• Women's Health Nursing
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• v.17 no.3
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• pp.265-274
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• 2011

Purpose: This study determined the correlation between nurses' critical thinking disposition; problem solving process; and nursing performance. It also examined the impact of critical thinking disposition and problem solving process on nursing performance. Methods: The data was collected from 419 nurses. Descriptive statistics, t-test, ANOVA, scheffe test, pearson correlation analysis and multiple regression analysis were performed. Results: Nursing performance showed that there were differences according to age, marital status, educational level, total number of years in the career and the length of employment in the present department. The problem solving process showed differences in the educational level. Critical thinking disposition showed differences according to age, educational level and total number of years in the career. Problem solving process and nursing performance showed a positive relationship whereas critical thinking disposition and nurses' performance showed a positive relationship. Factors affecting nursing performance, were nurses' age, duration of employment in the present department, problem solving process and critical thinking disposition. This model was statistically significant and showed 22.1% of the total variance. Conclusion: The attention of nursing administrators should be drawn to the consideration that a certain amount of experience in the current department is positively related to nursing performance. Furthermore, in order to provide a improvement in professional nursing performance, educational programs towards nurses' critical thinking disposition and problem solving process should be provided.

• Korean Journal of Human Ecology
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• v.15 no.4
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• pp.551-561
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• 2006

The purpose of the study is to examine the influence of children's familiarity with a task and teachers' feedback on their problem solving performances. It was assumed that children's' problem solving performance would be different depending on the children's familiarity with a task and the feedback from teachers. The study also examined whether children's' problem solving competence would be different depending on their gender and age. The experiment was conducted with two experimental tools. The subjects were 58 children who were 5 to 6-year-old, enrolled in kindergartens in Koyang city in Kyunggi province. The collected data were processed with SPSS 11.0 program to get the average and the standard deviations, and with one-way ANOVA and two-way ANOVA with repeated measures. The results of the experiment are as follows; First, children's' problem solving competence was different depending on their age. Older children showed higher performance than younger children, while there's no difference in children's performance depending on their gender. Second, the teachers' feedback didn't influence children's problem solving performance. Third, children showed higher performance when familiar tasks were provided, compared to when typical tasks were provided. Finally, this study found that children's task familiarity has an influence on their problem solving performance.

• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.774-784
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• 2004

In the previous study, six factors which could disturb students' problem solving in an everyday context were identified and discussed. In this study, teaching materials to help students overcome those disturbing factors for successful problem solving in an everyday context were developed and applied to twenty-nine grade 10 students, and the effects of teaching materials were analyzed. According to the analysis of the correlation between the performance in everyday context problem solving and the benefit from the teaching materials, it was found that students who received the help from the teaching materials showed better performance with statistical significance. And students noted that teaching materials were helpful for them to solve the physics problems. Analyzing the overall performance of students in solving the everyday context problem, students in the experimental group showed better performance than the control group and this performance difference was larger among low-score students in school science testing. However, these differences were not statistically significant because the sample size was small. And, based on the analysis of interviews with students, it was also found that some students who showed low performance might not receive help from the teaching materials because the materials were too complex to be read easily, or because the basic concepts needed to solve the problem were not understood. Therefore, the results obtained from the interviews will be used to design more effective teaching for problem solving in an everyday context.

• Korean Journal of Child Studies
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• v.20 no.4
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• pp.105-117
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• 1999

This study investigated the influence of peer friendliness, conflict, and collaboration on children's problem solving performance. Eighty-two preschool children (41 pairs) filled out the Friendship Assessment Inventory and participated in 3 problem-solving sessions using the Tower of Hanoi. Results showed that just working together does not improve children's problem solving performance. The degree of friendliness children have for each other has a significant effect on their problem solving performance. The children who worked with more friendly peers were more collaborative and were better problem solvers than those who worked with less friendly peers. This study suggests the importance of the relationship between interacting peers on problem solving performance.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.2
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• pp.146-155
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• 2017

Purpose: The purpose of this study was to investigate the nursing informatics competencies, problem-solving ability, and nursing performance ability of nurses, and to determine factors that affect their nursing performance ability. Methods: Data were collected from 210 clinical nurses employed by a general hospital having more than 500 beds in Seoul. The data were collected from June to October, 2014. The questionnaires included a nursing informatics questionnaire, the Korea problem solving process inventory, and a nurse performance appraisal tool. The data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and stepwise multiple regression. Results: Nursing performance ability had statistically significant correlation with nursing informatics competencies (r=.49, p<.001) and problem-solving ability (r=.66, p<.001). Factors influencing nursing performance ability were problem-solving ability, nursing informatics competencies, work experience, and educational status, accounting for 54% of the variance. Conclusion: Findings indicate that nursing informatics competencies and problem-solving ability have important influences on the nursing performance ability of clinical nurses. Thus, in order to provide an improvement in nursing performance ability, educational programs towards nurses' problem-solving ability and nursing informatics competencies should be provided.

