• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.3
• /
• pp.291-300
• /
• 2018

This descriptive study was conducted to determine the influence of stress coping styles of nursing students on problem solving ability. Data were collected from 142 nursing students in the M-area from September 20, 2016, to November 30 and analyzed using SPSS WIN 21.0. The average degree of stress coping styles was $3.36{\pm}.30$ (5 point-scale), problem solving abilities was $3.42{\pm}.38$ (5 point-scale). Among the subdomains of stress coping styles, problem focusing was highest, with a score of $3.60{\pm}.42$. Additionally, among the subdomains of problem solving ability, clarification was highest, with a score of $3.50{\pm}.51$. The problem solving abilities of nursing students showed a positive correlation with stress coping styles (r=0.53, p<.001) and was positively correlated with problem focusing (r=0.66, p<.001), positive point of view (r=0.53, p<.001), and social support navigation (r=0.42, p<.001). In addition, the factor with the greatest effect among subdomains of stress coping styles was problem focusing (${\beta}=0.416$, p<.001) and positive point of view (${\beta}=0.257$, p=.002). These two factors were found to explain 54.3% of the variance in problem solving ability. Therefore, the results of this study indicate that application of teaching-learning methods has the potential to improve students' problem-solving ability through problem-oriented and positive stress coping behavior.

• Journal of Educational Research in Mathematics
• /
• v.16 no.4
• /
• pp.345-366
• /
• 2006

In this study, we investigated the methods of using the Cabri3D program for education of problem solving in school mathematics. Cabri3D is the program that can represent 3-dimensional figures and explore these in dynamic method. By using this program, we can see mathematical relations in space or mathematical properties in 3-dimensional figures vidually. We conducted classroom activity exploring Cabri3D with 15 pre-service leachers in 2006. In this process, we collected practical examples that can assist four stages of problem solving. Through the analysis of these examples, we concluded that Cabri3D is useful instrument to enhance problem solving ability and suggested it's educational usage as follows. In the stage of understanding the problem, it can be used to serve visual understanding and intuitive belief on the meaning of the problem, mathematical relations or properties in 3-dimensional figures. In the stage of devising a plan, it can be used to extend students's 2-dimensional thinking to 3-dimensional thinking by analogy. In the stage of carrying out the plan, it can be used to help the process to lead deductive thinking. In the stage of looking back at the work, it can be used to assist the process applying present work's result or method to another problem, checking the work, new problem posing.

• Women's Health Nursing
• /
• v.29 no.3
• /
• pp.229-238
• /
• 2023

Purpose: This study analyzed the effects of virtual reality simulation-based problem-based learning on nursing students' critical thinking ability, problem-solving ability, and self-efficacy in the nursing care of women undergoing induction of labor. Methods: A nonequivalent control group pretest and posttest design was employed. The study participants included 52 nursing students (24 in the experimental group and 28 in the control group). The experimental group took a problem-based learning (PBL) class in the first week, and then engaged in self-directed learning using virtual reality simulation. In the second week, lectures about emergency nursing care for induction of labor and drug administration were given. The control group participated in PBL in the first week and lectures in the second week. The study was conducted from April 17 to May 19, 2023. Data were analyzed using the chi-square test, Fisher exact test, analysis of variance, and the independent t-test. Results: Before-and-after differences between the two groups were statistically significant in problem solving ability (t=-5.47, p<.001) and self-efficacy (t=-5.87, p<.001). Critical thinking ability did not show a statistically significant difference between the two groups. The score for satisfaction with the virtual reality simulation program was 3.64±5.88 out of 5 in the experimental group. Conclusion: PBL education using a virtual reality simulation was found to be an effective way of teaching. Although convenience sampling was used, PBL education using virtual reality can be used as an educational strategy to enhance nursing students' problem-solving ability and self-efficacy.

• International Journal of Naval Architecture and Ocean Engineering
• /
• v.3 no.3
• /
• pp.159-173
• /
• 2011

The two different numerical approaches for solving the nonlinear ship wave problem are discussed in the present paper. One is based on a panel method, which neglects the viscous effects. The other is based on a finite volume method, which take into account the viscous effects by solving RANS equations. Focus is laid upon on the advantages and disadvantages of two methods. The developed methods are applied to calculating the flow around Series 60 hull to validate the performance of the present nonlinear methods. Although the two methods employ quite different numerical approaches, the calculated wave patterns from both methods show good agreements with the experiments. However the potential method simu-lates the global wave pattern accurately, while the viscous method shows better performance for the local wave prediction near a ship.

• Journal of the Korean School Mathematics Society
• /
• v.6 no.1
• /
• pp.1-17
• /
• 2003

In this paper, we study the methods of improving an ability of a creative solving mathematical problem belonging to an educational system which every province office of education has adopted for the mathematically talented students. Especially, we give an attention on a preferential reaction in teaching styles according to student's LQ., the relationship between student's LQ. and an ability of creative solving mathematical problems, and seeking for an appropriative teaching methods of the improvement ability of a creative solving problem. As results, we have the followings; 1. The group having excellent students who have a higher intelligential ability prefers inquiry learning which is composed of several sub-groups to a teacher-centered instruction. 2. The correlation coefficient between student's LQ. and an ability creative solving of mathematical is not high. 3. Although the contents and the model of thematic inquiry learning don't have a great influence on the divergent thinking (ex. fluency, flexibility, originality), they affect greatly the convergent thinking - a creative mathematical - problem solving ability. Accordingly, our results show that we should use a variety of mathematical teaching materials apart from our regular textbooks used in schools to improve a creative mathematical problem solving ability in the process of thematic inquiry learning. Also we can see that an inquiry learning which stimulates student's participation and discussion can be a desirable model in the thematic mathematical classroom activities.

