• Journal of Industrial Convergence
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• v.18 no.3
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• pp.99-107
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• 2020

This study is a comparative study before and after a single group to identify the effect of convergence class operation on the self-directed learning ability, problem-solving ability and major satisfaction of nursing students in the social-tailored curriculum. The survey was conducted on 79 nursing students from C University. Self-directed learning ability, problem-solving ability and major satisfaction level have been improved since application before applying convergence class. Through this study, we hope to open and operate various curricula in nursing colleges that meet the needs of the community, provide students with various opportunities, cultivate self-directed learning skills, problem-solving skills, and major satisfaction so that learners can solve problems themselves in order to maximize their effects, and develop various contents in the university.

• Journal of the Korean School Mathematics Society
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• v.24 no.2
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• pp.191-216
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• 2021

This study analyzes how statistical literacy is implemented along with the statistical problem-solving process as described in the Statistical Estimation Unit of the textbook by the 2015 revised mathematics curriculum. The analytical framework was developed from the literature, and consists of 'context', 'variability', 'mathematical and statistical knowledge', 'using of technological instruments', 'critical attitude', and 'communication'. From the perspective of the statistical problem-solving process, the analysis revealed that many tasks equivalent to 'Analyzing Data' but lacked tasks related to 'Interpreting Results' and 'Formulating Questions'. As a result of analyzing the reflection of each element of statistical literacy, 'mathematical and statistical knowledge' was the most common task, but 'critical attitude' and 'using of technological instruments' were rarely dealt with. Based on the results of this textbook analysis, it was intended to provide implications for improving the curriculum and the development of textbooks for the growth of statistical literacy.

• Journal of Practical Engineering Education
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• v.16 no.2
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• pp.105-114
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• 2024

Recently, with an emphasis on software proficiency, universities are providing software education to all students regardless of their majors. However, non-majors often lack motivation for software education and perceive the unfamiliar learning content as more challenging. To address this issue, tailored software education according to the learners' characteristics is essential. Art students, for instance, with their strong visual comprehension and expressive abilities, can benefit from utilizing visual literacy to enhance the effectiveness of programming education. In this study, we propose decomposing everyday problems into flowcharts and pseudocode to construct procedural and visual images. Using the educational programming language PlayBot, we aim to analyze the effectiveness of teaching by coding to solve problems. Through this approach, students are expected to grasp programming concepts, understand problem-solving processes through computational thinking, and acquire skills to apply programming in their respective fields.

• Analyses & Alternatives
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• v.7 no.3
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• pp.145-179
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• 2023

This study empirically examines the relationship between the education and competence, age and competence, and the returns to skills in the labor market in different countries using PIAAC data. The main focus is notable characteristics of Korea compared to other PIAAC participant countries. Contrary to young students who have highest scores in international tests, Korean adults made mediocre performances in all three areas, numeracy, literacy, and problem solving. It turns out that the correlation between educational level and competence is weak in Korea compared to other countries, whereas the depreciation of competence from aging is strongest. In terms of labor market returns, literacy skills get highest returns while problem-solving skills get lowest in Korea. In contrast, the numeracy skills get highest returns, and the problem-solving skills have high returns than those of Korea in many other countries When we include three skills in the Mincer wage equation, the returns to problem solving skills have negative effect in Korea, which is rarely found in other countries. These results implies that problem-solving skills are not much appreciated in the Korean labor market and Korean adults have few opportunities of accumulating human capital after finishing formal education. Korean need to rethink the ways to accumulate human capital and enhance economic performances to overcome high deprecation in human capital after formal education and to make the labor market more efficient in a sense that adults' competence results in the due economic returns.

• Journal of The Korean Association of Information Education
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• v.12 no.1
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• pp.77-88
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• 2008

A programming education has favorable influence on creative / logical thinking and problem solving ability of students. However, students typically have to spend too much effort in learning basic grammar and the usage model of programming languages, which negatively affect their eagerness in learning. In this respect, we proposed to apply the 'Scratch' using the Creative Problem Solving(CPS) Teaching Model; Scratch is an easy-to-learn and intuitive Educational Programming Language(EPL) that helps improving the problem solving ability of the class. Then we verified the effect of Scratch EPL through the design of both pretest and posttest for a subject group. In summary, the CPS based Scratch EPL was shown to significantly improve the problem solving ability and also help them develop favorable attitude in programming.

