• Journal of Engineering Education Research
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• v.25 no.6
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• pp.103-113
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• 2022

The purpose of this study is to correlation analysis between technological problem-solving traits and engineering design competency. To this end, correlation analysis and regression analysis between technological problem-solving traits and engineering design competency were used to analyze the relationship between each other. To collect data on individual characteristics, technological problem-solving traits, and engineering design competency, a survey was conducted with university students. As a result of the analysis, there was no difference in engineering design competency by gender, but there was a difference in technological problem-solving traits. There was no difference in technological problem-solving traits by major, but there was a difference in engineering design competency. As a result of correlation analysis, the correlation was found. In the case of regression analysis, a statistically significant result was found in the problem-solving trait domain, and the regression analysis model was found to be suitable. The results of the analysis of differences in engineering design competency according to technological problem-solving traits showed that the effective problem solvers were significantly higher.

• The Korean Journal of Emergency Medical Services
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• v.13 no.1
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• pp.49-60
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• 2009

The purpose of this study was to investigate the creativity and problem-solving of EMT students in Gwangju Metropolitan City. Data was collected by self-reported questionnaire from 106 EMT students from December 1, to December 20, 2008, Data collected were analyzed by technical statistics and correlation analysis using $SPSS/PC^+$ 12.0 program, The results were as follows : 1. The subjects were 49 males (46%) and 57 females (54%). 2. According to gender characteristics and creativity of the subjects, there were not significant differences(t = 1.02, p = .312). To gender characteristics and problem-solving of the subjects, male were higher grade more than female and there were significant differences(t = 2.04, p = .044). 3. According to age characteristics and creativity of the subjects, there were not significant differences(F = 8.73, p = .421). To age characteristics and problem-solving of the subjects, there were not significant differences(F = 2.314, p = .104). 4. There was positive correlation between creativity and problem-solving(r = .489, p = .000). Therefore, these findings showed that more studies needed about creativity and problem-solving on EMT students and creative problem-solving programs be started for these EMT students in order to development their creativity and problem-solving.

• Research in Mathematical Education
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• v.5 no.1
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• pp.59-75
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• 2001

This paper reports an investigation of problem solving activities of students at university level students. The study focused on the cognitive-metacognitive and affective activities appeared in problem solving process. The cognitive-metacognitive framework was used to analyzed and categorize the written response and free response of interviews probing the students\\` cognitive-metacognitive activities. Affective factors were assessed by administering the problem solving survey (Carlson, The emergence of students\\` problem solving behavior, 1999). This study provide an insight for the design of problem solving instruction by identifying cognitive, metacognitive and affective characteristics of the students\\` problem solving behaviors. The results report that the metacognitive factor were significantly related to problem solving performance interacting with both cognitive and affective factors.

• Korean Journal of Childcare and Education
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• v.15 no.1
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• pp.37-55
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• 2019

Objective: This study investigated whether executive function has a significant relationship to concrete, picture, and language clue tasks of the arithmetic story problem-solving ability, and its effects. Methods: The participants in the study were 112 young children at childcare centers. The following methods were used to evaluate executive function: Day-Night/Flag-Raising tasks, DCCS tasks, and digit span-reverse digit span methods. To measure the arithmetic story problem-solving ability concrete, picture, and language clue tasks were evaluated. Results: First, the higher the child's age, the higher their executive function and arithmetic story problem-solving abilities were. Second, there is a significant positive correlation between a young child's executive function and arithmetic story problem-solving ability. Third, when the task presentation method varied for concrete, picture, and language clue tasks, the effect of the subordinate factor of the execution function of the arithmetic story problem-solving ability also varied. Conclusion/Implications: Analysis confirmed the relationship between young children's executive function and arithmetic story problem-solving ability. The results are meaningful in showing that the sub-factors of the executive function have different influences on concrete, picture, and language clue tasks of the arithmetic story problem-solving ability.

• The Mathematical Education
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• v.51 no.3
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• pp.265-280
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• 2012

This study aims to provide implications from mathematics education perspective by designing a process of 'validity review on the problem solving process', and then, by analyzing the results. In the result of analysis on the features of children's thinking in accordance with 4 stages of problem solving, children's thinking was equally observed in every stage rather than intensively observed in one stage, and reflective thinking related to important elements from each stage of problem solving process was observed. In the result of analysis of changes in description for problem solving process, there was a difference in the aspects of changes by children's knowledge level in mathematics, however, the activity of validity review on problem solving process in overall induced positive changes in children's description, especially the changes in problem solving process of children. Through the result of this study, we could see that the validity review on problem solving process promotes children's reflective thinking and enables meta-cognition thus has a positive influence on children's description of problem solving process.

