• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.309-317
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• 2007

The purpose of the study is to investigate the effects of problem solving models and middle school students' recognition inproblem solving activities and to get implications of problem solving activities in science education. We took the position of problem solving as consisting of four sequential stages: search of problems, performance of the plan, presentation of results, and evaluation of the presentation. Taking into account thechosen activity factors for each stage of problem solving, we developed detailed activity tools that are supposed to guide the stage. Recognition of problem solving activities in 7th grade middle school students were positive. Students felt that problem solvingactivities made them engage more and interested in science classes, and that they were helpful in solving problems in everyday life. Even though they found real problems in everyday life, they preferred problem solving activities to deal with real problems rather than simple minded ones.

• Journal of Technology Innovation
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• v.6 no.2
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• pp.122-158
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• 1998

This study empirically examined different patterns of collaborative R&D project with their key success factors(KSFs), using data from 82 projects in the Korean electronic parts industry. The patterns of R&D collaboration were categorized into 4 types by two criteria development motive(technology Push/market pull) and Project initiator (focal firm/partner). The bivariate relationships revealed that project characteristics (technological complexity, market uncertainty), management characteristics (participation in project formulation), problem solving characteristics(problem solving performance of the focal firm, users active role in problem solving, active role of university or research institute in problem solving) and success rates appear to be different among four types of collaboration. Each type of collaborative R&D projects also had different KSFs. The KSFs of type 1 (technology Push and focal firm initiation), for instance, include the strategic importance of the project, focal firms share of cost, active role of university or research institute in problem solving, while those of type 4(market pull and customer initiation) cover reliability of partner relationship, a time at partners involvement, information sharing. The findings suggest that the different contingencies brought different patterns and KSFs of collaborative R&D project, since different information, resources, and partners roles were needed to successfully implement the projects according to development motive and project initiator Finally, managerial, policy, and theoretical implications for the collaborative R&D activities in the Korean electronics parts industry were discussed, based on empirical results of this study.

• Journal of Families and Better Life
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• v.24 no.1 s.79
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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.

• Journal of Korean Clinical Nursing Research
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• v.18 no.3
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• pp.402-412
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• 2012

Purpose: The purpose of this study was to explore influencing factors of dysfunctional beliefs and emotion regulation strategy for nurses' problem solving ability. Methods: This study was a cross-sectional design with a sample of 745 nurses from 1 university hospital located in Gyeonggido. The scales were Dysfunctional Beliefs Test (70 items), Emotion Regulation Strategy Questionnaire (25 items) and Social Problem Solving Inventory (52 items). The data were analyzed using SPSS 17.0 employing ANOVA, pearson correlation coefficients and multiple regression analysis. Results: The mean score for problem solving ability was 11.26 points. Influencing factors for nurses' problem solving ability were identified as 'active regulation style' in emotion regulation strategy and 'negative concept of social self' in dysfunctional beliefs. Conclusion: It is plausible to assume that dysfunctional beliefs which are vulnerability factors in cognitive variables and emotion regulation strategy affect nurses' problem solving ability.

• Journal of Engineering Education Research
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• v.19 no.6
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• pp.3-9
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• 2016

Amonng many creative problem-solving methodologies, the TRIZ with practicality and applicability has been utilized a lot in practice and education. This research introduced the TRIZ course for engineering problem-solving training to engineering college students. Then, a survey about students' ability to solve engineering problems after the TRIZ course were analyzed statistically. Finally, problem-solving cases of industry in each team project were examined. It is proved that an understanding of the TRIZ should be confirmed on that can be applied and utilized and can be linked to well performing team projects. Therefore, it is determined that more active efforts are required for the development of TRIZ learing methods to improve the education system to help students improve comprehension for students in creative problem-solving skills.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.39-50
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• 2022

