• Title/Summary/Keyword: problem-solving

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Analysis of Engineering Problem-Solving Ability by the TRIZ Learning (트리즈 학습에 따른 공학적 문제해결능력 분석)

  • Lee, Jae-Kyoung
    • 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.

Effects on Creativity of Child's Temperament, Depression, Self-Esteem, Self-Efficacy, and Problem-Solving Style : A Path Model (아동의 창의성에 대한 심리적 관련 변인 연구)

  • Kim, Won-Kyung;Woo, Namhee
    • Korean Journal of Child Studies
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    • v.23 no.2
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    • pp.1-16
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    • 2002
  • Path analysis was used to determine variables influencing the creativity of elementary school children. Participants were 213 dyads of 6th-grade children and their parents. the children and their parents responded to questionnaires on children's temperament, depression, self-esteem, self-efficacy, and problem-solving style. Children completed the Torrance Tests of Creative Thinking. Child's problem-solving style and self-efficacy directly affected child's creativity. Child's temperament, depression, self-esteem, self-efficacy, and problem-solving indirectly affected creativity such that child's temperament affected depression, which affected child's self-esteem. Then, child's self-esteem affected child's problem-solving which, in turn, affected child's self-efficacy that directly predicted child's creativity. Both problem-solving and self-efficacy were mediators of child's creativity.

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Factors Affecting Earth Science Problem-Solving Performances of Elementary School Pre-service Teachers: A Study on the Motions of the Moon and the Planets

  • Myeong, Jeon-Ok
    • Journal of the Korean earth science society
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    • v.23 no.2
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    • pp.180-187
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    • 2002
  • The aim of this study was to investigate the factors affecting earth science problem-solving performances of elementary school pre-service teachers. The participants of the study were 81 students attending an elementary school teacher education university. The instruments of the study were paper-and-pencil tests, questionnaires, and interviews. The tests mainly measured the participants' problem solving abilities in the motions of the moon and the planets. Correlation and multiple regression techniques were used for data analysis. The results demonstrated that the pre-service teachers' problem solving abilities were low. Problem-solving performances were affected by the procedural knowledge, the participants' perception of the past earth science performance, self-efficacy, and the prerequisite declarative knowledge. Contrary to our expectation, the spatial visualization ability was not found to be related to the problem-solving performances. Implications of the study are drawn, and suggestions are made for further research.

Analysis of differences in chemical problem solving process of college students related to the characteristics of problems (문제의 특성에 따른 대학생들의 화학 문제해결 과정의 차이 분석)

  • Hong, Mi-Young;Park, Yune-Bae
    • Journal of The Korean Association For Science Education
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    • v.15 no.1
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    • pp.80-91
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    • 1995
  • This study aims to identify the differences in chemical problem solving process of college students when the amount of information, problem context and the reasoning level were varied. Four students were participated and each student solved the problem by think-aloud method and then interviewed individually. Problem solving stage, ratio of time for each solving stage, solving strategy, misconceptions, and errors were identified and discussed related to the characteristics of problems. And, the relationships of students' belief system about chemistry & chemistry problem solving and problem solving characteristics were also identified.

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The Relationships between Interpersonal Problem Solving Strategies, Emotionality, Emotional Knowledge, and Event Knowledge of Preschool Children (유아의 대인간 문제해결 전략과 유아의 정서성, 정서지식, 사건지식의 관계)

  • Sung, Mi-Young
    • Journal of the Korean Home Economics Association
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    • v.44 no.5 s.219
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    • pp.59-68
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    • 2006
  • This study investigated preschoolers' emotionality, emotional knowledge, event knowledge, and interpersonal problem solving strategies according to their sex and age, and the relationships among them. Subjects were 116 preschoolers (73 boys and 43 girls; 68 four- and 48 five-year-olds). Results showed that girls were higher in negative emotionality (sadness) than boys. Also, 5-year-old children were higher in emotional knowledge, event knowledge, and forceful problem solving strategies than 4-year-olds. Furthermore, children's event knowledge was positively related to their relevant problem solving strategies, while children's event knowledge was negatively related to their forceful problem solving strategies. These findings provide a preliminary evidence that children's event knowledge may predict their interpersonal problem solving strategies.

