• Journal of Engineering Education Research
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• v.24 no.2
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• pp.68-75
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• 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 Industrial Convergence
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• v.22 no.9
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• pp.113-120
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• 2024

This study examined the relationship between the clinical reasoning compentency and problem solving ability of Nursing College Student in Graduation Year. The study data collection were selected from September 11 to December 1, 2023, for 123 Nursing College Student in Graduation Year and t-test, ANOVA, and correlation analysis were performed using the SPSS 23.0 version for statistical analysis. The mean score of the clinical reasoning compentency was 3.65±0.59 and the problem solving ability was 3.80±0.44. there was a positive correlation between all variables in the clinical reasoning competency and problem-solving ability subdomains(r=.687, p<.01). The results of this study can be used as basic data for developing curriculum and educational methods that improve the clinical reasoning compentency and problem-solving ability of graduates.

• Journal of the Korea Convergence Society
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• v.10 no.10
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• pp.197-205
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• 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
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• v.13 no.2
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• pp.1-14
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• 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.

• Women's Health Nursing
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• v.27 no.3
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• pp.230-242
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• 2021

Purpose: The purpose of this study was to develop a maternal nursing competency reinforcement program for nursing students and assess the program's effectiveness in Korea. Methods: The maternal nursing competency reinforcement program was developed following the ADDIE model. This study employed an explanatory sequential mixed methods design that applied a non-blinded, randomized controlled trial with nursing students (28 experimental, 33 control) followed by open-ended interviews with a subset (n=7). Data were analyzed by both qualitative and quantitative analysis methods. Results: Repeated measures analysis of variance showed that significant differences according to group and time in maternal nursing performance; assessment of and intervention in postpartum uterine involution and vaginal discharge (F=24.04, p<.001), assessment of and intervention in amniotic membrane rupture (F=36.39, p<.001), assessment of and intervention in delivery process through vaginal examination (F=32.42, p<.001), and nursing care of patients undergoing induced labor (F=48.03, p<.001). Group and time improvements were also noted for problem-solving ability (F=9.73, p<.001) and emotional intelligence (F=4.32, p=.016). There were significant differences between groups in self-directed learning ability (F=13.09, p=.001), but not over time. The three main categories derived from content analysis include "learning with a colleague by simulation promotes self-reflection and learning," "improvement in maternal nursing knowledge and performance by learning various countermeasures," and "learning of emotionally supportive care, but being insufficient." Conclusion: The maternal nursing competency reinforcement program can be effectively utilized to improve maternal nursing performance, problem-solving ability, and emotional intelligence for nursing students.

• School Mathematics
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• v.14 no.1
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• pp.85-107
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• 2012

Problem solving is important in school mathematics as the means and end of mathematics education. In elementary school, inductive reasoning is closely linked to problem solving. The purpose of this study was to examine ways of improving problem solving ability through analysis of inductive reasoning process. After the process of inductive reasoning in problem solving was analyzed, five different stages of inductive reasoning were selected. It's assumed that the flow of inductive reasoning would begin with stage 0 and then go on to the higher stages step by step, and diverse sorts of additional inductive reasoning flow were selected depending on what students would do in case of finding counter examples to a regulation found by them or to their inference. And then a case study was implemented after four elementary school students who were in their sixth grade were selected in order to check the appropriateness of the stages and flows of inductive reasoning selected in this study, and how to teach inductive reasoning and what to teach to improve problem solving ability in terms of questioning and advising, the creation of student-centered class culture and representation were discussed to map out lesson plans. The conclusion of the study and the implications of the conclusion were as follows: First, a change of teacher roles is required in problem-solving education. Teachers should provide students with a wide variety of problem-solving strategies, serve as facilitators of their thinking and give many chances for them ide splore the given problems on their own. And they should be careful entegieto take considerations on the level of each student's understanding, the changes of their thinking during problem-solving process and their response. Second, elementary schools also should provide more intensive education on justification, and one of the best teaching methods will be by taking generic examples. Third, a student-centered classroom should be created to further the class participation of students and encourage them to explore without any restrictions. Fourth, inductive reasoning should be viewed as a crucial means to boost mathematical creativity.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.2
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• pp.148-159
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• 2021

