• The Journal of Korean Association of Computer Education
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• v.17 no.3
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• pp.53-63
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• 2014

An important element to consider in information subjects is problem solving skills. It is problem solving skills that emphasize "practical usage of learning" in which knowledge of information subjects is integrated along with the cross curricular characteristics of the information subjects. What is usually considered paramount in a subject is knowledge, so the question is, should problem solving be considered more important in information subjects? This study discusses the foundation of subjects based on knowledge in information science, and the specifics of the 2014 amendment to the U.K. curriculum. And based on the core subjects of the U.K. curriculum, this study also offers educational implications as to how knowledge and problem solving skills should be discussed.

• Analyses & Alternatives
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• v.7 no.3
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• pp.145-179
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• 2023

This study empirically examines the relationship between the education and competence, age and competence, and the returns to skills in the labor market in different countries using PIAAC data. The main focus is notable characteristics of Korea compared to other PIAAC participant countries. Contrary to young students who have highest scores in international tests, Korean adults made mediocre performances in all three areas, numeracy, literacy, and problem solving. It turns out that the correlation between educational level and competence is weak in Korea compared to other countries, whereas the depreciation of competence from aging is strongest. In terms of labor market returns, literacy skills get highest returns while problem-solving skills get lowest in Korea. In contrast, the numeracy skills get highest returns, and the problem-solving skills have high returns than those of Korea in many other countries When we include three skills in the Mincer wage equation, the returns to problem solving skills have negative effect in Korea, which is rarely found in other countries. These results implies that problem-solving skills are not much appreciated in the Korean labor market and Korean adults have few opportunities of accumulating human capital after finishing formal education. Korean need to rethink the ways to accumulate human capital and enhance economic performances to overcome high deprecation in human capital after formal education and to make the labor market more efficient in a sense that adults' competence results in the due economic returns.

• The Journal of Korean Association of Computer Education
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• v.18 no.4
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• pp.1-9
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• 2015

Problem solving is essential skill for all students in the $21^{st}$ century. In particular, as the computing system ensures the effectiveness of problem solving in the various disciplines and real life, interest in learning algorithms to design a problem solving process is increasing. In order to improve problem solving skill, students should not only understand algorithm design skills but also apply appropriate skills to solve faced problem. In terms of these the puzzle can be considered a preferred learning tools to improve problem solving skill. Therefore, in this study we designed puzzled based algorithm learning and analyzed the impact of puzzle based algorithm learning on problem solving skills of leaners. As the results of research, we confirmed that the puzzled based algorithm learning took positive effect on enhancing problem solving skills of the learners.

• International Journal of Advanced Culture Technology
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• v.9 no.1
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• pp.168-176
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• 2021

This study developed and evaluated a learning model to improve collaborative problem-solving skills for nursing students taking physiology courses. This one-group pretest-posttest design used the jigsaw cooperative learning method on 30 nursing students from one local university. We analyzed the effect of a cooperative problem- solving learning model using SPSS 21.0 to compare changes in the students' collaborative self-efficacy, problem-solving abilities, and team-member exchange. As a result, the participants showed significant increases in collaborative self-efficacy, problem-solving ability, and team-member exchange after experiencing cooperative problem- solving learning model. Therefore, we will help nursing students improve their communication skills by enhancing their collaborative self-efficacy and help them solve problems effectively in conflict situations.

• Journal of Korean Academy of Nursing Administration
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• v.16 no.2
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• pp.190-197
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• 2010

Purpose: The purpose of this study was to investigate factors which influence freshmen nursing students' problem solving abilities. Method: The data were collected from 119 students by means of self-reported questionnaires measuring problem solving abilities, critical thinking disposition, and self-directed learning, on March 7th and 11th, 2010. Result: For problem solving ability categories, the level of problem discovery was the highest followed by solution plan, problem definition, solution evaluation and solution implementation. The influencing factors on problem solving abilities of nursing students were critical thinking disposition, self-directed learning and gender. Conclusion: Using the results of this study as a foundation, nursing education curriculum should be comprised of critical thinking skills and self-directed skills for the improvement of nursing students' problem solving abilities. It is also recommended that further studies be conducted in order to investigate comprehensive curriculum designs that allow for maximum accumulation of these proficiencies.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.286-294
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• 2007