• 대한공업교육학회지
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• v.33 no.2
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• pp.170-191
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• 2008

Many former researchers demonstrated that algorithm learning has a positive outcome on students' problem-solving abilities. One of the methods for algorithm learning, the 'programming learning' method is highly effective. However, there are numerous constraints in schools for programming learning. This study attempts to overcome these issues. Squeak Etoys, one of the educational visual programming languages for easy and interesting learning, has been selected as a learning tool. We developed the algorithm-learning curriculum for middle school students. They were divided into a control group and an experimental group. The students learned on the basis of equal curriculum but, they used other learning tools through over a total 6 sessions. The result showed that Squeak Etoys based Algorithm learning has a positive effect on improving middle school learners' problem solving abilities, self-efficacies and logical thinking abilities. Although the students' logical thinking abilities in the experimental group are improved a lot more than the students' abilities in control group, the students' logical think abilities in the both groups are improved. Therefore, algorithm education in secondary schools are necessary. In conclusion, Squeak Etoys based Algorithm learning has a positive effect on problem solving ability and self efficacy. The developed curriculum can be applicable as a basis for study on algorithm learning and educational programming language.

• Journal of Educational Research in Mathematics
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• v.16 no.2
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• pp.115-138
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• 2006

The purpose of this paper is to investigate students' constructing similarities in the understanding the problem phase and the devising a plan phase of problem solving. the relation between similarities that students construct and how students construct similarities is researched through case study. Based on the results from the research, authors reached a conclusion as following. All of two students constructed surface similarities in the beginning of the problem solving process and responded to the context of the problem information sensitively. Specially student who constructed the similarities and the difference in terms of a specific dimension by using diagram for herself could translate the equation which used to solve the base problem or the experienced problem into the equation of the target problem solution. However student who understood globally the target problem being based on the surface similarity could not translate the equation that she used to solve the base problem into the equation of target problem solution.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.619-640
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• 2011

The study aims the introducing the items for the assessment of mathematical thinking including mathematical reasoning, problem solving, and communication and the analyzing on the responses of the 5th grade pupils. We categorized the area of mathematical reasoning into deductive reasoning, inductive reasoning, and analogy; problem solving into external problem solving and internal one; and communication into speaking, reading, writing, and listening. And we proposed the examples of our items for each area and the 5th grade pupils' responses. When we assess on pupil's mathematical reasoning, we need to develop very appropriate items needing the very ability of each kind of mathematical reasoning. When pupils solve items requesting communication, the impact of the form of each communication seem to be smaller than that of the mathematical situation or sturucture of the item. We suggested that we need to continue the studies on mathematical assessment and on the constitution and utilization of cognitive areas, and we also need to in-service teacher education on the development of mathematical assessments, based on this study.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.511-536
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• 2017

The present study aims to investigate ways in which pre-service secondary mathematics teachers anticipate 1) students' responses to specific mathematical tasks which are chosen or devised by the participating pre-service teachers as requiring students' higher cognitive demand and, 2) their roles as math teachers to scaffold students' mathematical thinking. To achieve the goal, we had our pre-service teachers to engage in an adapted version of Spangler & Hallman-Thrasher(2014)'s Task Dialogue writing activity whose focus was to develop pre-service elementary teachers' ability to orchestrate mathematical discussion. 14 pre-service teachers who were junior at the time enrolled in the Mathematics Teaching Method Course were subjects of the current study. In-depth analysis of both Task Dialogues which pre-service secondary mathematics teachers wrote and audiotapes of the group discussions while they wrote the dialogues suggests the following results: First, the pre-service secondary teachers anticipated how students would approach a task based on their own teaching experiences. Second, they were challenged not only to anticipate more than one correct students' responses but to generate questions for the predicted correct-responses to bring forth students' divergent thinking. Finally, although they were aware that students' knowledge should be the crucial element guiding their decision-making process in teaching, they tended to lower the cognitive demands of tasks by providing students with too much guidance which brought forth the use of procedural knowledge. The study contributes to the field as it provides insights as to what to attend in designing teacher education course whose goal is to provide a foundation for developing pre-service teachers' ability to effectively orchestrate mathematical discussion.

• Journal of Digital Convergence
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• v.20 no.3
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• pp.415-422
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• 2022

This study requires a new paradigm for universities in line with the global pandemic and the 4th industrial revolution. Accordingly, we propose an educational plan for the H university online graduate school in Korea. As a research method, the implications of scholars and experts on future education were synthesized, and the cases of overseas universities using it were analyzed to propose an online graduate school education plan. As a result of the study, online graduate school needs diversity as a venue for providing new opportunities as lifelong education, and to realize this, they use a microcredit. Blockchain technology is introduced so that microcredit can be transparently verified. In addition, to correspond to various convergence major programs and further develop them, problem-solving-oriented teaching methods enhance students' convergent skills as well as active learning and interaction. More detailed curriculum research at online graduate schools is needed in the future, and we hope that you will contribute to the development of online graduate school education based on this study.