The Purpose of this study was to confirm the effects of Active learning application on thecritical thinking disposition, problem-solving ability, and self-leadership of nursing students in the online health assessment practice course in the COVID-19 pandemic situation. Data collection was conducted from September 1st to December 17th, 2021 for 78 nursing students in the Department of Nursing at University D, and the collected data was analyzed using the SPSS/WIN 20 program. As a result of this study, the critical thinking disposition (t=-2.11 p=.038) and self-leadership (t=-2.07 p=.042) were statistically significantly increased after active learning was applied to the online nursing health assessment practice class. SOAP, Outcome-Present-Test(OPT) worksheet, clinical reasoning webs, mind map writing are confirm to improve critical thinking disposition, problem solving ability, self-leadership of nursing student, so research to confirm the effect in face to face classed should be conducted.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.653-674
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• 2023

The development of mathematical problem solving ability and the making(transforming) mathematical problems are consistently emphasized in the mathematics curriculum. However, research on the problem making methods or the analysis of the characteristics of problem making methods itself is not yet active in mathematics education in Korea. In this study, we concretize the method of deductive problem making(DPM) in a different direction from the what-if-not method proposed by Brown & Walter, and present the characteristics and phases of this method. Since in DPM the components of the problem solving process of the initial problem are changed and problems are made by going backwards from the phases of problem solving procedure, so the problem solving process precedes the formulating problem. The DPM is related to the verifying and expanding the results of problem solving in the reflection phase of problem solving. And when a teacher wants to transform or expand an initial problem for practice problems or tests, etc., DPM can be used.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.87-99
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• 2012

The purpose of this study is to investigate the relation among adolescents' school consumer education, cell phone consumption behavior and satisfaction with cell phone consumption life. Finally, this study aims to find right ways for leading to adolescents' reasonable consumption life and improving the school consumer education. A survey was conducted to the second grade students 430 of middle school residing in Seoul and the Capital area. As the result of examining the relation among school consumer education, consumption behavior, and consumption life satisfaction, the learning of 'information analysis and decision making process' has a positive effect on 'reasonable purchase and active problem-solving' behavior, and the learning of 'consumption culture' on 'active problem-solving and ethic use' behavior, the learning of 'problem-solving and rights and responsibilities' on 'ethic use' behavior. In addition, it shows that 'ethic usage behavior' in consumption behavior has a positive influence on 'relation satisfaction', and 'reasonable purchase' behavior and 'active problem-solving' behavior on 'practical usage satisfaction'.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.315-335
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• 2010

The goal of this research was to study the effects of the Mathematical Problem Generating Program on problem solving ability and learning attitude. The experiment was carried out between two classes. One class was applied with the experimental program (treatment group), and the other continued with normal teaching and learning methods (comparative group). In this study, two 5th grade elementary classes participated in Seoul city. In this study, the students were tested their problem solving abilities by the IPSP test and learning attitude by the Korean Education Development Institute (KEDI) before and after use of the program. The collected results were t-tested to find any meaningful changes. The results showed the followings. First, use of the mathematical generating program showed meaningful progressive results in problem solving ability. Second, the students that used the program showed positive results in learning attitude. In conclusion, learning mathematics using the problem generating method helps students deeper understand and solve complex problems. In addition, problem solving abilities can be improved and the attitude towards mathematics can be changed while students are using an active and positive approach in problem solving processes.

• The Mathematical Education
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• v.57 no.3
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• pp.271-287
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• 2018

This is a case study that defined collaborative utterances and analyzed how they appear in the problem-solving process when 5th-grade students solved problems in groups. As a result, collaborative utterances consist of an interchange type and a deliver type and the interchange type is comprised of two process: the verification process and the modification process. Also, in groups where interchange type collaborative utterances were generated actively and students could reach an agreement easily, students applied the teacher's help to their problem-solving process right after it was provided and could solve problems even though they had some mathematics errors. In interchange-type collaborative utterances, each student's participation varies with their individual achievement. In deliver-type collaborative utterances, students who solved problems by themselves participated dominantly. The conclusions of this paper are as follows. First, interchange-type collaborative utterances fostered students' active participation and accelerated students' arguments. Second, interchange-type collaborative utterances positively influenced the problem-solving process and it is necessary to provide problems that consider students' achievement in each group. Third, groups should be comprised of students whose individual achievements are similar because students' participation in collaborative utterances varies with their achievement.