• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.13 no.3
• /
• pp.1122-1128
• /
• 2012

This study was aimed at identifying the factors of creative ability influencing problem-solving skills for University students majoring in nursing science. A descriptive study was conducted with a sample of 248 students enrolled in a 4-year undergraduate academic program for nursing in one University located in an urban area of Korea. This study used: (a) 25 items of Process Behavior Survey, and (b) 35 items of the Integrative Creativity Scale. The data were collected from Nov. 8th toward Nov. 26th, 2010; the research was conducted through voluntary participation after an explanation about the research. The data were also analyzed with SPSS 18.0 program, using Pearson correlation and stepwise multiple regression methods. Mean score of the level of problem-solving process was 3.62(${\pm}.448$). Problem-solving process was significantly related to creative ability(p<.01). Problem-solving process was significantly influenced by flexibility and elaboration in account for 42.4%. These results imply that in order to foster problem-solving ability, nursing professors need to develop nursing students' creative ability and its factors.

• Journal of Korean Elementary Science Education
• /
• v.27 no.3
• /
• pp.233-243
• /
• 2008

The purpose of this study is to examine the effect of higher grades in elementary the science process skill and scientific attitudes by creative problem solving. To verify research problem, the subject of this study were sixth-grade students selected from two classes of an elementary school located in Ulsan : the experimental group is composed of thirty-two students who were participated in Treffinger's CPS teaching model situation, and the other is composed of thirty-two students(control group) who were participated in teacher map based learning situation. During six weeks, the CPS teaming-based instruction was executed In th experimental group while the teacher map based instruction in controled group. Post-test showed following results: first, the experimental group showed a significant improvement in the science process skill compared th the control group. Second, the experimental group did not showed a significant improvement in the science process skill compared th the control group. In conclusion, Treffinger's CPS teaching model was more effective than the teacher map based teaching model on science process skill. However, since the study has a limit on an object of the study and the applied curriculum, the additional studies need to be conducted with an extended comparative group and curriculum.

• Journal of Korean Elementary Science Education
• /
• v.40 no.4
• /
• pp.433-442
• /
• 2021

The purpose of this study is to develop an artificial-intelligence STEAM program for real-time interactive online class for elementary science and to analyze its effect on science academic achievement and creative problem-solving ability. The applied unit was 'Life of plant', a 4th grade science subject with high difficulty in teaching and learning mainly by memorization. The theme of the program is 'Creating a doctor of plant artificial intelligence chatbot'. The results of this study were as follows: The program developed in this study had a positive effect on elementary school students' science academic achievement and creative problem-solving ability. Therefore, the artificial intelligence STEAM program for elementary science interactive online class is effective in improving students' scientific academic achievement and creative problem-solving ability, and further research on artificial intelligence STEAM education theory, method, and practice is required.

• Journal of The Korean Association For Science Education
• /
• v.18 no.2
• /
• pp.149-160
• /
• 1998

The purpose of this study was to analyze the 6th national secondary science curriculum and classroom practices to collect the basic data for developing secondary science program focusing on creative problem-solving ability. The creative problem-solving ability was conceptualized as an active process of producing new solutions to problems and consisted of five components: general knowledge, domain-specific knowledge, motivation, divergent thinking and critical thinking. The research questions were generated as follows: (1) Whether creative problem-solving elements-domain specific knowledge(declarative knowledge and inquiry methods) were included or not in the 6th secondary science curriculum, textbooks and teacher's guide? If so, how are they represented? (2) Whether the teachers tried to enhance divergent and critical thinking of their students. Through content analyses, observations and interviews, these research questions were answered as follows: (1) Inquiry methods, which are important to develop creative problem-solving abilities in science, were underestimated in comparison with declarative knowledge. In other words. inquiry methods were regarded only as tools to understand the scientific concepts and principles. (2) It was hard to find the situations which teachers provided opportunities for divergent and critical thinking to their students. Based on these results, the followings were recommended: (1) Inquiry methods should be regarded as a goal not as a tool and be used to acquire inquiry methods themselves. (2) Teachers should not stick to the prescribed inquiry methods prescribed in the textbook, but to give opportunities for thinking various kinds of inquiry methods to improve divergent and critical thinking.

