• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.151-158
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• 2018

The purpose of this study is to develop a system for predicting students' collaborative problem solving ability based on the ICT factors of PISA 2015 that affect collaborative problem solving ability. The PISA 2015 computer-based collaborative problem-solving capability evaluation included 5,581 students in Korea. As a research method, correlation analysis was used to select meaningful variables. And the collaborative problem solving ability prediction model was created by using the deep learning method. As a result of the model generation, we were able to predict collaborative problem solving ability with about 95% accuracy for the test data set. Based on this model, a collaborative problem solving ability prediction system was designed and implemented. This research is expected to provide a new perspective on applying big data and artificial intelligence in decision making for ICT input and use in education.

• Communications of Mathematical Education
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• v.15
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• pp.119-126
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• 2003

학교 현장에서 아이들을 지도하다 보면 문제해결력이 상당히 낮다는 것을 자주 경험하곤 한다. 따라서 그러한 문제점에 대하여 고민하고 다양한 방법을 생각해 보는데, 그 해결 방안으로 소집단 협력학습을 실시하여 아이들의 전반적인 문제해결능력을 높여 보고자 본 연구를 실시하게 되었다. 그러기 위하여 소집단의 구성을 수학 성적을 토대로 하여 5단계로 분류하여 실시하였다. 이에 따른 연구 문제로는 크게 3가지로 정하였는데 다음과 같다. 첫째, 소집단 협력학습이 일제 학습에 비하여 수학 문제해결 능력을 향상시켰는가? (실험반과 비교함) 둘째, 소집단 협력학습이 개인별 수학 문제해결능력을 향상시켰는가? (개인별 비교; 실험반에 국한됨) 셋째, 소집단 협력학습이 수학 교과에 대한 아동들의 수학적인 태도변화를 가져왔는가? 위에서 제시한 연구 문제들을 해결한 결과, 실험반이 비교반보다 문제해결력이 유의미한 수준으로 높게나왔고, 또한 5단계로 분류한 아동들 개개인의 문제해결력에서는 특히 중하위권에 있는 아동들이 실험 후에 문제해결력이 높게 나왔다. 끝으로, 아동들의 수학적인 태도 변화에 관한 설문에서는 소집단 협력학습으로 인하여 수학에 대한 흥미와 자신감이 많이 생긴 것으로 나왔다. 따라서 7차 교육과정에서 주장하는 단계형 수준별 교육과정을 실행하는데 있어서 소집단 협력학습이 하나의 대안이 될 수 있을거라 생각하고, 아동들의 문제해결력을 높이는 또 하나의 수업 형태로서도 시도해 볼만한 것이라 생각한다.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.847-857
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• 2017

This study examined the effect of the Collaborative Problem-Solving for Character Competence (CoProC) instruction model within the context of secondary science education. The participants of this study were comprised of 143 Korean students, each of whom was in the 10th grade spread across four class cohorts. These cohorts were further divided into an experimental group (comprised of 73 students from two different classes), which received the CoProC program; and a control group (70 students from two other classes), which did not. In order to assess the effect of CoProC instruction model upon participants' character competence, we designed and administered a Character Competence Test for participants. The CoProC instruction model consists of 3 fundamental steps: Preparation, Problem-solving, and Evaluation. Key character competence targeted in the CoProC program include caring, collaboration, communication, responsibility, respect, honesty, self-regulation, and the development of positive self-image. Thus, these same qualities were targeted and analyzed in the Character Competence Test, which was administered before and after the CoProC activities. The results show a significant increase in the experimental group's competency for caring, collaboration, responsibility, respect, and self-regulation when compared to the control group. Based on these results, we have found that CoProC instruction model to be an effective teaching intervention toward cultivating character competence in a secondary science education setting.

• Proceedings of The KACE
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• 2018.08a
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• pp.171-174
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• 2018

정보교과는 컴퓨터과학적 지식과 기술의 탐구와 더불어 실생활의 문제 해결을 위해 새로운 지식과 기술을 창출하고 이를 통합적으로 적용하는 능력과 태도를 함양하는 교과이다. 2015 개정 교육과정에서 정보교과의 교과역량 중 하나가 협력적 문제해결력이다. 정보교육을 통하여 배울 수 있는 프로그래밍 분야에서 강조하는 역량 역시 협력이다. 본 연구는 정보교과의 관점에서 협력적 문제해결력 측정 방식을 깃허브, 스택오버플로우의 사례와 PISA, ATC21S의 평가사례를 비교하고자 한다. 협업을 통한 더 나은 결과물을 도출해내는 프로그래밍의 과정을 통하여 협력적 문제해결력을 살펴볼 수 있는 토대를 마련하는데 의의가 있다.