Development and Application of Teaching Strategy Focused on Problem Solving Process in the 'Separation of Mixture' Unit of Third Grade Elementary School (초등학교 3학년 '혼합물의 분리' 단원에서 문제해결 과정을 강조한 수업 전략 개발 및 적용)

  • Lee, Shin Hyun;Choi, Sun-Young
    • Journal of Korean Elementary Science Education
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    • v.33 no.1
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    • pp.105-114
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    • 2014
  • The purpose of this study was to develop a teaching strategy focused on problem solving process and explore its effects on science creative problem solving ability, science process skills, science academic achievements and scientific attitudes of students after applying it. Teaching strategy focused on problem solving process employed brainstorming and PMI thinking strategies. The participants were the third grade students of both an experimental class(26 students) and a comparative class(25 students) at the S elementary school located in Goyang-City, Kyonggi Province. The developed strategy was applied to the experimental class for 9 periods of 'Separation of mixture' unit. The results of the tests on the science creative problem solving ability, the science process skills, scientific achievement and scientific attitude were statistically higher in the experimental class.

Metacognition, Learning Flow and Problem Solving Ability in Nursing Simulation Learning (간호시뮬레이션 학습에서 메타인지, 학습몰입 및 문제해결력)

  • Oh, Yun-Jeong;Kang, Hee-Young
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.20 no.3
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    • pp.239-247
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    • 2013
  • Purpose: This study was done to investigate the relationship between metacognition, learning flow, and problem solving ability in simulation learning of nursing students and to identify the factors influencing problem solving ability. Methods: The study sample was 136 nursing students. Data were collected from September to November, 2012 using a structured questionnaire on metacognition, learning flow and problem solving ability. Descriptive statistics, Pearson correlation and stepwise multiple regression analysis were used with the SPSS win 20.0 program to analyze the data. Results: There were significant positive correlations between metacognition, learning flow and problem solving ability. Learning flow was a significant factor affecting problem solving ability. These variables accounted for 33% of variance. Conclusion: These results suggest that simulation learning has a positive effect on nursing students' learning outcomes.

The Effects of Recursion in Problem-Solving Processes on the Problem-Solving Time : a Simulation Study (문제해결과정의 단계별 회귀가 문제해결시간에 미치는 영향에 관한 연구)

  • 손달호;최무진
    • Journal of the Korean Operations Research and Management Science Society
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    • v.19 no.1
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    • pp.53-67
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    • 1994
  • Over the last decades, interest in the application of decision support systems (DSS) in organizations has increased rapidly. Despite the growing number of investigations exmaining decision support system, relatively few empirical studies have evaluated the effects of DSS on problem-solving processes. This study examined, using a computer simulation technique, the effects of recursion in problem-solving processes on the problem-solving time. Results indicate that the recursions at the early stage of problem-solving processes scarcely influenced the problem-solving time, which is contrasted with the case of the recursions at the final stage.

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Relationship Between Problem Solving Ability and Emotional Stability in Preschool Children (유아기 아동의 문제해결능력과 정서적 안정과의 관계)

  • Park, Kyung Mee;Woo, Nam Hee
    • 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.

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Parenting Behavior, Children's Depression, Self Efficacy, and Problem Solving in Elementary School Children (부모양육행동, 아동의 우울 및 자기효능감과 아동의 문제해결력 간의 구조모델)

  • Kim, Wonkyung;Kwon, Heekyoung;Jeon, Jae Ah
    • Korean Journal of Child Studies
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    • v.27 no.3
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    • pp.67-79
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    • 2006
  • The present study examined predictors of children's problem solving using structural equation modeling(SEM). Participants were 410 dyads of 2nd- and 6th-grade children and their mother or father. Children and their parents responded to questionnaires. Instruments were the PSI(Parent Behavior Inventory, 1998), CES-D(Center for Epidemiological Scale-Depression, for children's depression, 1977) Sherer's(1982) self-efficacy scale, and the Problem Solving Inventory(Heppner & Petersen, 1982). In both grades, warmth in parenting behavior affected children's self-efficacy, which in turn contributed to their problem solving. Rejection in parenting behavior had positive effects on problem solving through increasing self-efficacy in 2nd graders only. Results implied importance of self-efficacy and developmentally appropriate parenting to improve children's problem solving.

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