• The Journal of Korean Association of Computer Education
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• v.14 no.6
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• pp.19-30
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• 2011

This study analyzed characteristics of computer education from the perspective of $21^{st}$ Century Skills and Computational thinking. $21^{st}$ Century Skills are essential skills for success in today's world. They include critical thinking, problem solving, communication and collaboration. Computational thinking is a necessary ability in the age of convergence and a core concept of computer science education. This study first examined characteristics of $21^{st}$ Century Skills and Computational thinking. Then, it analyzed the relationship between these two skills and 'Informatics' curriculum. 'Informatics' is an elective course in K-12. The results of this study emphasized the importance and the necessity of computer education in the K-12 level.

• Journal of information and communication convergence engineering
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• v.7 no.4
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• pp.570-575
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• 2009

This paper describes an implementation of project-based learning in routing design course. The total students who enrolled in the class were 48 and were divided into groups of 3~4 students. At the beginning of the course, a survey was conducted to check the student's level of back ground knowledge acquired from the prerequisite courses. At the end of the curse, we also conducted a survey to evaluate the effect of project-based learning. According to the end of course survey, the course was helpful to identify the problems to solve by themselves, to develop the problem solving ability, and to understand the global picture of the subject by integrating knowledge of each chapter into a project. The survey also shows that students recognized the importance of the teamwork skill throughout the project activity.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.867-876
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• 2016

In accordance with the changing of society, remarkable increase in knowledge and information, the competencies to choose and use proper information in various domains are considered as an important skill. As one of the methods in developing these competencies, it is emphasized that a problem-based learning can make student understand and use knowledge by solving the contextualized problem. However, it is skeptical of learner's development of competencies to use knowledge by solving well-defined given problem. Therefore it is required that students be allowed to develop the competency to find problem through experiences to determine and evaluate the purpose of the problem and method. The purpose of this study is to understand how undergraduate students use science or technology in finding a problem. In this line, this study articulated four cases conducted by participants who engaged in convergence teaching-learning program. And this study investigated the participants' process of problem-finding, method and reason to apply science or technology. The results were drawn by analyzing interviews and written data, including their proposal, a poster, and final reports. Participants changed the form of problem from initial ill-structured one into a concrete one, where the participant could derive a detailed solution. Science or technology applied as the detailed example to convert problem into a concrete form, or as the analyzing tool or theoretical background of problem to make a link with other domain. Their reason of applying science or technology could be summarized in 'personal interest based on prior experience' and 'alternatives to resolve a dissatisfaction.' Based on the result, this study suggests holistic approach that is included in both intuitive thinking and logical thinking and metacognitive regulation to stimulate problem-finding in problem-based learning program.

• The Journal of the Convergence on Culture Technology
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• v.6 no.2
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• pp.397-407
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• 2020

This study was conducted to investigate the effects that simulation-based hands-on training, the core competence of nursing students, have on the students' nunchi problem solving ability, and resilience. The results showed that taking notice, a subordinate variable of nunchi significantly increased and problem-solving ability and its subordinate variables, problem recognition, information gathering, analytical skill, diffuse thinking, decision making, planning, execution and risk taking, evaluation, and feedback significantly increased. Also, resilience and its subordinate variables, control, positivity, and social skills significantly increased. Since these results imply that simulation-based hands-on training can strengthen the core competencies of nursing students, a foundation should be provided for the development of on-site hands-on training modules.

• Journal of the Korea Convergence Society
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• v.8 no.10
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• pp.323-332
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• 2017

This study is convergence study of path model for the relationship among self esteem(SE), critical thinking disposition(CTD), problem solving skills(PSS) and motivation toward learning(MTL). The survey was performed on 207 nursing students in one college. Data was collected using a structured questionnaires and analysed with PASW 18.0 and AMOS 18.0. Model fit indices were in good agreement with recommended level(${\chi}^2/df=2.128$, GFI=.995, AGFI=.949, RMSEA=.074, CFI=.993, NFI=.988). Based on the path model, SE(${\beta}=.205$), PSS(${\beta}=.420$) showed a direct effect on MTL while CTD(${\beta}=.182$) showed a indirect effect on MTL. The SE showed a direct effect on CTD(${\beta}=.398$) and CTD(${\beta}=.433$) showed a direct effect on PSS. The findings indicate the necessity of developing educational programs to enhance nursing student's SE for increasing of MTL.