• 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 the Korean Society for information Management
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• v.22 no.1 s.55
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• pp.209-228
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• 2005

This study is a preliminary work in examining how to manage resources for collaboratively interactive help systems. The purpose of this article is to describe significant patterns of behaviors and cognitive state in collaborative problem-solving situation, and further to explore the relationship between the behavior and the perception of service evaluation. Based on the concept of 'cognitive motion' in Dervin's Sense-Making theory, this study conducted a time-line interview. The sample of this study consists of 22 IT personnel helping other person solve IT problems and 36 users being helped for a IT problem-solving. This study presents a model of collaborative problem-solving behaviors and discusses some implications for designing help systems which collaborative interactions can happen.

• Education of Primary School Mathematics
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• v.21 no.3
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• pp.351-374
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• 2018

The purpose of this study is to support the understandings of teachers about the instructional strategies of collaborative problem solving and mathematical modeling as presented in the 2015 revised mathematics curriculum. For this, tasks of the Cubes unit from six grader's and lesson plans were developed. The specific problem solving processes of students and the practices of teachers which appeared in the classes were analyzed. In the course of solving a series of problems, students have formed a mathematical model of their own, modifying and complementing models in the process of sharing solutions. In particular, it was more effective when teachers explicitly taught students how to share and discuss problem-solving. Based on these results this study is expected to suggest implications on how to foster students' problem solving ability as mathematical subject competency in elementary classrooms.

• Journal of Korea Game Society
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• v.21 no.2
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• pp.139-150
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• 2021

This study analyzed the effectiveness by developing an online program to enhance collaborative problem-solving capabilities for college freshmen using gamification. According to the research results, the operational model of the online program for enhancing collaborative problem-solving capabilities using gamification was presented in five stages: 1 preparation, 2 team building, 3 assessment, 4 feedback, and 5 achievement sharing. The results of the "pre-test" and post T-test of creative problem-solving capabilities, the variables related to creative problem-solving skills, academic challenge, creative thinking ability, and convergence value creation have been significantly improved. What should be discussed in the future is the need to experience collaborative problem solving process online, and to develop game design and platform that can discuss and communicate.

• Journal of the Korean Chemical Society
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• v.66 no.6
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• pp.509-520
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• 2022

This study investigated the impact of elementary school science classes based on collaborative problem-solving on the character competency of students. For this purpose, students from 2 classes in 5^th grade at an elementary school in a metropolitan city were targeted, and elementary science classes based on collaborative problem-solving were developed and applied to the 5 topics selected from the 'dissolution and solution' unit in the elementary science curriculum. In order to investigate the effect of science class based on collaborative problem-solving on the character competency of students, results of the character competence test before and after the class, reflective writing activity sheets filled out by the students in the experimental group, and questionnaires regarding their changes in character competency after the class were analyzed. The results showed that elementary science classes based on collaborative problem-solving were effective in cultivating the character competence of elementary school students.

• Proceedings of the Korean Society of Computer Information Conference
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• 2013.07a
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• pp.203-206
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• 2013

본 논문에서는 컴퓨팅 집약적인 현대와 미래 사회를 대비하기 위한 컴퓨터 교육의 목표를 계산적 사고 및 이를 바탕으로 한 협력적 문제 해결 능력의 향상으로 보고 이를 실현하기 위한 컴퓨터 교육의 전망과 과제를 제시하였다. 계산적 사고 향상을 위한 컴퓨터 교육은 컴퓨터과학을 전공하는 학습자 뿐 아니라 모든 학습자를 대상으로 이루어져야 하며 이를 위해 초 중등학교 컴퓨터 교육과정의 체계적인 개선 및 계산적 사고를 바탕으로 한 간학문적 융합 학습 활동의 설계 및 평가 전략의 개발이 요구된다. 또한 여학생, 특수교육대상 학생과 같은 정보 소외 계층 학습자들의 컴퓨터과학에 대한 관심과 참여를 조장하고 협력적 문제 해결 활동을 지원하기 위한 학습 환경을 제시하여야 한다. 따라서 이러한 과제를 해결하기 위한 새로운 접근으로 예술과 컴퓨터과학의 융합 교육 활동인 E-Textiles 프로젝트의 특성과 연구 동향, 국내 적용 방안을 제시하였다.