• Journal of Korean Public Health Nursing
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• v.32 no.3
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• pp.424-437
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• 2018

Purpose: This study was to conducted to search for factors influencing the confidence of core fundamental nursing skill performance (CC) based on comparative analysis, of the relationship between problem solving ability (PS), self-directed learning ability (SL) and CC of nursing students. Methods: This study was conducted based on questionnaires (208) given to senior nursing students. Data were analyzed by the t-test, ANNOVA and Scheffe's test. Moreover, Pearson's correlation coefficient and hierarchical regression were conducted to determine the relationship between items. Results: Proving Solving ability differed significantly in SC. In addition, satisfaction with core fundamental nursing skills (SL) differed significantly by gender, academic performance of last semester, support for nursing, and SC. Moreover, PS was found to have a normal relationship with SL and CC, and SL was found to have a normal relationship with CC. Conclusion: Education strategy should include methods of increasing the PS of student to improve CC in nursing education. Moreover, SL education should be used to increase nursing tasks and effective adaptation to their circumstances as a clinical nurse after graduation.

• 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 Engineering Education Research
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• v.14 no.1
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• pp.40-45
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• 2011

This study was conducted to compare the creative problem solving styles and conflict management types between engineering college students with high and low team performance records. Most students with high team performance records preferredDeveloper style(76.7%) and Task-oriented style(65.1%), whereas most students with low team performance records preferred Explorer style(72.2%) and Person-oriented style(86.1%). Results of the comparison of conflict management types revealed that most students with high team performance records belonged to a competitive logic type(22.8%) and an accommodative compromise type(17.7%), while most students with low team performance records belonged to an accommodative compromise type(20.3%) and a permissive resignation type(12.7%). It would be useful to provide the engineering students with the specialized program to complement their problem solving styles and conflict management types.

• School Mathematics
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• v.5 no.3
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• pp.361-384
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• 2003

The purpose of this study was to investigate students' problem solving process based on the model of IDEAL if they learn to solve word problems of simultaneous linear equations through structure-representation instruction. The problem solving model of IDEAL is followed by stages; identifying problems(I), defining problems(D), exploring alternative approaches(E), acting on a plan(A). 160 second-grade students of middle schools participated in a study was classified into those of (a) a control group receiving no explicit instruction of structure-representation in word problem solving, and (b) a group receiving structure-representation instruction followed by IDEAL. As a result of this study, a structure-representation instruction improved word-problem solving performance and the students taught by the structure-representation approach discriminate more sharply equivalent problem, isomorphic problem and similar problem than the students of a control group. Also, students of the group instructed by structure-representation approach have less errors in understanding contexts and using data, in transferring mathematical symbol from internal learning relation of word problem and in setting up an equation than the students of a control group. Especially, this study shows that the model of direct transformation and the model of structure-schema in students' problem solving process of I and D stages.

• Journal of Technology Innovation
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• v.13 no.1
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• pp.141-167
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• 2005

The purpose of this study is to present the model of performance in new product R&D project team, from the perspective of the problem solving. The quality and commitment of the problem solutions in R&D project team depend on the team's cognitive diversity and affective acceptance. The higher cognitive diversity is, the higher quality of solutions is. And more affective acceptance is, more commitment to the problem solving is. The environmental maturity of team, and quality and commitment of problem solutions in R&D project teams are supposed to relate to the performance of research and development.

• Journal of Convergence for Information Technology
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• v.10 no.8
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• pp.173-178
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• 2020

In the near future, as artificial intelligence and computing network technology develop, collaboration with artificial intelligence (AI) will become important. In an AI society, the ability to communicate and collaborate among people is an important element of talent. To do this, it is necessary to understand how artificial intelligence based on computer science works. An algorithmic education focused on problem solving and learning is efficient for computer science education. In this study, the results of an assessment of computational thinking at the beginning of the semester, a satisfaction survey at the end of the semester, and academic performance were compared and analyzed for 28 students who received algorithmic education focused on problem-solving learning. As a result of diagnosing students' computational thinking and problem-solving learning, teaching methods, lecture satisfaction, and other environmental factors, a correlation was found, and regression analysis confirmed that problem-solving learning had an effect on improving lecture satisfaction and computational thinking ability. For algorithmic education, if you pursue a problem-solving learning technique and a way to improve students' satisfaction, it will help students improve their problem-solving skills.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.2
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• pp.203-225
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• 2012

The purpose of this study is to suggest a program for improvement of the mathematical creativity of mathematical gifted children in the elementary gifted class and to examine the effect of developed program. Gifted education program is developed through analyzing relevant literatures and materials. This program is based on the operation bingo game related to the area of number and operation, which accounts for the largest portion in the elementary mathematics. According to this direction, the mathematically gifted educational program has been developed. According to the results which examine the effectiveness of the creative problem solving by the developed program, students' performance ability has been gradually improved by feeding back and monitoring their problem solving process continuously.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.401-424
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• 2008

A science program based on constructivism was adopted to 24 preschoolers during 13 classes in a semester. Performance in TTCT and science problem solving tasks were measured before and after the program. When their performance was compared with that of the control group in the same educational centers, it was shown that they outperformed in both creativity measures and science problem solving tasks. There was no gender difference in the effect of this science program.

• Journal of The Korean Association of Information Education
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• v.16 no.1
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• pp.61-70
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• 2012

In this study, the newly designed course related to creative problem solving is introduced. According to the characteristics of multimedia engineering, the Alice, which is well known as an effective 3D interactive authoring tool, is adopted as the supporting tool to validate the accomplishment of study goals set up for software design. Each creative problem solving phase could be clearly implemented and its expected performance could be evaluated efficiently by using Alice. The result of curricular implementation and performance evaluation is shown.

• Journal of Practical Engineering Education
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• v.8 no.2
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• pp.75-81
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• 2016

This research proposes to design a flipped classroom with strategic questioning to enhance engineering student's creative problem-solving competency on the basis of the subject knowledge. By applying the designed flipped classroom to both of college and dual system engineering courses during one semester, this study explores to find the meaning and effects of the flipped learning method. The case study analyzed the influences of the flipped learning with the use of strategic questioning on student's problem-solving performance, and also investigated student satisfaction and evaluation of the learning in order to draw out the factors to consider further in the instructional design.