The purpose of this study was to investigate the influence of critical thinking disposition and communication competence on the problem-solving confidence satisfaction of nursing students. The data was collected using questionnaires completed by 215 nursing students in G city from November 1 to November 30, 2019. Data was analyzed using SPSS version 22.0. The data analysis showed that the mean score for critical thinking disposition was 3.69±0.37, communication competence 3.72±0.46, and problem-solving confidence 3.56±0.41. There was a significant positive correlation between critical thinking disposition and communication competence (r=.588, p<.001). critical thinking disposition and problem-solving confidence (r=.462, p<.001), communication competence, and problem-solving confidence (r=.255, p<.001). As per the regression analysis, the factors that affect problem-solving confidence were academic achievement, critical thinking disposition, the motive for selecting nursing science, and gender with an explanatory power of about 33.8%. Conclusions: This study showed that problem-solving confidence correlated with critical thinking disposition and communication competence. Therefore, to increase the critical thinking disposition and communication competence and thus enhance the problem-solving confidence of nursing students, it is necessary to develop and apply appropriate teaching methods and non-contact education programs.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.3
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• pp.433-443
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• 2011

Purpose: This study aimed at (a) developing an instructional model of creative thinking education on the problem-based learning method (C-PBL) in undergraduate nursing curriculum at one University, and (b) examining its effect on nursing students' level of creativity and outcomes from problem-based learning. Methods: The C-PBL model was implemented on 43 juniors of the experimental group with a 30 hour-nursing class during one semester. The control group, with 54 seniors, received 4 hours of problem based learning training in an adult nursing class. Pre-and post-tests were done with the Torrance Tests of Creative Thinking for creative thinking ability, the Integrated Creativity Instrument for creative motivation and attitudes, the Problem Solving Competency questionnaire, and the Self-Directed Learning Instrument. Results: The C-PBL model was developed using a caring situation scenario to solve nursing problems with 3 training steps of 'encountering a patient in a caring situation', 'exploring nursing knowledge', and 'designing creative caring beyond given knowledge'. Between the experimental group and the control group, there were significant differences in creativity (p<.010), problem-solving ability (p<.010), and self-directed ability (p<.010). Conclusion: This C-PBL method could contribute in increasing creative competency as well as problem-solving ability for nursing students.

• Korean Institute of Interior Design Journal
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• v.14 no.5 s.52
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• pp.71-79
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• 2005

Thinking methods have been widely recognized as phenomenon of problem solving in architectural design process and as one of the bases of creativity. In recent years the study of thinking methods have become a major focus of design research. And the purpose of the paper will understand the phenomenon of characteristic and classification of thinking methods in the architectural design process. Extensive protocols are recorded. In particular, the protocols contain sufficient information to make a detailed picture of the architect's problem-solving processes. A protocol study is reported in which the experimental data by architect's is analyzed through the visual protocol analysis method. These findings will help understand the architectural design nature. And they supply a direction for creative education for architects and the base for CAAD system development through understanding for architect's thinking methods.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.77-98
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• 2001

This study has a purpose to find out how the problem posing activity by presenting the problem situation effects to the mathematical problem solving ability. It was applied in two classes(Experimental group-35, Controlled group-37) of the fourth grade at ‘D’ Elementary school in Bang Jin Chung nam and 40 Elementary school teachers working in Dang Jin. The presenting types of problem situation are the picture type, the language type, the complex type(picture type+ language type), the free type. And then let them have the problem posing activity. Also, We applied both the teaching-teaming plan and practice question designed by ourself. The results of teaching and learning activities according to the type of problem situation presentation are as follows; We found out that the learning activity of the mathematical problem posing was helpful to the students in the development of the mathematical problem solving ability. Also, We found out that the mathematical problem posing made the students positively change their attitude and their own methods for mathematical problem solving.