• Title, Summary, Keyword: Problem solving skills

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A model of problem solving instruction for improving practical skill-competence in technical high school (공업계 고등학교에서의 문제해결식 실기수업 모형)

  • Kim, Ik-Su;Ryu, Chang-Yol
    • 대한공업교육학회지
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    • v.30 no.1
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    • pp.1-18
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    • 2005
  • The purpose of this study was to development a model of problem solving instruction for improving practical skill-competence in technical high school. For the study, various literature researches were reviewed intensively about problem solving process, laboratory instruction's approaches and learning principals. The problem solving instruction process was composed with identifying problems, generating alternative solutions, investigation and research, choosing a solution, acting on a plan, modeling of problem solving, testing and evaluating, redesigning and improving. The skills schema combines a four domain of skilled activity, that is, cognitive skills, psychomotor skills, reactive skills and interactive skills. The problem solving instruction was composed with five major learning systems-emotional, social, cognitive, physical, and reflective-that can be used extensively as generic lesson plashing. The teacher serves as a coach or guide for student learning. As a facilitator, the teacher challenges, questions, and stimulates the students in their thinking, problem solving and self-directed study. In this process, students represent problem with think aloud, assume responsibility for their learning and move from teacher-centered to student-centered education.

The Effect of Using Digital Science Textbook on the Scientific Problem Solving of Elementary School Students (초등과학 디지털 교과서 활용이 학생들의 과학적 문제 해결력에 미치는 영향)

  • Choi, Sun-Young;Seo, Jeong-Hee
    • Journal of Korean Elementary Science Education
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    • v.28 no.2
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    • pp.132-141
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    • 2009
  • The purpose of this research was to investigate the effect of using digital science textbook on the scientific problem solving of elementary school students. For this research, an instrument to measure student's problem-solving skills was developed. The pretest and posttest scores of one hundred and six 5th grade students' problem-solving skills were analyzed and also the responses of three students who were selected by their levels in the problem-solving science digital textbook class were qualitatively analyzed. The results of this study were as follows; the scores of problem solving skills of science digital textbook groups were higher than that of traditional paper textbook group(p<.05). In the qualitative analysis of the students' reponses in a digital textbook class according to their achievement level, low-achievers' problem-solving skills were much more improved than high- and mid-achievers' skills. In conclusion, science digital textbook has a potential to improve students' scientific problem solving skills, and this possibility will be much higher when science digital textbook is used with teachers' intended instructional goals and strategies like problem-solving lessons.

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Effects of Critical Thinking and Communication Skills on the Problem-Solving Ability of Dental Hygiene Students

  • Han, Ji-Hyoung;Ahn, Eunsuk;Hwang, Ji-Min
    • Journal of dental hygiene science
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    • v.19 no.1
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    • pp.31-38
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    • 2019
  • Background: This study aimed to investigate the effects of critical thinking and good communication skills on the problem-solving abilities of dental hygiene students. Methods: A total of 508 dental hygiene students were convenience-sampled from 3 universities. Results: The results revealed that critical thinking had the highest intellectual fairness score of 3.60, and systematicity was the lowest at 3.19. The values for communication skills were high in reaction, social adequacy, and concentration, with an average of 3.65. Problem-solving abilities were in the following order: clarification of the problem, seeking solutions, and decision making. According to general characteristics, more extroverted personalities possessed higher levels of critical thinking, communication skills, and problem-solving abilities (p<0.01). Critical thinking scores were high (p=0.016) in students who responded that peer relationship was difficult; however, their communication skills were the lowest (p<0.001). Additionally, problem-solving abilities were highest among students who reported a difficult peer relationship (p=0.001). The higher the satisfaction with dental hygiene academics, the higher the critical thinking, communication skill, and problem-solving ability (p<0.001). Critical thinking showed a high positive correlation with variables in the following order: clarification of the problem, performing the solutions, seeking solutions, decision making, and evaluation and reflection. The communication skills were also related to these variables listed above (p<0.01). With critical thinking, confidence, watchfulness, intellectual passion/curiosity, sound skepticism, objectivity, and systematicity all influenced the problem-solving ability. Conclusion: Communication skills were influenced by noise control, putting on the other's shoe, social tensions, and efficiency, which affected the problem-solving ability. Dental clinics require dental hygienists to have critical thinking to make analytical judgments and effective communication skills to solve human relation problems with patients and care-givers. Therefore, these skills should be developed in dental hygiene students to improve their problem-solving abilities.

Children's Perspective-taking and Interpersonal Problem-solving Abilities according to Parents' Verbal Control Styles (부모의 언어통제유형에 따른 유아의 조망수용능력과 대인문제해결력)

  • Nam, Hyun-Young;Lee, So-Eun
    • Korean Journal of Human Ecology
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    • v.13 no.4
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    • pp.485-496
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    • 2004
  • The purpose of this study is to examine how the difference of parents' verbal control styles influence children's perspective-taking and interpersonal cognitive problem-solving skills. The subjects of this study were 117 five-year-old children with their parents included. The questionnaire used was relevant to the topic, such as parents' verbal control styles, young children's perspective-taking ability, and their interpersonal cognitive problem-solving skills. The percent, mean, standard deviation, three-way ANOVA, and Scheffe were used to analyze the data collected through SPSS WIN program. The major findings are as follows: First, a father's verbal control style makes a significant difference in young child's perspective-taking ability. However, there is no interaction effect between parents' verbal control styles and a child's sex. Second, a father's verbal control style makes a significant difference in young child's interpersonal cognitive problem-solving skills. Character-oriented verbal control mode of a father, in particular, produces more effects on boys than girls. Lastly, Two skills - alternative problem-solving skills and cause-solving skills - have interaction effects. Boys demonstrate higher skills than girls when parents apply character-oriented verbal control styles. Girls do so when mothers use position-oriented verbal control styles, especially in the area of cause-solving skills.

