• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.355-366
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• 1999

In this study, the characteristics of science inquiry problem solving were analyzed in the interactions between science process skills and science concepts by each related its category. Nine types of problem solving, which were based on two elements and the thinking aloud were found largely by protocol analysis, but six types when integrated similar thinking processes. There were quite differences in the representative types between students who succeeded and failed when science inquiry items were solved in the abilities of recognizing problems and generating hypotheses or those of drawing conclusions and evaluating. But there were not complete differences in those types between students who succeeded and failed when they were solved in the abilities of designing and performing experiments or those of interpreting and analyzing data. The data were divided into independent variables: $D_1,\;D_2,\;D_3,\;D_4,\;D$ and $C_1,\;C_2,\;C_3,\;C_4,\;C$ and dependant variables; $E_1,\;E_2,\;E_3,\;E_4,\;E$. The former consisted of the content-free science process skill achievement levels by each category of science inquiry skill and the science concept achievement levels, the latter the science inquiry problem achievement levels by each category of science inquiry skill. The regression equations were acquired within the 0.05 significant level by regression analysis: $E_1=0.03+0.16D_1+0.29C_1,\;E_2=-0.203+0.21D_2+0.45C_2,\;E_3=-0.32+0.13D_3+0.47C_3,\;E_4=0.61+0.09D_4+0.29C_4,\;E=-1.41+0.13D+0.47C$(E : the achievement of science problems, D : the achievement of science process skills, C : the achievement of science concepts).

• Journal of Gifted/Talented Education
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• v.18 no.1
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• pp.1-21
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• 2008

The purpose of this study was to develop problem-solving inquiries for the science gifted and to analyze the effects of problem-solving inquiries. The problem-solving inquiries were composed of scientific knowledge, scientific inquiry skills and creative thinking. The problem-solving inquiries were applied to the science gifted attending the institute of the gifted education. The test of science-creative problem solving (TSCPS) was used to know effects of improvement of science-creativity and the result of TSCPS showed the improvement of science creativity. The analysis of student-student dialogues during experiments showed that the type of dialogue was different on the type of problem-solving inquiry. The dialogue of convergent thinking was frequently showed up on the problem-solving inquiry needed logical thinking whereas that of divergent thinking on the problem-solving inquiry needed idea generation. The problem-solving inquiries had a positive effects on the improvement of the science-creativity.

• The Journal of Korean Association of Computer Education
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• v.15 no.1
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• pp.33-41
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• 2012

The purpose of this study was to examine the effectiveness of problem-based learning(PBL) of information communication ethics on the problem-solving skills of fifth- and sixth-grade elementary school students about information communication ethics and their attitude. The findings of the study were as follows: First, the PBL-based teaching materials for information communication ethics could serve to stir up the interest of students by letting them face problem situations caused by the disfunction of the information society. Second, a wide variety of teaching-learning activities including cooperative learning and discussion were implemented while the selected students performed the given problem-solving tasks, and the activities had a very good effect on PBL-based information communication ethics education. Third, PBL-based information communication ethics education could be one of effective ways to boost not only the problem-solving skills of students but the teaching interest and capability of teachers.

• Journal of Advanced Technology Convergence
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• v.2 no.3
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• pp.33-41
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• 2023

This study aimed to improve the quality of classes through the application experience analysis after applying the adult nursing simulation practice modules with PBL. Quantitative and qualitative data such as from satisfaction, validity, self-reflection, and lecture evaluation in 68 nursing students were analyzed after the semester. Satisfaction was 4.64 points out of 5 points, and 'I want to recommend this class to other friends' was the highest. It was appropriate for the validity as 64.7% to 100% positve answer. From the qualitative data analysis of lecture evaluation, it was categorized into 5 thematic groups : 'increased immersion related to a lively class environment', 'growth of knowledge and skills through learners' active participation', 'improvement of mutual collaboration skills through team-based problem-solving process', 'Improvement of problem-solving ability through situational crisis coping process' and 'Improvement of individual comprehension through close teaching'. The continuous development of PBL learning strategies and development of various scenarios are required in the future.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.6 no.1
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• pp.100-108
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• 1995

