• Korean Journal of Child Studies
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• v.13 no.2
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• pp.83-97
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• 1992

The purpose of the present study was to investigate the relationship between social cognition (interpersonal problem-solving ability) and social competence. Subjects were 142 male and 148 female fifth graders randomly selected from two elementary schools located in Seoul and their fathers. The children and fathers were administered the Means-Ends Interpersonal Problem-Solving (MEPS) test and the Social Competence Scales based on Choi's inventory(1992). The results indicated significant positive correlations between two subvariables (capability and leadership) of social competence and MEPS. Girls showed significantly higher MEPS scores than boys in the variables of overall problem solving, effective problem solving, and dependent strategy.

• Education of Primary School Mathematics
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• v.10 no.2
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• pp.141-149
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• 2007

It is undeniably important to bring up a solution capability of arithmetic word problems in the elementary mathematical education. The goal of this study is to acquire the implication for remedial instruction on arithmetic word problems solving through surveying elementary school students' difficulties in the solving of arithmetic word problems. In order to do it, this study was intended to analyze the following two aspects. First, it was analyzed that they generally felt more difficulties in which field among addition, subtraction, multiplication and division word problems. Second, with the result of the first analysis, it was examined that they solved it by imagining as which sphere of the other word problems. Also, the cause of their error on the word problem solving was analyzed by the interview. From the foregoing analyses, the following implications for remedial instruction on arithmetic word problems solving are acquired. First, the accumulation of learning deficiency must be diminished through the remedial instruction. Second, it must help students to understand the given problem and to make of what the goal of problem is. Third, it must help students to form a good habit for reading the problem and to understand the context of problem. forth, the teacher must help students to review and reflect their problem-solving processes.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.3
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• pp.510-521
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• 2020

The university is attempting educational innovation to cultivate talents required by society. The purpose of this study was to prove the educational effect by applying the PBL to on a fashion theoretical course. The research methods are theatrical research and model development research to guide to utilizing PBL. As a result of this study, the learners' satisfaction with the subject applying PBL was evaluated quite positively. In general, it has been shown to have a very effective effect on improving the learner's problem-solving capability, cooperative learning capability, and self-directed learning capability. In particular, the problem-solving capability is relatively high compared to other factors. The result is consistent with the educational goal of the PBL for improving the learner's problem-solving capability. Perceivable correlation analysis on the relationship between the factors to grasp the educational effect of the PBL revealed the factors with a static correlation. In particular, the problem solving capability and cooperative learning capability developed a significant correlation with self-directed learning capability. This is a testament to their ability to exert greater influence when the competencies that each learner develops are combined.

• Knowledge Management Research
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• v.20 no.3
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• pp.39-47
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• 2019

Response surface methodology (RSM) is a group of statistical modeling and optimization methods to improve the quality of design systematically in the quality engineering field. Its final goal is to identify the optimal setting of input variables optimizing a response. RSM is a kind of knowledge management tool since it studies a manufacturing or service process and extracts an important knowledge about it. In a real problem of RSM, it is a quite frequent situation that considers multiple responses simultaneously. To date, many approaches are proposed for solving (i.e., optimizing) a multi-response problem: process capability function approach, desirability function approach, loss function approach, and so on. The process capability function approach first estimates the mean and standard deviation models of each response. Then, it derives an individual process capability function for each response. The overall process capability function is obtained by aggregating the individual process capability function. The optimal setting is given by maximizing the overall process capability function. The existing process capability function methods usually use the arithmetic mean or geometric mean as an aggregation operator. However, these operators do not guarantee the Pareto optimality of their solution. Moreover, they may bring out an unacceptable result in terms of individual process capability function values. In this paper, we propose a maximin-based process capability function method which uses a maximin criterion as an aggregation operator. The proposed method is illustrated through a well-known multiresponse problem.

• School Mathematics
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• v.9 no.2
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• pp.241-257
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• 2007

The study aims to figure out how to improve existing examination tools to distinguish mathematically gifted children and to clarify procedures and criteria for selecting candidates. Toward this end, it examined correlations between grades of gifted children selected through evaluation by pen-and-pencil tests and their creative problem-solving capability and performance assessment, and analyzed learning activities of the gifted children. According to the analysis, results of pen-and-pencil tests turned out to have low correlations with their creative problem-solving capability and performance assessment, but it was found that their creative problem-solving capability has high correlations with results of performance assessment. The analysis also found that there were some students who participated in a program for gifted children with high marks but had difficulties in adapting themselves to it. It found that there were children who joined the program with low marks but emerged as successive performers later on. In this regard, the existing examination tools to tell the gifted students apart need to be used to the fullest extent, and other diversified tools to evaluate mathematical capabilities that include mathematical creativity need to be further studied and developed. Qualitative studies on affective development of the gifted students and their creative problem-solving processes need to be conducted.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.47-56
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• 2023

