• 대한공업교육학회지
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• v.41 no.2
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• pp.119-133
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• 2016

This study is aimed at verifying the effect of scratch programming education for middle school students on their information science creative personality and technological problem solving tendency. The results of such study can be used as basic data for raising 'future creative talents' armed with problem-solving capability they honed in software education. The results of this research are as follows. First, a statistically significant difference was confirmed between ex ante and ex post samples in a t-test which was performed to verify information science creative personality of the middle school students (t(37)=4.305, p<.01). Their information science creative personality was high in the average score as it dropped from 3.00 in the ex-ante test to 2.51 in the ex post test. It was confirmed that the education of scratch programming influences information science creative personality for middle school students positively, suggesting that middle school students are interested in new problematic situations they found in information science and discover new problem-solving methods in the programming education, thereby showing positive feedback in the education performance. However, it was revealed that the middle school students were unable to immerse themselves in the scratch programming course completely and change their psychological states. Second, a statistically significant difference was confirmed between ex ante and ex post samples in a t-test which was performed to verify their technological problem solving tendency (t(37)=3.074, p<.01). Their technological problem solving tendency was high in the average score as it dropped from 4.06 in the ex-ante test to 3.55 in the ex post test. It was confirmed that the education of scratch programming influences technological problem solving tendency for middle school students positively: they understood problems associated with technology, explored diverse breakthroughs for the identified problems and assessed and improved resolutions. Third, a moderate correlation was confirmed between their information science creative personality and technological problem solving tendency (r=.343, p<.05). Therefore, it is judged that the middle school students who took scratch programming education demonstrated its influence in the correlation between the imagination for problem solving, positivity in the information science creative personality and the confidence for problem solving in the technological problem solving tendency.

• Journal of Advanced Technology Convergence
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• v.2 no.3
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• pp.33-41
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• 2023

This study aimed to improve the quality of classes through the application experience analysis after applying the adult nursing simulation practice modules with PBL. Quantitative and qualitative data such as from satisfaction, validity, self-reflection, and lecture evaluation in 68 nursing students were analyzed after the semester. Satisfaction was 4.64 points out of 5 points, and 'I want to recommend this class to other friends' was the highest. It was appropriate for the validity as 64.7% to 100% positve answer. From the qualitative data analysis of lecture evaluation, it was categorized into 5 thematic groups : 'increased immersion related to a lively class environment', 'growth of knowledge and skills through learners' active participation', 'improvement of mutual collaboration skills through team-based problem-solving process', 'Improvement of problem-solving ability through situational crisis coping process' and 'Improvement of individual comprehension through close teaching'. The continuous development of PBL learning strategies and development of various scenarios are required in the future.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.37-57
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• 2018

In the early days, the use of concept maps in mathematics education focused on how to represent mathematical ideas in the concept map. In recent years, however, concept maps have proved beneficial for improving problem solving ability. Conceptual diagrams can be used for collaboration among students, tools for exploring problems, tools for introducing problem structures, tools for developing and systematizing knowledge systems. In this study, we focused on the structure analysis of mathematical problems using Concept Map based on the analysis of previous research. In addition, we have devised a method of using concept maps for problem analysis and a method of analysis of systematic mathematical problem structure. The method developed in this study was found to have significant value by applying to the university scholastic ability test.

• 한국벤처창업학회:학술대회논문집
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• 2017.08a
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• pp.69-89
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• 2017

본 연구의 목적은 우리나라 대학의 도전적 창업문화 정착, 대학생의 창업역량 강화로 글로벌 경쟁력을 갖춘 창업 확대에 필요한 창업교육 방안을 제시하는 것이다. 4차 산업혁명 시대 창업의 국가경제적 의의와 함께 대학생의 진로 대안으로서 주목받고 있지만 우리나라 대학생의 창업인식은 낮은 수준에 머물고 있다. 대학생의 창업아이템이 글로벌 경쟁력을 갖출 만큼의 창의성이 뒷받침된 기술기반 창업과는 거리가 먼 경우가 많다. 최근 정부 및 대학에서 창업의 중요성을 인식하고 다양한 지원정책과 교육 프로그램을 운영하고 있다. 그러나 창업문화 확산을 통한 창업도전의 저변 확대, 시장과 산업 트랜드를 바꿀만큼의 시장 전환적이며, 창조적 파괴가 동반된 창업을 활성화하는 데에는 부족함이 많다. 이에 본 연구는 H대학교 신입생 1,092명을 대상으로 설문조사를 실시하여 대학생 창업인식을 분석하고 대학의 창업교육 고도화를 위한 유의한 사실을 발견하였다. 실태조사 결과를 이용하여 본 연구는 다음과 같은 창업교육 고도화 방안을 제시하였는데. 첫째, 생애주기적 진로대안으로서 창업의 의의 인식, 둘째, 학생의 개인적 특성에 기초한 맞춤형 창업교육 프로그램의 개발 운영, 셋째, 창업 전문성을 갖추면서 동시에 교육자로서의 역량을 갖춘 대학 내 외부 전문가들을 네트워킹하여 이론-실무의 우수한 창업 교육자 풀 구성 넷째, 효과적 창업교육 전략 및 프로그램 개발과 실행을 위한 구체적 대안으로 창업교육 목적의 명확화, 교육목적에 부합하는 실천적 교육 콘텐츠 개발 및 국내외 우수 창업교육 콘텐츠의 적극적 활용, 창의적 문제해결 능력 강화를 위하여 교육학적으로 효과적인 방법의 모색 등을 제시하였다.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.681-691
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• 2018