• Journal of Korean Elementary Science Education
• /
• v.22 no.2
• /
• pp.163-172
• /
• 2003

The purpose of this study was to develop the analytic framework of Creative Problem Solving(CPS) for elementary school science textbook. For this purpose, we developed the framework based on the theories of problem, definition of problem solving and various kinds of CPS model. The six elements of the framework for content analysis were extracted through theoretical examination: problem introduction, problem statement, solution thinking, formulating hypothesis, testing hypothesis, and assessment. The developed framework was applied to the extbooks for the 5th and the 6th grades 1st semester in elementary science textbook of the 7th national curriculum. The results of this study were as follows: 1. The scores of the framework for content analysis in the 5th grade were slightly higher than those of the 6th grade, but there were no significant difference. 2. The comparison of the scores between the elements of the framework was found that the scores on the elements of testing hypothesis and formulating hypothesis were higher than those of the other elements. 3. The comparison of the scores between the units was found that the scores of the framework for the 9th unit (“trip of water”) of the 5th grade were higher than those of the other units, which were presented lower level than 1.0 (50.0%) score of the framework. 4. The comparison of the scores between the intensive course and the regular coures in the 6th grade textbook was showed that the scores on the intensive course were higher than the basic course. In conclusions, it was found that the problem introduction and problem statement in the textbook should be amended, and that various information and activities should be presented in the textbook.

• Journal of the Korea Safety Management & Science
• /
• v.6 no.3
• /
• pp.287-302
• /
• 2004

Most of people who are engaged in research and development find it difficult to solve the engineering problems creatively due to the lack of ideas. There are two famous methods for inventive problem solving' 'Brainstorming' and 'TRIZ'. Brainstorming is the most popular tool until now to find a creative solution and TRIZ is not so popular yet but leads us to a very useful and clear solution. These two methods whose goals are the same usually take quite different routes to the final solution; Those routes have their own unique advantages and disadvantages. In this paper, a creative problem solving method optimized by correlating Brainstorming and TRIZ is proposed. And this method demonstrates how rough initial ideas can be quickly refined and how a problem can be solved correctly.

• Proceedings of the Safety Management and Science Conference
• /
• 2004.05a
• /
• pp.329-340
• /
• 2004

Most of people who are engaged in research and development find it difficult to solve the engineering problems creatively due to the lack of ideas. There are two famous methods for inventive problem solving: '"Brainstorming" and "TRIZ" Brainstorming is the most popular tool until now to find a creative solution and TRIZ is not so popular yet but leads us to a very useful and clear solution. These two methods whose goals are the same usually take quite different routes to the final solution; Those routes have their own unique advantages and disadvantages. In this paper, a creative problem solving method optimized by correlating Brainstorming and TRIZ is proposed. And this method demonstrates how rough initial ideas can be quickly refined and how a problem can be solved correctly.can be solved correctly.

• Journal of Korean Elementary Science Education
• /
• v.39 no.2
• /
• pp.296-305
• /
• 2020

The purpose of this study was to analyse the effects of the SW-STEAM program by utilizing software supporting the creation of VR for elementary science class. Two classes of 5th grade were selected, and were engaged in different teaching and learning methods during 12 class hours. The experimental group which is consisted of 20 students participated in the SW-STEAM program by utilizing software supporting the creation of VR, the comparative group which comprised 19 students was thaught by using a traditional instruction. Teaching unit was 'the solar system and stars' in 5th grade science text book. The results of this study were as follows. The SW-STEAM program by utilizing software the creation of VR had a positive effect on elementary school students' creative problem solving ability, scientific interest, science achievement. Therefore, the SW-STEAM program by utilizing software supporting the creation of VR could be meaningful works to encourage students' creative problem solving ability, scientific interest, science achievement, and this study will help elementary teachers teach 'the solar system and stars' in 5th grade science text book more interesting.

• Journal of Science Education
• /
• v.43 no.3
• /
• pp.329-341
• /
• 2019

The purpose of this study is to investigate the effects of instructional strategies using the process of procedural thinking in elementary science classes on students' computational thinking and creative problem solving ability. For this purpose, instructional strategies using the process of procedural thinking for science class were developed and applied. The objects of this study were 6th graders from an experimental class (29 students) and a comparative class (29 students) at S elementary school in Gimpo City. The results of the study are as follows: First, as a result of examining the difference in the computational thinking ability between experimental group and comparative group, the experimental group scored higher than the comparative group, but there was no statistically significant difference. Second, the creative problem solving ability of the experimental group after applying this program was higher, and statistically significant differences were observed (p < .05).

• Journal of The Korean Association of Information Education
• /
• v.22 no.4
• /
• pp.491-500
• /
• 2018

In the era of the Fourth Industrial Revolution, talents should not be subordinated to a particular discipline, but must be able to converge a variety of disciplines. It is important to have a fused thinking because elementary school students are likely to make various changes. Therefore, when selecting elementary gifted students, they are selecting students for fusion gifted students. This study examines the effects of creative problem solving ability, document evaluation, and interview factors on student selection when selecting students for gifted students. The results show that creative problem solving ability has the most influence on selection. In the case of the fifth graders, the creative problem solving ability and the document evaluation influence the selection. In fourth graders, the creative problem solving ability and interview affect the selection. In the case of female students, it was found that creative problem solving ability and document evaluation influenced selection. In addition, there was a gender difference in the evaluation of documents in the gender difference analysis. There is no significant difference between the three groups in the grade-by-grade difference analysis.