• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.8-18
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• 2022

Objectives: The objective of this study was to explore the effects of the simulation-based learning program on stress, problem-solving ability, self-efficacy, and resilience of final-year nursing students in a college in South Korea. Methods: The design of the study was a one-group pretest-posttest. The participants of this study were final-year nursing students in 2018. A total of 105 students completed it. The intervention was an 8-week simulation-based practice course. The primary and secondary outcome measures were baseline and follow-up questionnaires regarding demographic factors, stress, problem-solving ability, self-efficacy, and resilience. Results: Problem-solving ability (t=6.567, p<.001), self-efficacy in four situations (p<.001) and resilience (t=2.352, p=.021) increased after simulation-based learning than before learning. Stress also increased after simulation-based learning compared to before learning (t=5.960, p<.001). The level of stress, self-efficacy, and resilience were mainly related to participants' satisfaction with their clinical placement, and interpersonal relationships (p<.05). Conclusions: Simulation-based learning is expected to improve nursing students' problem-solving ability, self-efficacy, and resilience. This can lead to induce learning motivation of nursing students, improve their coping strategies for solving problems, and ultimately provide high-quality care.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.519-526
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• 2000

In this study, the effects of visual organization and cooperative learning in problem-solving strategy were investigated. Three classes (N=127) at a high school were assigned to SV (Strategy-Visual organization) group, SVC (Strategy-Visual organization-Cooperative learning) group, and control group. After instructions, students' multiple-choice problem-solving ability, strategy performing ability, anxiety about chemistry learning, perception of involvement, and motivation to learning science were examined. Although multiple-choice problem-solving ability was not different significantly, there was a significant main effect in strategy performing ability. The scores of the SV and SVC groups were significantly higher than those of the control group, especially in the subcategories of problem understanding and recalling related principles. In the tests of perception of involvement and motivation to learning science, the scores of the SV and SVC groups were also significantly higher than those of the control group. However, problem-solving strategy using visual organization could not alleviate anxiety about chemistry learning.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.21 no.3
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• pp.193-200
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• 2021

This study was conducted to explore factors for evaluating creative problem-solving ability and to identify measurement items. After reviewing the previous study, a questionnaire was conducted, and from that, 7 factors and 26 preliminary questions were obtained. Regarding the creative problem-solving ability, problem-discovery ability, idea generation ability, idea evaluation ability, and idea execution ability were confirmed in the problem-solving process. In addition, the factors of interaction ability between problem solving practitioners and creative efficacy of problem solving practitioners were explored. Finally, in the above results, metaphors and figurative cognitive thinking ability and evaluation items for creative problem-solving ability of HTE creative education model were presented. Through subsequent studies, we hope to serve as the groundwork of the evaluation model of HTE creative education.

• Journal of The Korean Association For Science Education
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• v.11 no.2
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• pp.67-77
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• 1991

In this paper, current research papers on Physics Problem Solving were analyzed according to the types of research purpose, method, subject and content of Physics, by using 3 Proceedings and 4 kinds of Journal, that is, the International Workshop(1983, Paris, France) and Conference (1983, Utrecht, The Netherlands) and Seminar(1987, Cornell University, U. S. A.) on Physics Education, and Journal of Research in Science Teaching (1984-1990) and Science Education (1986-1990). and Inter national Journal of Science Education(l987-1988) and Cognitive Science(1989-1990). There were 98 research papers on Problem Solving and among them 37 papers on Physics Problem Solving were selected for analyzing. The results of analysis are as follows; 1) The studies on Model of Novice Student were 22(59%), And those on Model of Desired Preformance, on Model of learning and on Model of Teaching were all much the same. 2) The theoretical studies were 10(27%), and the experimental ones 27(73%). Among the experimental studies, there were 16(59%) by using the written test, and 7(26%) by using the thinking aloud method. 3) The studies about university students as subjects were 20(54%). Probably, it seems the reason that most of researchers on Physics Problem Solving were professors of university or graduate students. 4) Among the various fields of Physics, the studies on Mechanics were 24(63%) and those on E1ectromagnetics 6(16%). or graduate students.

• Journal of The Korean Association For Science Education
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• v.8 no.1
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• pp.43-55
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• 1988

This study intended to find the differences between expert's and novice's thinking processes when they solve physics problems. Five physics professors and twenty sophomore students in a physics department were participated in the study. The researcher investigated their thinking processes in solving three physics problems on NEWTON's law of motion. The researcher accepted so called "Thinking Aloud" method. The thinking processes were recorded and transfered into protocols. The protocols were analysised by problem solving process coding system which was developed by the researcher on the basis of Larkin's problem solving process model. The results were as follows: (1) There was no difference of time required in solving physics problem of low difficulty between expert and novices; but, it takes 1.5 times longer for novices than experts in solving physics problems which difficulties are high and average. (2) Novices used working forward strategy and working backward strategy at the similiar rate in solving physics problems which difficulties were average and low. while Novices mo mostly used working backward strategy in solving physic problems which difficulty was high. Experts mostly used working forward strategy in solving physics problems whose difficulties was average and low, however experts used working forward strategy and working backward strategy at the similiar rate in solving physics problem which difficulty was high. (3) Novices usually wrote only a few information on the diagram of figure they drawn, on the other hand experts usually wrote almost all the information which are necessary for solving the problems. (4) Experts spent much time in understand the problem and evaluation stage than novices did, however experts spent less time in plan stage than novices did. (5) Physics problems are solved in sequence of understanding the problem, plan, carrying out the plan, and evaluation steps regardless of problem difficulty.