The purpose of this study is to investigate the impacts of Collaborative Problem solving for Character competency (CoProC) strategy on the practical character competency and collaborative problem solving competency in middle school. For this study, 49 seventh grade students (two classes) were selected for use applying the CoProC strategy (CoProC group) while 46 students (two classes) were used for traditional lecture and experimental class (comparative group). In the result, CoProC group showed a statistically significant result in practical character competency than the comparative group. In the sub items of the competency, the CoProC group showed result statistically significant in cooperation, communication, responsibility, and positive self-understanding than the comparative group. Analysis of the effect size of students' practical character competency showed that the CoProC group results showed more effective than the comparative group in terms of care, cooperation, communication, honesty, responsibility, positive self-understanding, and self-regulation. In addition, we investigated the effect of the CoProC strategy on collaborative problem solving competency. As a result, it showed a large effect in the total score of collaborative problem solving competency. Among the sub items of the competency, 'exploration and understanding of members' showed a small size of effect and 'Establishing and maintaining team organization' showed a medium size of effect. 'Communication' and 'self-reflection' showed a large effect. CoProC strategy embedded in Science subject could improve students' collaborative problem solving competency through the process of scientific communication in the scientific inquiry process.

• Journal of Digital Contents Society
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• v.13 no.3
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• pp.459-467
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• 2012

In this work, we develop an instructional method in which students create 3D animations based on problem-solving techniques and computational thinking. The educational, easy-to-learn programming environment/language called "Alice 2.3", which supports story-telling, is used for the delivery of the instructional method. Unlike typical 3D animation instructional methods using command-based demonstrations and/or 3D animation tools, learners engage in a group project in which they develop a story and solve problems by creativity, computational thinking and reasoning skills. Then they develop animations based on the story by programming with Alice. The analysis based on the collected data showed that learners had to put much effort while working on the project, but their critical-thinking skills were improved. It also showed they were more involved and their interests were heightened in developing animation through programming.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.255-268
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• 2011

The 21st century is called as the "Age of knowledge flood", and thus the importance of the ability which can use knowledge creatively is more emphasized. Also, not only individual problem solving but also solving problems through effective communication skills with group members are needed, and therefore, it is requested to train potential gifted learner working together with others to practice cooperation and eventually grown up as a competitive human resource to adapt successfully in future environment. In this paper, to show the effectiveness of cooperative learning in gifted learners, members for cooperative learning group has been selected using whole brain theory from the 42 gifted middle school students who participated in summer gifted learner vacation program. From the analysis of the learners' learning motivation and frequency of interactions whole brain based cooperative learning is effective for enhancing both learning motivation and interactions. Therefore, the whole brain based cooperative learning is an effective pedagogy for enhancing the motivation as well as facilitating interactions within gifted learners.

• 한국벤처창업학회:학술대회논문집
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• 2018.04a
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• pp.115-121
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• 2018

창업교육에서 강조하는 창의성 역량은 사회에 필요한 융합형 인재 육성을 위해 반드시 필요한 부분이다. 하지만 이제까지 창업교육에 대한 효과성을 검증함에 있어서 창업분야에 대한 단편적인 효과중심으로 연구되었고 진로에 어떠한 영향을 미치는지에 대한 효과 연구는 매우 부족한 실정이다. 이에 본 연구에서는 선행연구와 차별적으로 대학의 창업교육을 통한 역량함양이 사회에 진출을 앞두고 있는 대학생의 진로준비와 행동에 어떤 영향을 미치는지에 대해 실증분석 검증하였다. 2016년 8월부터 설문조사를 실시하였고 지역별 창업교육을 수강한 대학생 393개의 표본을 실증분석에 활용하였다. 분석결과 창업교육을 통해 함양된 협업적의사소통능력, 창의적문제해결능력은 기업가정신과 자기효능감에 정(+)의 영향을 미쳤고, 기업가정신과 자기효능감은 진로준비행동에 정(+)의 유의미한 영향을 미쳤다. 또한 기업가정신, 자기효능감의 매개효과 검증에서 협업적 의사소통능력, 창의적 문제해결능력과 진로준비행동 사이에 정(+)의 영향을 미쳤지만 창업교육에 의한 창의성 역량들은 진로준비행동에는 직접적인 유의미한 영향이 없는 것으로 분석되었다. 이에 본 연구의 시사점은 대학의 창업교육의 효과 검증에서 창업교육의 양적인 확대보다는 기업가정신과 자기효능감을 고취 함양시킴으로써 진로준비행동에 긍정의 영향을 미친다는 시사점을 도출 할 수 있었다. 또한 대학 창업교육의 중요성 검증과 향후 다양한 효과에 대한 평가를 학생창업 영역 뿐만 아니라 다각도로 추가 연구가 필요하겠다.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.236-241
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• 2004

Algorithms is defined "step-by-step procedure for accomplishing a task that we wish to complete." Algorithms has much educational values. Already many scholar is making researches about paper-and-pencil algorithms in mathematic education. The purpose of this paper is to propose a study on the direction of teaching algorithms with analysis of algorithms

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.61-73
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• 2006

Studying functions is the fundamental that makes people understand complicate social events by using mathematical symbol system. But there are not enough program design and Teaching-learning strategy for mathematical-gifted student. So this research aim to design education program and teaching-learning strategy in functions area for mathematical-gifted student. 1 use real life-related problems to make students develop their problem-solving skill. And in this research I encourage students to study functions by grouping, discussion and presentation for self-directed teaming.