• Journal of Fisheries and Marine Sciences Education
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• v.25 no.4
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• pp.878-890
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• 2013

The purpose of this study is to apply the PEOE class model that can enhance students' scientific creative problem-solving ability and self-directed learning ability in the middle school science subject and analyze the effects of it on students' long- and short-term retention, scientific creative problem-solving ability, and self-directed learning characteristics. And the paper has gained the following results: First, according to the result of analysis through the pre-test, post-test, and delay test to examine the effects of PEOE-based class on learners' long- and short-term retention, it is found to be statistically significant in the significant level of .05. In other words, the class using PEOE influences learners' short-term retention significantly, but it is even more effective in transmitting the concept that students acquire into their long-term memory. Second, according to the result of analysis through the pre-test and post-test to examine the effects of PEOE-based class on learners' scientific creative problem-solving ability, it is found to be statistically significant in the significant level of .05 in general. However, 'elaboration' and 'originality', the subfactors of scientific creative problem-solving ability, do not indicate significant effects. Third, according to the result of analysis through the pre-test and post-test to examine the effects of PEOE-based class on learners' self-directed learning characteristics, it is found to be statistically significant in the significant level of .05 as a whole. However, 'openness' and 'future-oriented self-understanding', the subfactors of self-directed learning characteristics, do not exert significant effects. Based on the above study results, it can be concluded that PEOE-based class is more effective for learners' academic achievement in science, scientific creative problem-solving ability, and self-directed learning characteristics than lecture-method instruction regarding the middle school science unit of 'The Properties of Air and Weather Change'.

• Journal of Convergence for Information Technology
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• v.9 no.11
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• pp.212-217
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• 2019

This study is a convergence study attempted to understand the learning effects of oral health education class applying action learning on the communication ability and problem-solving ability in dental hygiene students. The subjects of this study were 37 students in the third year of dental hygiene department. As a result, the learning effects of oral health education class applying action learning on the communication ability(p<0.001) and problem-solving ability(p<0.001) showed positive changes in the pre and post comparison. The changes in the scores of sub-dimensions of the communication ability and problem-solving ability were also significant in the pre and post comparison. As the class applying action learning is effective in improving the learner's communication ability and problem-solving ability, it should be utilized as the leaner participation-oriented teaching method for design and operation of dental hygiene education.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.30 no.4
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• pp.169-183
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• 2022

This study aimed to analyze the class effect of subjects to which Problem-Based Learning is applied to college students majoring in aviation service at university in Chungcheong. And we derive implications for continuously operating Problem-Based Learning classes. For the study, <Service Manners and Practice>, <Theory of Air Reservation Operation & Practice>, and <Introduction to In-flight Food & Beverage> were selected among the courses opened in the first semester of 2022. This study analyzes changes in communication competence, interpersonal skills, self-directed learning skills, higher-order thinking skills, information technology application skills, and problem-solving skills reflecting the core competencies of the universities to which the study students belonged. First, we analyzed the changes in communication competence, interpersonal skills, self-directed learning skills, higher-order thinking skills, information technology application skills, and problem-solving skills before and after classes by reflecting on the core competencies of the universities to which the study students belonged. As a result, all item except for interpersonal skills were improved. In addition, a qualitative analysis was conducted on the degree of learning improvement based on the contents of the reflection journal written during learning precess. As a result of the analysis, it was confirmed that it is effective for learning abilities such as communication, interpersonal relationships, self-directed learning skills, utilization of information, and problem-solving.

• Korean Journal of Child Studies
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• v.25 no.3
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• pp.1-14
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• 2004

This study focused on the development and application of learning cycle model for promoting children's creativity and problem solving ability. The learning cycle approach consists of four phases : awareness, exploration, investigation, and concept application. The program consists of 20 scientific activities. A total of 70 children participated the 10 week program to examine the effectiveness of this model. The experimental design included a pretest, treatment, and posttest. Results showed that the experimental group children scored significantly higher on the creativity and problem solving tests in the posttest than the control group children.

• Journal of The Korean Association For Science Education
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• v.17 no.1
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• pp.11-19
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• 1997

Students' protocols obtained from think-aloud interviews were analyzed in the aspects of the success at first two problem-solving stages (understanding and planning), the time to complete a problem, the time at each problem-solving stage, the number of transition, and the transition rate. These were compared in the aspects of the context of problem, the success in solving problem, students' logical reasoning ability, spatial ability, and learning approach. The results were as follows:1. Students tended to spend more time in everyday contexts than in scientific contexts, especially at the stages of understanding and reviewing. The transition rate during solving a problem in everyday contexts was greater than that in scientific contexts. 2. Unsuccessful students spent more time at the stage of understanding, but successful students spent more time at the stage of planning. 3. Students' logical reasoning ability, as measured with the Group Assessment of Logical Thinking, was significantly correlated with the success in solving problem. Concrete-operational students spent more time in completing a problem, especially understanding the problem. 4. Students' spatial ability, as measured with the Purdue Visualization of Rotations Test and the Find A Shape Puzzle, was significantly correlated with their abilities to understand a problem and to plan for its solution. 5. Students' learning approach, as measured with the Questionnaire on Approaches to Learning and Studying, was not significantly correlated with the success in solving problem. However, the students in deep approach had more transitions and greater transition rates than the students in surface approach.

