• Journal of The Korean Association of Information Education
• /
• v.23 no.5
• /
• pp.441-449
• /
• 2019

With the introduction of the 2015 revised curriculum, software education became mandatory in elementary school. The practical subject in the content for the software education consists of information ethics, algorithms, programming, and computer science. Especially, elementary school encourages the unplugged activities. Unplugged activities are preferred among the teachers in the education field as a teaching-learning method. However, those teachers pointed out that the lack of suitable unplugged activity materials was the biggest challenge. In addition, it was pointed out that the existing materials were not suitable for achievement standards, and there are many simple playing-oriented educations that are not linked to computing activities. In this study, we developed an unplugged activity-oriented robot that can be used for the elementary students to learn the basic control structure suggested in the achievement criteria SW education and to develop creative problem solving ability through various activities using sensors. The effectiveness was verified through the software class using the developed robot in this study.

• Educational Technology International
• /
• v.7 no.2
• /
• pp.23-44
• /
• 2006

As the educational paradigm has shifted from the traditional knowledge oriented instruction learning to the knowledge product oriented instructional learning, the development of student's creativity becomes one of the most important educational goals, because the ability that can produce the knowledge creatively is required in the digital information knowledge based society. The purpose of this study is to make a basic direction and strategy for the instructional design to develop an on and off line blended instructional design which will help a learning community to be a more collaborative and creative learning community. This research has investigated the concept and the characteristics of collaborative creativity and creative problem solving as the theoretical basis of the design. After that, on the basis of the theories connected with the collaborative creativity theory, the direction and the strategies for the development of collaborative creativity was designed. The design was applied into the real learning community and finally proved the effectiveness of the learning model for the development of the collaborative creativity by the quantitative evaluation.

• Journal of The Korean Association of Information Education
• /
• v.21 no.4
• /
• pp.425-435
• /
• 2017

The purpose of this study is to explore the differences between Korea and Japan in terms of the effects of student- and school-level ICT-related factors on computer-based problem solving ability in PISA 2012 achievement results. PISA 2012's computer-based problem solving assessment included 5,033 students from 156 schools in Korea and 6,351 students from 191 schools in Japan. A 2-level hierarchical linear model (HLM) was employed to analyze data. Both of Korean and Japanese students, students with the earlier use of computer and the Internet, higher socioeconomic background and higher openness to problem reported better problem solving scores than their counterparts. Also, accessibility to ICT equipment provided by home or school was found to be a negative effect on problem solving in both countries. Differences in the effects of purposes and attitudes for ICT use, teacher-student relationship, and creative out-of-school activities on problem solving ability were found between two countries.

• Journal of Science Education
• /
• v.37 no.3
• /
• pp.562-572
• /
• 2013

The purpose of this study was to investigate the effects of a STEAM Project-Based Learning on the elementary students' creative problem solving, scientific achievement and class satisfaction in elementary science class. For this purpose, the STEAM based project learning for students was developed and applied. The subjects were fifth grade students at S elementary school in Incheon divided two groups : an experimental class comprising of 28 students and a comparative class of 27 students. The results of this study were as follows: First, the change in students' creative problem solving ability in the experimental group applying the STEAM Project-Based Learning has statistically meaningful difference (p<.01). Second, a scientific achievement in experimental group has statistically meaningful difference (p<.05). Third, students' satisfaction in the experimental group was 59.6% for this program. Therefore, the STEAM based project learning program applied to this study might be useful to improve the students' creative problem solving ability and achievement in science.

• Journal of Korean Elementary Science Education
• /
• v.41 no.4
• /
• pp.616-626
• /
• 2022

This study aims to investigate the effect of the application of the brain-based learning model on the self-efficacy, creative problem-solving ability, and academic achievement of elementary school students in science classes. The participants consisted of 22 students from one class (experimental group) and 22 students from another class (comparison group) of J Elementary School in B Metropolitan city. The experimental group conducted science classes that applied the brain-based learning model, and the comparison group conducted general explanatory science classes according to textbooks and the guide books of the teachers. The study found that science classes that applied the brain-based learning model exerted positive effects on the three abovementioned skills. Based on the results, the study confirmed that the application of the model is an effective learning tool that increases the self-efficacy, creative problem-solving ability, and academic achievement of for elementary school students in science classes.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.17 no.3
• /
• pp.269-280
• /
• 2022

