• 한국컴퓨터정보학회논문지
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• 제23권9호
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• pp.163-169
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• 2018

Problem solving by programming has a lot of influence on computational thinking improvement. Programming learning has been self-directed based on the individual's thoughts and principles. However, the revised informatics curriculum in 2015 puts importance on collaborative learning. Collaborative learning emphasizes results differently from cooperative learning, which emphasizes problem-solving processes. And cooperative learning leads to structured learning, such as role sharing and activity stages, within a small group, while collaborative learning leads to unstructured learning. Therefore, it is becoming more in collaborative learning that peer interaction can be affected by learners' cognitive style. In this paper, we propose the effect of cognitive style on problem solving ability in collaborative learning for problem solving by programming. As a result, collaborative learning was effective in improving problem solving ability and there was no significant difference in cognitive style.

• 아동학회지
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• 제23권2호
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• pp.1-16
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• 2002

Path analysis was used to determine variables influencing the creativity of elementary school children. Participants were 213 dyads of 6th-grade children and their parents. the children and their parents responded to questionnaires on children's temperament, depression, self-esteem, self-efficacy, and problem-solving style. Children completed the Torrance Tests of Creative Thinking. Child's problem-solving style and self-efficacy directly affected child's creativity. Child's temperament, depression, self-esteem, self-efficacy, and problem-solving indirectly affected creativity such that child's temperament affected depression, which affected child's self-esteem. Then, child's self-esteem affected child's problem-solving which, in turn, affected child's self-efficacy that directly predicted child's creativity. Both problem-solving and self-efficacy were mediators of child's creativity.

• 가정과삶의질연구
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• 제24권1호
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• pp.31-41
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• 2006

This study was to investigate differences in peer attachment, emotion regulation style and depression perceived by adolescents according to age and gender of adolescents. Also, aim that identifies variables which have influences on adolescents' depression. The subjects were 2279 middle and high school students(male 1150, female 1129) who live in Seoul and Kyonggi. All respondents answered by self-report questionnaire. The scales of emotion regulation style consist of three parts: support-seeking, avoidance/distraction, and active problem-solving. Data were analyzed by two-way ANOVA, t-tset and stepwise multiple regression. The major findings were as follows. First, older male and female adolescents perceived less peer attachment than younger adolescents. Specially female adolescents showed more differences between older adolescents and younger adolescents. Second, male adolescents showed more avoidance/distraction style and active problem-solving style but less support-seeking style than female adolescents. Third, older adolescents perceived more depression than younger adolescents. Fourth, peer attachment, age, avoidance/distraction style, active problem-solving style, support-seeking style and gender had a significant effect on adolescents' depression. In other words, adolescents who had more avoidance/distraction style and support-seeking style, who had less peer attachment and active problem-solving style, who had more avoidance/distraction style and support-seeking style, who had less peer attachment and active problem-solving style, who was older adolescents than younger adolescents, and who was female adolescents than male adolescents perceived more depression. The study results suggest that the degree of peer attachment was the most powerful predictor of adolescents' depression.

• 한국화재소방학회논문지
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• 제24권6호
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• pp.133-138
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• 2010

본 연구는 소방대원의 직무 관련 스트레스, 문제해결양식과 심리적 디스트레스의 관계를 검증하고 직무관련 스트레스, 문제해결양식이 심리적 디스트레스에 미치는 영향을 살펴보고자 하였다. 이를 위해 소방대원의 스트레스의 심각도를 측정하는 스트레스 척도, 문제해결양식 척도 그리고 정신진단척도를 사용하여 스트레스의 양상, 문제해결양식과 심리적 디스트레스 간의 상관분석 및 회귀분석을 시행하였다. 상관분석 결과, 두 가지 직무 관련 스트레스와 심리적 디스트레스가 정적인 상관을 보이며, 문제해결양식의 무기력감과 문제에 대한 통제감이 심리적 디스트레스와 정적인 상관관계를 나타내고, 문제해결에 대한 자신감과 접근적 문제해결양식은 심리적 디스트레스와 부적인 상관관계를 보였다. 직무관련 스트레스와 문제해결양식이 심리적 디스트레스를 예측하는 정도를 파악하기 위해 시행한 중다회귀 분석결과, 직무 관련 스트레스 중에 부정적 인지와 정서, 문제해결양식 중에는 무기력감과 접근적 문제해결양식이 심리적 디스트레스에 유의한 영향을 끼치는 것으로 나타났다. 문제해결양식 중 무기력감이 심리적 디스트레스를 가장 크게 예측하였는데, 이는 직면한 문제를 효율적으로 해결하지 못한 것에 대한 자책과 함께 직업적 자존감(selfesteem)까지 저하시켜, 효율적인 직무수행에 부정적인 영향을 줄 수 있다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제13권3호
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• pp.181-195
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• 2009

Students' approaches to mathematical problem solving vary greatly with each other. The main objective of the current study was to compare students' performance with different thinking styles (divergent vs. convergent) and working memory capacity upon mathematical problem solving. A sample of 150 high school girls, ages 15 to 16, was studied based on Hudson's test and Digit Span Backwards test as well as a math exam. The results indicated that the effect of thinking styles and working memory on students' performance in problem solving was significant. Moreover, students with divergent thinking style and high working memory capacity showed higher performance than ones with convergent thinking style. The implications of these results on math teaching and problem solving emphasizes that cognitive predictor variable (Convergent/Divergent) and working memory, in particular could be challenging and a rather distinctive factor for students.