• Convergence Security Journal
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• v.19 no.2
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• pp.105-111
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• 2019

Since the problem-based learning (PBL) shows the effectiveness of self-directed learning ability and internalization of learning motivation in the process of solving real problems, studies on PBL and application cases are actively pursued in the university education. This study analyzed the effects of PBL on the academic achievement and computational thinking in a non-SW major students' programming course. The programing course was divided into the PBL class and non-PBL class, and at the end of the classes, the scores of the exams and the results of questionnaires about the educational effectiveness and computational thinking were analyzed. As a result, the students in the PBL class, compared to those in the non-PBL class, showed significantly higher scores in the areas of the algorithm implementing skill, self-directed learning, problem solving ability, and continuous learning motivation.

• Smart Media Journal
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• v.8 no.1
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• pp.67-73
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• 2019

This study investigates Active Learning and Facilitation Convergence Education Program which can improve core competency to cope with vocational education in the fourth industrial revolution era. I applied the integrated advantages of Active Learning which enhances 'problem solving skill' and those of Facilitation for creative thinking idea to application design process coursework and verified the effectiveness of such education method through student satisfaction survey. I also designed application contents for the students who are familiar with the mobile environments and UI contents for data visualization which can help those students to improve their skills in software. Every coursework was conducted as a team project. As a result, Active Learning and Facilitation Convergence Education Program is found to be helpful in improving the basic skills and competencies required in college education. I hope this work helps to reduce the educational gap between industry and professional colleges.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.441-452
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• 2022

Training using metacognition in a learning environment is one of the topics that have been continuously studied since the 1990s. Metacognition can be broadly divided into declarative metacognitive knowledge and procedural metacognitive knowledge (metacognitive skills). Accordingly, metacognitive training has also been studied focusing on one of the two metacognitive knowledge. The purpose of this study was to examine the role of metacognitive skills training in the context of mathematical problem solving. Specifically, the learner performed the prediction of problem difficulty, estimation of problem solving time, and prediction of accuracy in the context of a test in which problems of various difficulty levels were mixed within a set, and this was repeated 5 times over a total of 5 weeks. As a result of the analysis, we found that there was a significant difference in all three predictive indicators after training than before training, and we revealed that training can help learners in problem-solving strategies. In addition, we analyzed whether there was a difference between the experiment group and control group in the degree of test anxiety and math achievement. As a result, we found that learners in the experiment group showed less emotional and relationship anxiety at 5 weeks. This effect through metacognitive skill training is expected to help learners improve learning strategies needed for test situations.

• Convergence Security Journal
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• v.16 no.5
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• pp.17-22
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• 2016

This study examined the current state of ICT utilization in physical education and presented the available physical education ICT contents configuration model. Using ICT in physical education is expected to be an alternative of overcome the bad physical education facilities and environment, also highly utilized as a valuable material that can provide specific feedback in learning motor skill. The types of ICT use in physical education classes are being utilized divided by web-use learning and application program-use learning. In composing physical education ICT contents, the server presents a problem to be solved by each student and encourage cooperative learning. If one team determines the solving idea about learning problem through team discussion, they solve the problem by repeating the process of giving teacher and other team's feedback on determining opinion. On the other hand, the class begins after learning the principle of specific movement utilizing the VTR or computer S/W in the practical training lesson of physical education. If the good hardware and software environment combine with the transformation of the recognition on physical education which has been away from the ICT, it will be able expected a broad using of ICT in physical education.

• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.2
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• pp.53-59
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• 2012

This article reviews the current issues of engineering education: engineering creativity, R&D 3.0 and Education 3.0 and comfirms need of refining quality of engineering education through learner-centered hybrid project learning. this article suggests the Global engineering project(GEP) program as an ideal hybrid project learning model that develop student's creativity and convergence capability. GEP program is learnner-centered interdisciplinary program that whole processes are managed by interdisciplinary students team aiming to global engineers who are globally competent and locally relevant so that they can function effectively in any country by local activity in developing country. The program consist of four main parts: 1)pre activity, 2)local activity from abroad, 3)design and producing prototype and 4)participating in the design contest or academic conference with the products. As a result, students' global competence, teamwork skill and capability of creative problem solving are remarkably improved.