• Journal of the Korean Home Economics Association
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• v.44 no.12
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• pp.19-30
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• 2006

The present study investigated the effects of children's cognitive styles on their interpersonal problem solving performances. It examined closely whether children's interpersonal problem solving performances differed depending on their individual cognitive styles such as field independence-field dependence and reflection-impulse cognitive styles. It also examined whether children's interpersonal problem solving performances differed depending on the subjects children interacted with. The subjects were 80 5-and 6-year-old children from three child care centers. Collected data were analyzed with SPSS Win 10.0 and processed statistically using average, standard deviation, and repeated measures design. Children's interpersonal problem solving performances showed differed according to the subjects they interacted with. Children showed better interpersonal problem solving performances with their peers than with adults like teachers or parents. There was a significant positive correlation between children's field independence-field dependence cognitive styles and interpersonal problem solving performances. That is, the more independent children were, the higher their interpersonal problem solving performances were. In addition, there was a partially negative correlation between children's reflection-impulse cognitive styles and interpersonal problem solving performances. The more impulsive children were, the lower the problem solving performances were.

• Korean Journal of Human Ecology
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• v.15 no.1
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• pp.1-15
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• 2006

The purpose of this study is (1) to investigate how children's peer interaction type and joint problem-solving performance differ, depending on a partner's age, in such a situation as they are asked to solve problems with their peer and (2) to investigate relationship between children's peer interaction type and joint problem-solving performance. Results reveal that children's problem-solving performance receives more benefit in the interactions with older peers, rather than those with younger ones. It can also be improved by higher level of collaborative interactions such as abstract collaborative explanations in joint activities. It is influenced positively by collaborative interactions, expecially when the children are in the same age groups. Results here were discussed in terns Piagetian and Vygotskian theories.

• Research in Mathematical Education
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• v.13 no.3
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• pp.181-195
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• 2009

Students' approaches to mathematical problem solving vary greatly with each other. The main objective of the current study was to compare students' performance with different thinking styles (divergent vs. convergent) and working memory capacity upon mathematical problem solving. A sample of 150 high school girls, ages 15 to 16, was studied based on Hudson's test and Digit Span Backwards test as well as a math exam. The results indicated that the effect of thinking styles and working memory on students' performance in problem solving was significant. Moreover, students with divergent thinking style and high working memory capacity showed higher performance than ones with convergent thinking style. The implications of these results on math teaching and problem solving emphasizes that cognitive predictor variable (Convergent/Divergent) and working memory, in particular could be challenging and a rather distinctive factor for students.

• Korean Journal of Child Studies
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• v.21 no.4
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• pp.227-241
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• 2000

This study investigated the effectiveness of mathematical activities based on picture books for the development of children's problem-solving performance. Subjects were 72 children divided in two groups of 36 each; one group had mathematical activities based on picture books and the other group had of pencil-and-paper tasks. The problem-solving performance was measured in terms of the test by Ward(1993) with a few modification for pretest and posttest. Mathematical activities were performed 12 times over a 6 week period. The data was analyzed by Analysis of Covariance(ANCOVA). The group taught by picture books significantly improved mathematical problem-solving performance.

• Educational Technology International
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• v.11 no.2
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• pp.1-24
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• 2010

The study aimed to investigate the differential effects of visual and verbal scaffoldings on web-based problem solving performance. A quasi-experiment with 143 high school students in South Korea was administered. Each student's visualization tendency score was obtained at the beginning of the study. Based on the visualization tendency scores, students were divided into two groups; low and high level visualization tendency groups. Then each group was split in half and randomly assigned to one of the two lessons - one with visual scaffolding and the other with verbal scaffolding. The contents of the two lessons were the same. All students' performance was measured through an essay assignment for a problem solving at the end of the lesson. The result showed that the visual scaffolding group outperformed the verbal scaffolding group (F=22.54, p<.01), regardless of each student's visualization tendency level. The effect size was 0.81, indicating high practical significance. There was no statistically significant interaction effect between scaffolding modalities and students' visualization tendency levels. These findings imply that visual scaffolding is an effective strategy to promote students' problem solving performance.