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Types of Cognitive Strategies Related to Children's Creative Problem Solving Skills in Mathematics (아동의 수학 창의적 문제해결력과 관련이 있는 인지전략 유형 분석)

  • Lee, Hye Joo
    • Korean Journal of Child Studies
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    • v.28 no.6
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    • pp.169-182
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    • 2007
  • Creative problem solving skills in mathematics were measured by fluency, flexibility, and originality; cognitive strategies were measured by rehearsal, elaboration, organization, planning, monitoring, and regulating. The Creative Problem Solving Test in Mathematics developed at the Korea Educational Development Institute(Kim et al., 1997) and the Motivated Strategies for Learning Questionnaire(Pintrich & DeGroot, 1990) were administered to 84 subjects in grade 5(45 girls, 39 boys). Data were analyzed by Pearson's correlation, multiple regression analysis, and canonical correlation analysis. Results indicated that positive regulating predicted total score and fluency, flexibility, and originality scores of creative problem solving skills. Elaboration, rehearsal, organization, regulating, monitoring, and planning positively contributed to the fluency and flexibility scores of creative problem solving skills.

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The Predictive Strength of Students' Self-Efficacy, Problem Solving Skills to Perform Catheter Care

  • Dogu Kokcu, Ozlem;Cevik, Celalettin
    • Journal of Korean Academy of Nursing
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    • v.50 no.3
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    • pp.411-418
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    • 2020
  • Purpose: The aim of this study was to determine the predictive strength of students' self-efficacy, problem-solving skills, and other characteristics in performing intravenous practices and monitor phlebitis and infiltration. Methods: This cross-sectional study was carried out with 736 third and fourth-year students studying at the Health Sciences Faculties of Balikesir and Sakarya universities. The data were collected using the Self-Efficacy Scale, Problem-Solving Inventory and Catheter Care and Infiltration Monitoring Questionnaire. Results: The participants' mean Catheter Care and Infiltration Monitoring Questionnaire score significantly and positively correlated with their mean Self-Efficacy Scale score on a moderate level (r=.25; p<.001) but significantly and negatively correlated with their mean Problem-Solving Inventory score on a moderate level (r=-.21; p<.001). In other words, because a low Problem-Solving Inventory score indicates that the person's problem-solving skill is high, the Care and Infiltration Monitoring Questionnaire score increased as the problem-solving skill increased. While the Self-Efficacy Scale predicted the year of study and catheter care and infiltration monitoring variables positively, the Problem-Solving Inventory predicted the satisfaction with the profession variable negatively. Conclusion: Self-efficacy, problem-solving, liking the profession, and year of study predict success in catheter care and infiltration monitoring. For this reason, guidance may be provided in the development of a comprehensive education system toward increasing students' problem-solving skills, self-efficacy, and professional knowledge and skills.

The effects of SW education applying CSCL-based design thinking on Creativity and Problem Solving Skills of Elementary School Students (CSCL 기반 디자인 사고를 적용한 SW교육이 초등학생의 창의성과 문제해결능력에 미치는 효과)

  • Seo, Youngho;Kim, Jonghoon
    • Journal of The Korean Association of Information Education
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    • v.22 no.4
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    • pp.427-438
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    • 2018
  • The purpose of this study is to analyze the effect of SW education applying CSCL based design thinking on elementary school students' creativity and problem solving skills. The study was conducted on 28 elementary school students in grades 4,5,6 participated in J university-sponsored educational donation program during the winter break. A SW education program based on design thinking was developed and applied to experimental group. First, we conducted a pre-test to check creativity and problem solving skills. After that, SW education program applying CSCL-based design thinking was conducted for 42 hours. Finally, post-test was conducted to examine creativity and problem solving skills. As a creativity test tool, the TTCT pattern test forms A and B of Torrance were used and analyzed. As the problem solving skills test tool, the problem solving skills test for the elementary school students developed as a life-ability measurement tool were used and analyzed. As a result of the verification, it was found that SW education applying design thinking was effective in improving elementary school students' creativity and problem solving skills.

Can Computer Programming Enhance Problem Solving Skills \ulcorner (프로그래밍언어가 문제해결학습에 미치는 영향 고찰)

  • 곽은순
    • Journal of the Korea Society of Computer and Information
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    • v.3 no.2
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    • pp.37-44
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    • 1998
  • Computers can be used in providing new ways to promote intellectual skills. A computer programming environment can create conditions under which an intellectual mode takes root. Especially problem solving skills can be promoted through programming. To investigate whether and, if so, how computer programming enhances problem solving skills, the nature of programming and problem solving skills are examined. Then, issues on the programming learning context in relation to problem solving are presented.

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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.

The Effect of Problem-Based Learning on Creative Problem-Solving Skills and Achievement in Elementary Science (초등 과학 수업에서의 문제중심학습이 창의적 문제해결력과 학업성취도에 미치는 효과)

  • Kim, Jeong-Seon;Kang, Ho-Kam;Lim, Hee-Jun
    • Journal of Korean Elementary Science Education
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    • v.28 no.4
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    • pp.382-389
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    • 2009
  • The purpose of this study was to examine the instructional effect of problem-based learning on creative problem-solving skills and academic achievement in elementary science classes. Based on the literature review, six stages for problem-based learning were applied: Orientation, Presenting problems and the process of learning, preliminary problem solving, problem solving, sharing results, and wrapping up/evaluating. The subjects were 74 students in two six-grade classes in Gyeonggi province. As a result, the following findings were given: First, the students who were engaged in problem-based learning showed better progress in creative problem-solving skills. Second, science academic achievement of experimental group were better than traditional group. Educational implications were discussed.

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