The purpose of the present study was to examine whether Interpersonal Cognitive Problem Solving(ICPS) skill training would enhance interpersonal solving skills and behavioral adjustment of mildly mentally retarded adolescents in the junior and high school. The program used in the present study was shortened and adapted for mildly retarded adolescents from Shure and Spivack(1982) program which was developed to improve the adjustment of children in the intermediate grades 5-6. The subjects were 22 mildly retarded adolescents, and they were assigned to either the experimental(11) or the control group(11). The experimental group were given ICPS training 4 times a week over a period of 8 weeks with a total of 32 sessions in all. The results showed a significant improvement of alternative thinking and consequential thinking in the experimental group compared with the control group. With regard to behavioral ratings by the parents and teachers, there were no significant differences between the groups. The results indicated that the training was effective in increasing the ability to generate alternative solutions and to predict consequences, but the significant improvement of interpersonal cognitive problem solving skills did not lead to noticeable improvement in behavioral adjustment. It was suggested that a longer training period for over-learning, concomitant parent education program, and more behaviorally oriented social skill training combined with the cognitive approach would yield significant training effects, maintenance and transfer.

• Journal of Engineering Education Research
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• v.23 no.1
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• pp.3-9
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• 2020

The purpose of the study was to develop the Arduino based STEAM instruction materials for creative engineering design class. PDIE model was used in this study. We developed a STEAM lesson plan and a STEAM lesson worksheet for a total of six sessions through the steps of preparation, development, implementation and evaluation. The validity of the instruction materials was evaluated by the 10 experts using a survey. The instruction materials were applied to the class (52 students attended) of the creative engineering designs unit in technology and home economics subject. The class satisfaction and the creative solving-problem ability were examined after the calss. The class satafacition was high as the average of 10 item was 4.57 (out of 5). The paired t-test was conducted to compare the means of the creative solving-problem ability. It was observed that 'understanding and mastery of knowledge, thought, function and skills in a specific domain', 'divergent thinking', 'critical and logical thinking' and ' motivational factors' were significantly increased after the class. The instruction materials develped in this study were successfully designed to enhance the creative solving-problem ability by designing creative tasks and to intrique the interest by adding visual and auditory stimuli with the Arduino.

• Journal of Engineering Education Research
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• v.24 no.2
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• pp.51-60
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• 2021

Although more than 15 years have passed since the introductory design courses were opened due to the introduction of engineering education certification in the civil engineering field, these courses have been operated somewhat unsatisfactorily compared to their importance as an introductory course for engineering design. This is partially because the quality of classes is affected by the instructor's individual ability due to the fact that a standard training plan for these courses has not been established so far. Therefore, in this paper, we try to present a reference model for the introductory design course by introducing a class operation case established through continuous improvement process over the last 10 years at Chungbuk National University. This case aims to cultivate students' problem solving and system design skills by carrying out projects to develop egg drop and wood bridge systems based on creative problem solving methodologies. As a result of a questionnaire survey conducted after the class, we found that students' problem solving and system design capabilities were improved significantly and there was a meaningful increase in level of interest and attention in civil engineering by taking this class.

• The Journal of the Korea Contents Association
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• v.20 no.9
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• pp.681-689
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• 2020

The purpose of this study is to identify learning attitudes, problem-solving skills, critical thinking tendencies, and the effects on learning attitudes for dental hygienist. It was. The data analysis method analyzed the general characteristics of the subjects, and the learning attitude, critical thinking disposition, and problem solving ability were examined with the mean, standard deviation, and correlation between each variable. t-test, ANOVA, and hierarchical regression analysis were used for the study attitude, critical thinking tendency, and problem solving ability according to the general characteristics of the study subjects. As a result of this study, grades were the most influential variables, and self-confidence and skepticism influenced learning attitudes as a sub-factor of critical thinking. In this study, the first grade of dental hygiene and enrolled students was the highest. Development of programs to effectively raise critical thinking tendency and problem solving ability for first graders, and research on characteristics of learners, major satisfaction, adaptation to college life, problem-based learning and preceptorship should be continuously conducted. It is feed.

• 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.

• Journal of Digital Convergence
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• v.18 no.7
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• pp.279-287
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• 2020

For effective clinical practice education, this study was conducted to find out the effects of learning practical subjects on the core competency and satisfaction level of clinical practice on nursing students. The research subjects were divided into groups that conducted four core nursing education classes eight hours a day for two weeks, and groups that received traditional lecture-oriented education, and a questionnaire was prepared and reported by themselves after 15 weeks of clinical practice. The collected data was analyzed using frequency, percentage, mean and standard deviation, chi-square test, and t-test using the SPSS 21.0 program. The findings supported the hypotheses in critical thinking propensity and clinical practice satisfaction, and the hypotheses in leadership, problem-solving and communication skills were rejected. The results of this study confirmed that practical training for strengthening core practical skills has a positive effect on the critical thinking tendency and clinical practice satisfaction of nursing students. Therefore, it can be used as an effective practical training arbitration in nursing education.