• Journal of The Korean Association of Information Education
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• v.13 no.3
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• pp.263-271
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• 2009

Problem solving competency has always been a prime issue in education, and it is defined as core skills of a life competency or as 21st century skills that students need to successfully learn. This study aims to discover the scope and impact of digital textbooks on students' competencies. This study also examines meaningful differences brought about using digital textbooks and taking lessons specifically adapted to improve 5th grade students' problem solving competencies. The pretest-posttest control group design was adopted and a performance-based measurement tool for problem solving competency was developed and applied. The results indicate that the classes using digital textbooks achieved higher scores in problem solving competency. Also, a lesson that was specifically adapted with the aim to improve students' problem solving competency had a positive influence on students' achievement. Moreover, there was reciprocal influence between using digital textbooks and adapting instructions to improve problem solving competency. In conclusion, the effect of digital textbooks should be discussed further while also considering the influence of teachers' instructional strategies.

• Communications of Mathematical Education
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• v.21 no.2 s.30
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• pp.177-197
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• 2007

This study analyzes the theoretical background concerning problem solving, mathematization and real-life problems. Further it examines how middle school mathematics teachers and high school students of first grade recognize the real-life problems provides in textbooks concerning the area of geometry. Following those results found from this analysis, this paper reveals the issues and problems that we noticed through the analysis of real-life problems from textbooks, level 8 and level 9, Also we suggest the application of them along with the development of real-life problems for students' uplifting problem solving skills.

• Journal of Korean Academy of Nursing Administration
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• v.18 no.4
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• pp.442-451
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• 2012

Purpose: The purpose of this study was to identify effects of action learning approaches on learning outcomes of students taking nursing management courses. Methods: The questionnaire surveys were completed between March 2011 and June 2012 by 109 undergraduate seniors in the nursing department of C University. Survey data were obtained 3 times: before, in and after the study of nursing management. The course consisted of lectures and clinical practices. Learning outcomes were measured through problem solving skills, team efficacy, and class satisfaction. Collected data were analyzed using repeated measures ANOVA with the SPSS 20.0 program Results: Scores for problem solving skills (F=13.67, p<.001) and team efficacy (F=4.49, p=.012) showed statistically significant increases after the course. The scores also increased significantly after the lectures for 5 of 9 problem solving skill subscales: analysis skill, divergent thinking, decision making, assessment, feedback, and after the clinical practices for 2 subscales: divergent thinking, and execution and risk taking. Class satisfaction score also increased after both the lectures and the clinical practices. Conclusion: The findings from this study suggest that an action learning approaches for nursing management courses would be a useful teaching and learning method to achieve learning outcomes.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.319-328
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• 2010

Computer programming education gives students a chance to use computers independently and actively. This plays a very positive role in acquiring higher cognitive skills such as mathematical skills and creative logical thinking. Thus the purpose of this study is to measure the degrees of students' problem-solving abilities using MCU programming kits based on the ICT Education Guide. The experiment confirms that programming classes using MCU kits have a more positive effect on the students problem-solving abilities than do those using the existing computer textbooks. The sub-constituents of problem-solving abilities - problem recognition, information gathering, analysis, diffuse thinking, decision-making, planning, execution, evaluation and feedback - also show significant statistical differences. Therefore, we can conclude that programming classes using MCU kits are very effective in advancing problem-solving abilities.

• International Journal of Contents
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• v.18 no.3
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• pp.58-65
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• 2022

This study proposed a soft skill integration activity for online EFL classrooms and investigated student responses. Toward this end, this study recruited 54 college students taking an English Presentation and Discussion class in South Korea. Participants were assigned into high and low-proficiency groups based on the Test of English for International Communication. This study employed questionnaire, class video recordings, and interview to obtain responses. Moreover, problem-based learning with challenge questions was applied to develop soft skills in online synchronous classes. Responses were examined in terms of whether a difference existed according to English proficiency. Major findings of this study were as follows. Regardless of proficiency levels, participants reported improvements in their IT and problem-solving skills and exhibited positive attitudes toward live online presentations via Zoom. However, this study observed significant differences in communication and teamwork skills, perceived learning, and confidence. Interviews with students with low English proficiency levels revealed that they were negatively affected by the lack of non-verbal cues, mechanical skills, and socialization time provided by online classes. Based on these results, pedagogical implications and directions for future studies are discussed.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.32-40
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• 2007