• Journal of the Korea Convergence Society
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• v.7 no.2
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• pp.33-41
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• 2016

This study was convergence study conducted to examine the effects of problem-based learning(PBL) on self-directed learning ability, problem solving skills, academic self-efficacy, motivation toward learning in adult nursing care. This study was one-group pretest-posttest design. 51 students in the second year were recruited. After the PBL education, The participants showed much improvement in two areas of problem solving skills(t=3.30, p=.002) and Motivation toward Learning(t=3.004, p= .004). In the case of self-directed learning ability(t=1.451, p= .153) and academic self-efficacy(t=-1.04, p= .304), these have not showed a statistically significant change. The results indicate that the PBL education is effective in improving some areas of students' learning competency. Further study is needed to develop PBL programs for various clinical topics and evaluate the effectiveness on the learning outcomes.

• Journal of the Korea Society of Computer and Information
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• v.22 no.8
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• pp.101-106
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• 2017

In this paper, we propose a new teaching-learning model with two-step feedback on programming language learning, which is a basic preliminary learning for programming. Programming learning is aimed at improving problem solving skills and thinking by experiencing problem solving through programming. For programming, the learner must know how to work with the computer and what to do with it. To do this, concrete thinking should be established and described in an accurate programming language. In recent, most studies have focused on the effects of programming learning and have not studied the effects of education on language itself. Therefore, in this study, the teaching-learning model for programming language education is presented and applied to the field, and the results are compared with the existing instructional-teaching model.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.78-86
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• 2013

The purpose of this study is to analyze the effects of the Project based STEAM program on primary students' Problem solving process and creative personality. Based on the concept of project based learning and STEAM derived from a literature review, a learning program has been developed and applied to 28 elementary 4-6th students. Problem Solving Process and Creative personality tests were conducted before and after Project based STEAM program lessons. The results of this study are as follows. (1)Project-based STEAM was affected all components of problem solving process. (2) Project-based STEAM was affected all eight components of creative personality positively, (3) after using Project-based STEAM was good reaction by students. As a result, the elementary science class with Project-based STEAM had problem solving process for positive educational effect and creative personality. it means the science class with creative personality has potential possibilities and value to develop problem solving process and creative personality.

• Educational Technology International
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• v.12 no.1
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• pp.125-145
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• 2011

Facilitating critical thinking is important for students' cognitive growth and knowledge acquisition. This study examines the dimensions of tutors' roles in facilitating the critical thinking required for problem solving in online discussions. The research procedures include identifying the research problems related to critical thinking skills; synthesizing theories and perspectives on critical thinking skills; and analyzing, validating, and determining tutors' roles. Using the results of this study, problem solving processes are divided into four phases: analyzing, judging, inferencing, and meta-cognitively evaluating. Tutors' roles in online problem solving can be categorized into four domains: cognitive, social, managerial, and technical. Tutors' roles in each domain are specifically analyzed, and the strengths, weaknesses, and improvements in tutors' facilitation of critical thinking for online problem solving are evaluated.

• Journal of Korean Academy of Nursing
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• v.34 no.5
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• pp.712-721
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• 2004

Purpose: This investigation examined the effect of PBL on the meta-cognition, critical thinking, and problem solving process. Method: The research design was pre-posttest with a none qui valent control group design. Scenarios for PBL sessions were developed on the basis of textbooks and patients' charts and tested for content validity. Seventy six nursing students who took a 'Nursing Process' course from two nursing schools participated in the experimental group and control group. The experimental group performed PBL during the semester. Meta-cognition and problem solving processes were assessed by questionnaires which were developed using pedagogics. Critical thinking was measured by the CCTST(California Critical Thinking Skill Test) Form 2000. The data was analyzed by repeated measure (pretest-posttest) MANOVA, and correlation analysis. Result: PBL improved the participants' meta-cognition and problem solving process but not critical thinking. The relationship between meta-cognition and the problem solving process was supported but the relationship between critical thinking and problem solving was not supported. Conclusion: These results suggest that PBL has a positive effect on nursing students' educational outcomes. To improve the problem solving ability of nursing students, PBL should be applied to more subjects in the nursing curriculum.