Recently, the necessity and importance of entrepreneurship education in universities in terms of nurturing creative talents and career paths have been emphasized. This study attempted to examine the mechanism of how the effectiveness of entrepreneurship education affects career maturity by dividing it into theoretical education and practical entrepreneurship education with problem-solving competency rather than a single dimension. This study performed an empirical analysis using Smart PLS for 153 college students. The results of the analysis are as follows. First, it was found that theoretical and practical entrepreneurship education had a significant positive (+) effect on problem-solving ability. Second, theoretical entrepreneurship education had a positive (+) effect on career maturity. but practical entrepreneurship education did not have a direct significant effect on career maturity. Third, problem-solving ability had a positive (+) effect on career maturity. Finally, the mediating effect analysis revealed that problem-solving ability had mediating effects on both entrepreneurship education and career maturity of college students. In conclusion, this study has its significance in that it presents the effectiveness and direction of entrepreneurship education both in theory and practice at a time when it is urgent to foster inspiring and creative talent in universities to meet the demands of the times. In particular, it was analyzed that entrepreneurship education conducted at universities is required to upgrade the curriculum, content, methodology, and subject design of practical entrepreneurship education, and there is an urgent need for improvement so that the effect of practical entrepreneurship education can have a significant effect on career maturity.

• Knowledge Management Research
• /
• v.14 no.4
• /
• pp.19-46
• /
• 2013

This paper aims to show the learning process and the educational effects of Divide-and-Combine principles and State Models, which are included in the Butterfly Model for creative problem solving. In our State Models, there are Time State Model, Space State Model, and Whole-Parts State Model. We have taught middle school students (for 18 hours), high school students (for 24 hours), and undergraduate students (for 1 semester) about our proposed Models when they solved contradiction problems. Also, we have made the students learn our contradiction resolution algorithms by themselves based on team-based discussion. By learning and by using our Models, the students had the higher level of expertise in contradiction problems and had the growth mindset that made them have confidence in themselves and kept them challenging themselves about problems. Also, learning and solving with our Models improved the students' growth mindset as well as their problem-solving ability.

• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.25 no.2
• /
• pp.246-251
• /
• 2021

This study is analyzed survey based on classes of computational thinking to identify problem solving ability, to reflect them in curriculum plan for software education. Through analyzing difficulties on computational thinking learners by pre/post test on problem solving ability, the education method of software curriculum was proposed. For this study, the subject, scope of content, and activity plan were organized into 15 weeks of software curriculum for 2 hours per week, and questionnaire was conducted for 63 students. As a result, the 'Humanities Departments' have shown higher problem solving ability improvement than 'Science and Engineering Departments'. Based on the results, in order to cultivate creative fusion-type talent, the theoretical systems that fundamentally define thinking and perception must be fused with each other. In addition, software education should be improved to be extended to non-majors in various fields.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.11
• /
• pp.738-743
• /
• 2018

This paper applied to the economics subject using PBL(Problem-Based Learning) for improving students many skills in Mongolian University that 21st century demands. For the first time at Mongolian University, the PBL problem was developed for the use of PBL and applied to the class and confirmed its effectiveness. The study subjects were 60 freshman students in D university who took 'Economics'. We applied 5 problems for 16 weeks. Students wrote and submitted a reflective journal when they finished the every activity. In addition, they completed a class evaluation form after the PBL program ended. The study showed that they experienced various effects such as understanding of learning contents, understanding of cooperative learning, practical experience, creative problem solving ability, presentation skill, communication ability, self- directed learning ability, self - confidence. In the PBL learning activities, the learning environment was not well prepared yet, so some difficulties were encountered. Mongolian students perceived it as a new and effective way to develop their expertise as a future leader in the 21st century. The main goal of Mongolian university is to produce leaders with professional talent with creative problem solving ability and active learning direction.

• Journal of Gifted/Talented Education
• /
• v.17 no.2
• /
• pp.392-412
• /
• 2007

It has been understood that Confucian culture only blocks creative problem solving(CPS). However, it is claimed that Confucian culture exerts positive and negative influence on nurturing CPS. Confucian culture fosters CPS by urging strong motivation for learning, and building rich base of knowledge and skills in general and in specific domains through teaching joy of learning and hardworking fueled by parents' education fever. Confucian culture has negative influence on CPS with emphasis on obedience and conformity. Keju system, as a part of Confucian culture, resulted in excessive private tutoring to prepare for the high-stakes test, delimitation of students' experiences to matters to be tested, and students' weak interest, self-concept, and self-directed learning. Negative influence from Confucian culture on CPS is analyzed and some suggestions are provided for revising educational policies and educational practices in order to maximize the creative problem solving in Confucian countries.