The scientific creativity problem solving ability of children has been greatly emphasized in recent years, because it has been regarded as an example of highly developed reasoning and thinking skills. This study aimed to identify the relationships between scientific aptitude, creativity, and scientific creative problem solving abilities in children. The subjects were 100 5th graders residing in Seoul and a small city in Choongnam. Data was analyzed by t-test and by correlation using spss program packages. The main results of this study were as follows: first, a significant difference was found in the scientific creative problem solving ability of children by their respective levels of science aptitude. Secondly, the scientific creative problem solving ability of the children by their levels of creativity was found to be insignificant. Thirdly, no significant difference was found between creativity and scientific creative problem solving ability among the children examined; however there was a significant difference found between the science aptitude and scientific-creative problem solving ability and between science aptitude and creativity in the children who participated in this study.

• The Journal of Korean Association of Computer Education
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• v.19 no.1
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• pp.53-62
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• 2016

This study aims to suggest an instructional design to improve CT(Computational Thinking) skills in terms of problem solving. CT can be defined as a thought processes for computer-based problem solving. Examining the related CT concepts in the general problem solving process can be helpful for learners to understand CT. For this, this study selects the key elements of CT through literature review, describes how the elements are related to each phrase of the problem solving process, and explores cognitive aspects of the CT elements. In addition, this study describes learning activities and learning assessments of the CT elements according to each phrase of problem solving process and suggests a basic instructional design framework for CT in view of problem solving.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.1
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• pp.105-115
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• 2011

Education is focused on how to nurture creative problem-solving skills talent in rapidly changing information society. The algorithm education of computer science is effective in improvement of students' logical thinking and problem solving capability. However, the algorithm education is very difficult to teach in elementary students level. Because it is difficult to understand abstract characteristic of algorithm. Therefore we developed educational contents based on the principle of the algorithm for improve students' logical thinking and problem-solving capability in this study. And educational contents contain interesting elements of the game. So, students will be interested in algorithm learning and participate actively through developed educational contents. Furthermore, students' creative problem-solving capability may improve through algorithm learning.

• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1333-1344
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• 2012

This study aimed to enhance creative problem solving skill by using the Creative Problem Solving (CPS) learning model which was developed based on creative problem solving approach and five essential features of inquiry. The key strategy of the CPS learning model is using real life problem situations to provide students opportunities to practice creative problem solving skill through 5 learning steps: engaging, problem exploring, solutions creating, plan executing, and concepts examining. The science content used for examining the CPS learning model was "matter and properties of matter" that consists of 3 learning units: Matter, Solution, and Acid-Base Solution. The process to assess the effectiveness of the learning model used the experimental design of the Pretest-Posttest Control-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At the same time, students at the same grade level in the control group learned by conventional learning model. The learning models and students' prior knowledge levels were served as the independent variables. The creative problem solving skill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in all aspects, the students' mean scores of creative problem solving between students in experimental group and control group were significantly different at the .05 level. Also, the progression of students' creative problem solving skills was found highly progressed at the later instructional periods. When comparing the creative problem solving scores between groups of students with different levels of prior knowledge, the differences of their creative problem solving scores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective in enhancing the students' creative problem solving skill.

• The Mathematical Education
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• v.47 no.2
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• pp.169-180
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• 2008

The purpose of this study was to analyze the elementary students' mathematical thinking, which is found during mathematical problem solving processes based on mathematical knowledge, heuristics, control, and mathematical disposition. The participants were 8 fifth grade elementary students in Seoul. A qualitative case study was used for investigating the students' mathematical thinking. The data were coded according to the four components of the students' mathematical thinking. The results of the analyses concerning mathematical thinking of the elementary students were as follows: First, in terms of mathematical knowledge, the elementary students frequently used conceptual knowledge, procedural knowledge and informal knowledge during problem solving processes. Second, students tended not to find new heuristics or apply new one, but they only used the heuristics acquired from the experiences of the class and prior experiences. Third, control was found while students were solving problems. Last, mathematical disposition influenced on the mathematical problem solving processes. Teachers need to in-depth observations on the problem solving processes of students, which leads to teachers'effective assistance on facilitating students' problem solving skills.