• Research in Community and Public Health Nursing
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• v.28 no.3
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• pp.313-323
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• 2017

Purpose: The purpose of this study is to investigate factors affecting social problem-solving ability of alcohol-dependent patients with a focus on gender differences. Methods: Participants were 250 alcohol-dependent people(men 140, women 110) who were living in B, G and Y cities. Data were collected from January 10 to March 31, 2017 using self-report questionnaires. Abstinence self-efficacy, alcohol insight, unconditional self-acceptance, and social problem-solving ability were investigated. For data analysis, t-test, one-way ANOVA, Pearson correlation coefficients and multiple regression were employed. Results: Factors influencing social problem-solving ability for men were unconditional self-acceptance and age. The explanatory power was 28%. Factors influencing social problem-solving ability for women were unconditional self-acceptance, stress, religiousness, age, occupation and abstinence self-efficacy and the explanatory power was 72%. Unconditional self-acceptance and age were significant variables of social problem-solving ability in both men and women. Stress, occupation, religiousness and abstinence self-efficacy were significantly associated with social problem-solving ability in women but not in men. Conclusion: The results suggest that it is necessary to consider gender characteristics in order to develop effective management programs for social problem-solving ability in alcohol-dependent people.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.18 no.1
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• pp.71-78
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• 2011

Purpose: The purpose of this study was to investigate the critical thinking disposition, problem solving ability, and clinical competence of nursing students in a 4-year baccalaureate university program. Methods: In this study, a descriptive survey design was used with convenience sample of 228 nursing students at a University in Chungbuk Province. Data were analyzed using descriptive statistics, independent t-test, ANOVA, Pearson correlation coefficient, and multiple stepwise regression. Results: The mean scores for critical thinking disposition, problem solving ability, and clinical competence were at the intermediate level. Significant positive correlations among critical thinking disposition, problem solving ability, and clinical competence were found. The regression model explained 46.8% of clinical competence. Problem solving confidence was the most significant predictor of clinical competence, other variables were intellectual fairness, intellectual eagerness/curiosity, and prudence. Conclusion: The study findings suggest that nursing students with higher levels of critical thinking disposition and problem solving ability will have a higher level of clinical competence. Furthermore, problem solving confidence might be the most important predictor in clinical competence. Therefore, it is necessary to introduce the new teaching strategies in nursing education, strategies that will improve critical thinking disposition, problem solving ability, and clinical competence.

• East Asian mathematical journal
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• v.26 no.4
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• pp.553-579
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• 2010

Geometric education emphasize reasoning ability and spatial sense through development of logical thinking and intuitions in space. Researches about space understanding go along with investigations of space perception ability which is composed of space relationship, space visualization, space direction etc. Especially space visualization is one of the factors which try conclusion with geometric problem solving. But studies about space visualization are limited to middle school geometric education, studies in elementary level haven't been done until now. Namely, discussions about elementary students' space visualization process and ability in plane or space figures is deficient in relation to geometric problem solving. This paper examines these aspects, especially in relation to plane and space problem solving in elementary levels. Firstly we propose the analysis frame to investigate a visualization process for plane problem solving and a visualization ability for space problem solving. Nextly we select 13 elementary students, and observe closely how a visualization process is progress and how a visualization ability is played role in geometric problem solving. Together with these analyses, we propose concrete examples of visualization ability which make a road to geometric problem solving. Through these analysis, this paper aims at deriving various discussions about visualization in geometric problem solving of the elementary mathematics.

• Korean Journal of Human Ecology
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• v.19 no.2
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• pp.257-270
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• 2010

This study investigated preschoolers' happiness, behavior problems, and interpersonal problem solving strategies according to their sex and age, and the relationships among them. The subjects were 185 preschoolers (97 boys and 88 girls; 83 four-year-olds and 102 five-year-olds). Results showed that boys were higher in behavior problems (aggression) and forceful problem solving strategies than girls, while girls were higher in happiness (characteristics of self) than boys. Also, 4-year-old children were higher in forceful problem solving strategies than 5-year-olds. Children's happiness was negatively related to their internalizing and externalizing behavior problems. Behavior problems and interpersonal problem solving strategies of children were influenced by their happiness. These findings provide preliminary evidence that children's happiness may predict their behavior problems and interpersonal problem solving strategies.

• Korean Journal of Child Studies
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• v.18 no.2
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• pp.267-282
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• 1997

The purpose of this study was to examine (1) problem solving processes, and (2) the relationship between problem solving abilities and emotional stability in preschool children. Sixty children, 4, 5, and 6 years of age were selected as subjects from 2 kindergartens. Their problem solving abilities were assessed with the Sink and Float activity and their emotional stability was measured with the House-Tree-Person test. General abilities for problem solving developed with increase in children's age. That is, age differences were found in all 3 problem solving processes of generating, testing, and applying hypotheses. No differences between sexes or kindergarten program were found. Children's emotional stability was significantly related to problem solving ability. While the relationship between emotional stability and processes of generating and applying hypotheses was not significant, emotionally stable children performed better in free play.