The purpose of this study is the education applying Havruta's method for nursing students and to examine its effect on the communication competency, problem solving capability, and self-esteem. This study is the experimental group have take part in a Havruta's mathod course and the control group do a traditional course. Data is collect at begin and finish of semester in 2023 and analyzed using the SPSS 23.0 program. Result Problem solving capability and self-esteem of nursing students using the Havruta's method is significantly higher than those of the control group, but communication competency is not significan. Application of Havruta's method has to be extended to increase nursing students competencies and research applying various Havruta methods other than teaching friends and making problems should be conducted.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2019.05a
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• pp.372-374
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• 2019

Recent college education in the face of the Fourth Industrial Revolution highlights problem-solving skills or creativity over the passing of professional knowledge. In addition, the need for convergence education is growing further as high-tech information and communication technologies are converging to create innovative changes. In this study, after IT convergence education was conducted and after general convergence education was conducted, the difference in creative problem solving capabilities was compared and analyzed. The study found that students who received IT convergence education had higher creative problem solving capabilities than general convergence education, and showed a statistically significant difference. In order to foster creative problem-solving skills, universities will need to promote IT convergence education in various courses.

• Journal of Korean Elementary Science Education
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• v.34 no.3
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• pp.265-275
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• 2015

The purpose of this study was to develop forensic science program for the improvement of scientific creative problem-solving abilities in gifted elementary-school students. A program that consists of six sessions (18 hours) is developed in accordance with the CPS model, which has been already proven effective for the improvement of creative problem-solving abilities. This program was applied to sixth-grade 18 gifted students in an elementary school in Gyeonggi province. Examinations of scientific creative problem-solving abilities were performed before and after applying the program in order to determine its effect on gifted elementary students. A qualitative analysis of students' activity sheets, peer assessment and teacher's class journal was made in order to examine the process of improvement of students' scientific creative problem-solving abilities. The results of this study are as follows: First, forensic science program to enhance the scientific creative problem-solving abilities of gifted students was developed. Second, forensic science program is significantly effective in the improvement of scientific creative problem-solving abilities of gifted children of elementary school (p<.05). Third, in early stage of the class, a student, who showed the highest range of change in pre and post tests, revealed the trend of responding in a short answer type. In the late stage of the class, he revealed the capability of producing various creative ideas promptly. On the other hand, students belonging to the upper group of both pre and post test revealed the improvement of divergent thinking skills such as fluency, flexibility, and originality. Fourth, after class, the students responded that the forensic science program developed in this study intrigued the interests and curiosities, and helped them break away from fixed ideas.

• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.151-158
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• 2018

The purpose of this study is to develop a system for predicting students' collaborative problem solving ability based on the ICT factors of PISA 2015 that affect collaborative problem solving ability. The PISA 2015 computer-based collaborative problem-solving capability evaluation included 5,581 students in Korea. As a research method, correlation analysis was used to select meaningful variables. And the collaborative problem solving ability prediction model was created by using the deep learning method. As a result of the model generation, we were able to predict collaborative problem solving ability with about 95% accuracy for the test data set. Based on this model, a collaborative problem solving ability prediction system was designed and implemented. This research is expected to provide a new perspective on applying big data and artificial intelligence in decision making for ICT input and use in education.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.311-331
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• 2016

The purpose of this study was to analyze mathematical errors and the effects of reflective problem posing activities on students' mathematical problem solving abilities and attitudes toward mathematics. We chose two 5th grade groups (experimental and control groups) to conduct this research. From the results of this study, we obtained the following conclusions. First, reflective problem posing activities are effective in improving students' problem solving abilities. Students could use extended capability of selecting a condition to address the problem to others in the activities. Second, reflective problem posing activities can improve students' mathematical willpower and promotes reflective thinking. Reflective problem posing activities were conducted before and after the six areas of mathematics. Also, we examined students' mathematical attitudes of both the experimental group and the control group about self-confidence, flexibility, willpower, curiosity, mathematical reflection, and mathematical value. In the reflective problem posing group, students showed self check on their problems solving activities and participated in mathematical discussions to communicate with others while participating mathematical problem posing activities. We suggested that reflective problem posing activities should be included in the development of mathematics curriculum and textbooks.