This study investigated the relationship between elementary school students' creative problem solving skills in terms of science and cognitive strategies. Creative problem solving in science was measured by 4 variables; appropriateness, scientific ability, concreteness, and originality. Cognitive strategies were measured by 6 variables; surface(rehearsal), deep(elaboration and organization), and metacognitive strategies(planning, monitoring, and regulating). The KEDI Creative Problems Solving Test in Science(Cho et al., 1997) and the Motivated Strategies for Learning Questionnaire(Pintrich & DeGroot, 1990) were administered to 72 subjects. Data were analyzed by means of Pearson's correlation and multiple regression analysis. Our findings indicated a positive correlation between creative problem solving in science and cognitive strategies. The surface cognitive strategy (rehearsal) positively predicted the total score, the scientific ability's score, the concrete score, and the original score of creative problem solving in science. The deep cognitive strategy(organization) positively predicted the appropriate score and the metacognitive strategy(planning) positively predicted the original score of scientific creative problem solving skills.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.4
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• pp.2450-2464
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• 2015

This study is a professor of creative behavior and roles of teachers and teacher-student interactions between was conducted to analyze the impact on the problem solving skills of middle school students. Study, professor of creative actions and roles of teachers showed significant influence on middle school students in problem-solving skills, teacher-student was found that a significant effect on the interaction between. In addition, teacher-student interaction was found between the effects of a significant effect on middle school students problem-solving skills, creative roles of teachers and professors behavior was confirmed that a significant mediating effect among middle school students in problem-solving skills. The results of this study performed a professor of creative behavior and the role of teachers and teacher-student liver and suggest to improve the interaction education and training programs are needed, that can help in problem-solving skills and theoretical training of junior high school as a practical implication offers a number of implications for school education.

• Korean Journal of Human Ecology
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• v.10 no.2
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• pp.215-224
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• 2001

Creativity is a trait necessarily demanded in highly industrial and information oriented society. Accordingly, we should develop creativity through school education. The purpose of this study is to inquire a conceptual model and teaching method for developing creative problem solving skills in home economics education which can work at a platform for the curriculum developer. Although many definitions of creativity consider cognitive aspect more, personal or affective aspect is heavily involved with creativity. Therefore, creativity is a dynamic system which cooperates many contrasting and dialectic components in personal and cognitive aspects. The function of creativity is dependent on diverse environmental system. Environments influence on the extent of the development of creativity. Thus, the person-situation interaction model devised by Woodman and Schoenfeldt, integration of cognitive, affective, and situational aspects, is suggested as a conceptual model for teaching creativity in home economics education. The practical reasoning teaching model is suggested as a teaching method for developing creative problem solving skills in home economics education. The components of creative problem solving which involved with practical reasoning process are general knowledge and skills, specific knowledge and skills, divergent thinking skills, motivation and motives, and critical thinking skills.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.532-547
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• 2007

The purposes of this study were to investigate the creative science problem solving (CSPS) process amongst scientifically-gifted students and average students through the qualitative think-aloud research method, and to compare the differences in their CSP, scientific knowledge, scientific process skills, creative thinking, and finally, the affective domain used in their CSPS. For the purposes of this study, two scientifically-gifted 6th grade students and one average student were selected. The results show that one gifted student with good creative thinking skills exhibited better performance in CSPS than the other gifted student, who had the highest level of scientific knowledge. In the case of the average student, in spite of her high level of factual knowledge, she had difficulty in proceeding in CSPS due to her shallow scientific knowledge along with her low level of understanding of the given problem. This study highlights the importance of considering the factors which influence successful CSPS and which can play an important role in the education of scientifically-gifted children. These factors were identified as scientific knowledge, understanding of the scientific process, creative thinking, the affective domain, and science problem solving skills.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.25-30
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• 2021

With the introduction of AI education in the 2022 Revised Curriculum emphasizing the need for data related education, it is necessary to improve students' data based problem solving skills. This study seeks to study SW education methods to improve students' data based problem solving skills in accordance with these needs. Based on the ADDIE model, the demand analysis survey was conducted on teachers to analyze their needs. Based on the results of the demand analysis, we designed education programs under the theme of data based problem solving skills using microbit. In this study, we raise the importance of data based problem solving and the need for its capabilities. Subsequent studies need to reveal how data based problem solving SW education will demonstrate significant effects on problem solving skills.