• Research in Community and Public Health Nursing
• /
• v.13 no.2
• /
• pp.239-248
• /
• 2002

Objectives: The purpose of this study was to evaluate the effects of assertiveness training on assertiveness behavior, problem solving ability, and interpersonal relationships of nursing college students. Methods: A nonequivalent pre- and post-test experimental design was used. This study included 15 subjects in the experimental group, and 15 subjects in the control group, who were sophomore nursing students recruited from Gachon Nursing School located in Inchon City. The experimental group received 8 series of a ready planned and reorganized assertiveness training course, while the control group did not receive any training. The 120 minute training session was held on a weekly basis. The Maan-Whitney U Test was done to identify the changes in scores of assertiveness behavior, problem solving ability, and interpersonal relationships between the experimental and the control groups, after the assertiveness training. The data were collected before and after each part of the assertiveness training. The data collection period was from May 7 to July 10, 2001. Results: 1) The assertiveness behavior scores of the nursing students who participated in the assertiveness training were higher than those of the nursing students who did not participate in the assertiveness training. 2) The self problem solving evaluation scores of the nursing students who received assertiveness training were higher than those of the nursing students who did not receive the training. 3) The interpersonal relationship scores of the nursing students who participated in the assertiveness training were higher than those of the nursing students who did not participate in the assertiveness training. Conclusion: The study results showed that the assertiveness training was effective in promoting assertiveness behavior, problem solving ability, and changes in interpersonal relationships in nursing college students. It is suggested that well designed strategies are needed in the further studies in order to expand and apply the assertiveness training to other nursing student and nurse cohorts.

• The Journal of the Korea Contents Association
• /
• v.16 no.10
• /
• pp.617-626
• /
• 2016

This study was a descriptive research investigating the impact of simulation-based learning on the problem solving process and clinical competence of new nurses. The 202 participants were new nurses who have provided nursing care for less than 12 months have experienced simulation-based learning more than once in their undergraduate courses. This study found that the number of times participants have experienced the simulation-based learning had no correlation with their problem solving process and clinical competence, but simulation design features correlated with their problem solving process and clinical competence. The results of clustering analysis that examined differences in the effects on problem solving process and clinical competence by classifying simulation design features by clustering also showed significant differences. This study has confirmed the importance of simulation design to simulation-based learning in nursing education. We hope that the findings of the study will be used for effective operation of simulation-based learning. In the future, objective assessment methods will be required to evaluate the effects of simulation-based learning provided in undergraduate courses on nurses' clinical competence.

• Journal of Engineering Education Research
• /
• v.24 no.2
• /
• pp.68-75
• /
• 2021

ABEEK recommends convergent engineering projects to nurture creative problem-solving ability for 1st year engineering students through 'Creative Engineering Design' course. However, 1st year engineering students, who have not yet studied core subjects in engineering, have difficulties understanding and coping with the challenges posed by the engineering-related projects. For this reason, the educational objectives of this course are usually frustrating to achieve by the instructor. In this paper, by using the problem-solving process and skills of critico(-creative) thinking, we prepare guidelines for creative engineering design education that allow 1st-year students to effectively participate in engineering projects without a complete understanding of the design process which is to be studied. Also, we present a case study that applies the guidelines to an on-going creative engineering design course and discusses the outcomes by showing student-generated works. The results showed that the intuitive content and everyday expression of critico(-creative) thinking education enabled the instructor to effectively guide their students through the requirements of engineering projects without relying on advanced engineering design methods, and that the application of these guidelines also helped improve students' communication skills, including presentation. We show that the guidelines for creative engineering design education utilizing the problem-solving process and skills of critico(-creative) thinking is not only contributing to achieving the educational objectives of the creative engineering design course but can also be an educational paradigm that incorporates critico(-creative) thinking education into engineering education.

• Journal of the Korea Convergence Society
• /
• v.10 no.10
• /
• pp.197-205
• /
• 2019

The purpose of this research was examining the effects of problem-based learning strategies(PBL) on problem solving skill conducted in Korea, using meta-analysis technique. This meta-analysis reviewed the results of 41 studies published between 1998 and 2017 in Korea. The overall weighted mean effect size value was .753 with .064 standard error which was calculated by random effects model. PBL strategies have been found to be more effective in mathematics course (d=.922), art course (d=.916), practical art course (d=.827), E-PBL (d=.791) and middle school level (d=.972). As PBL exhibit a substantial effect on students' problem solving skill, it is recommended that teachers should learn how to implement these strategies in their lesson. PBL is expected to contribute to the improvement of teaching methods as the learning environment changes during the 4th Industrial Revolution.

• The Journal of Korean Association of Computer Education
• /
• v.13 no.2
• /
• pp.1-14
• /
• 2010

Previous researches on the improvement of logical thinking in Informatics subject have used general logical thinking test and only limited improvement of logical thinking by programming learning result. In this study, the operational definition of the logical thinking in problem-solving process on Informatics education is different from the general logical thinking and the logical thinking of the other subjects. Firstly, we suggested the operational definition of components of logical thinking using the open questionnaire by expert and research team discussion. Also, we suggested the relationship between the operational definition and contents of the 'problem-solving methods and procedure' section in secondary Informatics subject. Finally, this study developed the evaluation contents based on the operational definition of components of logical thinking. The components of logical thinking which was required in problem-solving process on Informatics subject were ordering reasoning, propositional logic, controlling variables, combinatorial logic, proportional reasoning. We suggested the relationship between operational definition and problem-solving process and assessment of logical thinking in problem-solving process on Informatics subject. This paper will give meaningful insight to supply the guideline of the teaching strategy and evaluation methods for improving the logical thinking in Informatics education.