intellectual disabilities, increase independent learning ability of learners and maintain high level of motive through successful problem solving experience.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.723-731
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• 2021

In this study, the AI education program for elementary school students was developed and applied by introducing the design thinking process, which is attracting attention as a creative problem solving process. A design thinking-based AI education program was developed in the stages of Understanding AI, Identifying sympathetic problems, Problem definition, Ideate, Prototype, Test and sharing, and the development program was applied to elementary school students in 4th-6th grade. As a result of pre- and post-testing of students' computational thinking skills to confirm the effectiveness of the program, computational thinking skills increased by grade level, and students experienced a process of collaboration for creative problem solving based on insights gained from sympathetic problem finding. In addition, it was possible to get a glimpse of the attitude of using AI technology to solve problems, and it was confirmed that ideas were generated in the prototype stage and developed through communication between team members. Through this, the design thinking-based AI education program as one of the AI education for elementary school students guarantees the continuity of learning and confirms the possibility of providing an experience of the creative problem-solving process.

• The Journal of Korean Association of Computer Education
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• v.8 no.5
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• pp.85-95
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• 2005

In the information and knowledge-based society, problem-solving ability to utilize information and to cope with various problem situations is considered to be much more important than simply memorized knowledge. On the basis of such needs of the current society, various studies were conducted focusing on the merits of e-learning to create learning environments that can help students acquire basic knowledge and develop problem-solving abilities. This study attempted to design and develop a web-based learning environment for problem-solving applying cognitive apprenticeship that can help students develop their thinking skills and problem-solving strategies. The results of this study can be utilized as a method to connect traditional classrooms to e-Learning.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.2
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• pp.226-234
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• 2011

Purpose: The purpose of this study was to identify the effect of a simulation-based practice on clinical performance and problem solving processes for nursing students. Method: The study used a one group pre-post test design. Students experienced a simulation-based practice that included team base learning, skill training, taking a high-fidelity simulation with SimMan 3G, and also being debriefed for 12 weeks (August 2010 to December 2010). The pre-test and post-test were conducted to compare the differences in knowledge, clinical nursing skills, and problem solving processes. Result: After students had received the simulation-based practice, they showed statistically significant higher knowledge (t=14.73, p<.001) and clinical nursing skills (t=15.47, p<.001) than before. However, there was no significant difference in the problem solving process score (t=1.53, p=.127). Conclusion: This study showed that knowledge and clinical nursing skills were significantly improved by the simulation-based practice. Further research would be required to identify how the problem solving process that uses simulation-based practice could be developed further.

• Women's Health Nursing
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• v.26 no.1
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• pp.61-71
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• 2020

Purpose: This study was conducted to investigate the effects of problem-based learning-integrative simulation practice (PBL-ISP) on nursing knowledge, critical thinking, problem-solving ability, and immersion among nursing students. Methods: The study used a nonequivalent control group post-test design. A PBL-ISP educational program was provided to the experimental group, and hands-on practice using a high-fidelity simulator (HFS) was administered to the control group. There were 42 subjects in the experimental group and 40 in the control group. Data were collected during the fall semester of 2019. Using SPSS for Windows version 23.0, data were analyzed in terms of frequency, percentage, mean, standard deviation, the chi-square test, t-test, and Pearson correlation coefficients. Results: Significant differences between the experimental and control groups were found in nursing knowledge (t=3.67, p<.001), critical thinking (t=3.40, p=.001), problem-solving ability (t=3.52, p=.001) and immersion (t=4.44, p<.001). Conclusion: PBL-ISP was more effective in improving nursing knowledge, critical thinking, problem-solving ability, and immersion than was hands-on practice using an HFS.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.189-209
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• 2014

This study designed and developed a model of ill-structured problem solving and ill-structured problems for the 4th, 5th, and 6th graders. In addition, two sets of ill-structured problems has been explored to 23 4th graders, 33 5th graders, and 23 6th graders in elementary schools in order to investigate their problem solving, creative personality, and mathematical reasoning. The model of ill-structured problem solving was suggested ABCDE (Analyze-Browse-Create-DecisionMaking-Evaluate) model and analyzed participants' problem solving procedure. As results, participants showed improvement between pretest and posttest in problem solving and the high graders showed the greater creative personality.