• 공학교육연구
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• 제13권4호
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• pp.122-129
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• 2010

본 연구는 공대생들을 대상으로 창의적 문제해결유형별로 셀프리더십과 통제소재의 특성을 파악함으로써 문제해결능력과 과제수행을 증진시키고 효과적인 팀을 구성, 관리하는데 도움을 주기 위해 수행되었다. 창의적 문제해결유형의 3가지 차원(변화에 대한 지향, 일처리 방식, 의사결정의 중심)에 대해 각 차원을 구성하는 2가지 유형(혁신-개량, 외적처리-내적처리, 사람중심-과제중심)에 속하는 학생들을 분류하고, 문제해결유형과 성별에 따른 셀프리더십과 통제소재에 차이가 있는지를 알아보기 위해 이원분산분석을 실시했다. 문제해결유형의 주효과는 각 차원별로 다르게 나타났고, 성별의 주효과 및 성별과 문제해결 유형의 상호작용효과는 모든 척도에서 나타나지 않았다. 마지막으로 본 연구의 제한점과 후속연구를 위한 제언이 논의되었다.

• 한국수학교육학회지시리즈A:수학교육
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• 제44권4호
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• pp.565-586
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• 2005

The purpose of this paper is to analyze the selection difference of mathematical problem solving strategy by mathematical learning style, that is, the intellectual, emotional, and physiological factors of students, to allow teachers to instruct the mathematical problem solving strategy most pertinent to the student personality, and ultimately to contribute to enhance mathematical problem solving ability of the students. The conclusion of the study is the followings: (1) Students who studies with autonomous, steady, or understanding-centered effort was able to solve problems with more strategies respectively than the students who did not; (2) Student who studies autonomously or reconfirms one's learning was able to select more proper strategy and to explain the strategy respectively than the students who did not; and (3) The differences of the preference to the strategy are variable, and more than half of the students were likely to select frequently the strategy 'to use a formula or a principle' regardless of the learning style.

• 아동학회지
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• 제29권1호
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• pp.339-353
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• 2008

This study examined how cognitive style in young children affects mathematical problem-solving performance. Findings showed that the types of patterns presented were linked to the degree of difficulty of the tasks and that disparity between field-independent and field-dependent in cognitive style was broader when subjects worked with more complicated pattern problems. Subjects' marks varied by cognitive style when dynamic assessment was conducted, but cognitive style made no difference in their mathematical learning capability. Cognitive style had an impact not only on the task performance of the learners but on the extent to which they were in need of help during the problem-solving process. Yet, it exercised no influence on how much progress the subjects made when fully assisted.

• 간호행정학회지
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• 제17권1호
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• pp.106-114
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• 2011

Purpose: This study was done to examine effects of task performance style, communication ability and their interaction on problem-solving ability and nursing competency of nursing students participating in a nursing management practicum. Methods: The study was a non-equivalent control group non-synchronized design. Participants were 56 fourth year nursing students (25 in the cooperative task group and 31 in the individual task group) and data were collected from March to September 2010. Additionally, two groups were classified based on communication ability of students and four groups were classified by their task performance style and communication ability. Problem-solving ability and nursing competency were measured pre- and post-test and compared between groups. Data were analyzed using SPSS Windows 17.0 program. Results: Neither problem-solving ability and nursing competency were statistically significantly different according to task performance style. Nursing competency was statistically significantly higher in the high communication group compared to the low communication group. Problem-solving ability was significantly different among the four groups classified by task performance style and communication ability. Conclusion: Nursing educators may need to improve students' communication ability to improve nursing competency and also assign different tasks based on communication ability of nursing students to improve problem-solving ability.

• 기술혁신학회지
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• 제16권4호
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• pp.913-936
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• 2013

다양성의 중요성이 강조되면서 최근의 연구들은 다양성과 성과간의 직접효과에 대한 분석에서 상황적 요인의 효과를 분석하는 데 연구의 초점을 맞추고 있다. 본 연구에서는 다양성과 성과간의 관계를 보다 명확하게 파악하기 위해서 혁신적 문제해결 스타일과 상호의존성(과업, 목표, 결과)을 상황요인으로 제시한 후 이들 변수들의 조절효과를 분석하였다. R&D 연구소의 75개 프로젝트 팀을 대상으로 실증 분석한 결과 팀원들이 혁신적 문제해결 스타일을 가져갈 수록 다양성과 프로젝트 성과간의 긍정적 관계는 더욱 높아졌다. 또한 세 가지 유형의 상호의존성도 다양성과 프로젝트 성과간의 관계를 긍정적으로 조절하는 것으로 나타났다. 마지막으로 연구결과에 대한 시사점과 향후 연구방향에 대하여 논의하였다.