• Journal of The Korean Association For Science Education
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• v.30 no.3
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• pp.366-374
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• 2010

The purpose of this study was grouping students' perception types on the unexpected results in experiments, and looking into how the problem-solving experiment affected the change of these perception types. In order to answer this, interview data were analyzed in terms of perception types, and through analysis of questionnaires carried out at the beginning and the end of the semester, the change of perception types was researched. As a result, perception types of students divided into 'the difference between theory and practice,' 'inexperience of experiment skill,' and 'No reading between lines in manual.' After performing the problem-solving experiment for one semester, the perception of 'the difference between theory and practice' declined, and the desire for 'reading between lines' increased, so the problem-solving experiment influenced on the change of perception positively.

• Journal of The Korean Association For Science Education
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• v.13 no.1
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• pp.31-47
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• 1993

This study was intended to find the characteristics of the middle school students' thinking processes and problem spaces when they solved the physics problems. Ten ninth grade students in Chon-Buk Do, Korea were participated in this study. The researcher investigated their thinking processes in solving 5 physics problems on electric circuit. "Thinking aloud" method was used as a research method. The students' thinking processes were recorded using an audio tape recorder and transfered into protocols. The protocols were analyzed by problem solving process coding system which was developed by Lee(1987) on the basis of Larkin's problem solving process model. The results are as follows : (1) On the average 2.85 items were solved among 5 test items, and only one person could solve all of the items correctly. (2) Problems were solved in sequence of understanding the problem, planning, carrying out the plan, and evaluating steps regardless of the problem difficulty. (3) In regard to the thinking process steps, there was no difference between the good solvers and the poor ones. But in the detail performance of problem solving, the former was different from the latter in respect with using the design of general solving procedure. (4) The basic problem spaces by the item analysis were divided into two classes. One was the problem space by using Qualitative approach in problem solving, and the other was one by using Quantitative approach. As novices in physics problem solving, most of the students used the problem space by using the Quantitative approach.

• Fire Science and Engineering
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• v.24 no.6
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• pp.133-138
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• 2010

This study is aimed to investigate the relationship between job-related stressor, problem solving style and psychological distress and the effects of job-related stress and problem solving style on psychological distress of firefighters. The Job-related Stress Scale, Problem Solving Style Questionnaire, and the Symptom Checklist-Revised (SCL-90-R) were administered to 148 firefighters working in Seoul and Gyounggi. Correlation analysis revealed that job-related stress, problem-solving styles such as helplessness and problem-solving control correlated positively with psychological distress and that problem-solving confidence and approaching style correlated negatively with it. Multiple regression analysis showed that job-related negative cognition and emotion, helplessness and approaching style accounted for 43% of the variance in the psychological distress. Among problem-solving styles, helplessness had the highest predictive power for psychological distress. Self-reported helplessness is an important determinant of firefighters' reactions to problematic situations encountered in their job.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.57-65
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• 2003

In this study, the effects of grouping by extraversion and introversion in paired think-aloud problem solving using a four-stage problem-solving strategy emphasizing planning and checking stages were investigated. Prior to the instructions, the students' extraversion/introversion in three high school classes (N=87) were examined, and those classes were randomly assigned to the homogeneous, the heterogeneous, and the control groups. The test scores of the two treatment groups were significantly higher than those of the control group in the problem-solving ability. However, there were no significant differences in learning difficulty and self-efficacy. Although there were no significant differences between the scores of two treatment groups in the subcategories of the perception of treatment, the test scores of extroverts were significantly higher than those of introverts in the perception of performing listener's role, the preference to problem solving strategy, and the preference to paired think-aloud problem solving.

• Journal of Appropriate Technology
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• v.5 no.1
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• pp.25-32
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• 2019

In this article, we examine the current status and problems of research and development of social problem solving in university. Social problem solving R&D is characterized by pursuing social goals and participatory research and development. This paper summarizes the problems faced by the social problem solving R & D in the university and the remedies based on the focus group interview. 1) Establishment of 'the Social problem-solving R&D center' to create a base for embedding social problem-solving R&D within the university; 2) To develop and disseminate social problem solving research and development models suitable for universities; 3) Activation plans for vitalizing the participation of mainstream researchers and civil society in the social problem solving R&D were discussed.