• School Mathematics
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• v.18 no.2
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• pp.323-348
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• 2016

The 2009 revised national mathematics curriculum have inserted mathematical 'linking cube' activities in the 6th grade math classes to improve students' spatial problem solving abilities and communication skills. However, we found that it was hard for teachers to teach problem solving and communication skills due to the absence of mathematical way of representing linking cubes in the classroom. In this paper, we propose 3D 'turtle representation system' as teaching and learning tools for linking cube activities. After using turtle representation system for linking cube activities, teachers responded that turtle representation system is a valuable problem solving and communication tools for the linking cube mathematics classes. We conclude that turtle representation system is a well designed teaching and learning tools for linking cube activities, and there are lots of educational meanings in the 3D turtle representation system.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.437-461
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• 2011

The purpose of this study was to examine the metacognition of mathematically gifted students in the problem-solving process of the given task in a bid to give some significant suggestions on the improvement of their problem-solving skills. The given task was to count the number of regular squares at the n${\times}$n geoboard. The subjects in this study were three mathematically gifted elementary students who were respectively selected from three leading gifted education institutions in our country: a community gifted class, a gifted education institution attached to the Office of Education and a university-affiliated science gifted education institution. The students who were selected from the first, second and third institutions were hereinafter called student C, student B and student A respectively. While they received three-hour instruction, a participant observation was made by this researcher, and the instruction was videotaped. The participant observation record, videotape and their worksheets were analyzed, and they were interviewed after the instruction to make a qualitative case study. The findings of the study were as follows: First, the students made use of different generalization strategies when they solved the given problem. Second, there were specific metacognitive elements in each stage of their problem-solving process. Third, there was a mutually influential interaction among every area of metacognition in the problem-solving process. Fourth, which metacognitive components impacted on their success or failure of problem solving was ascertained.

• Therapeutic Science for Rehabilitation
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• v.12 no.4
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• pp.97-109
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• 2023

Objective : This study aimed to investigate the mediating effect of play on the relationship between toddlers' sleep habits and problem-solving. Methods : In total, 1,734 participants were selected from the 3rd wave of the Panel Study on Korean Children. A structural equation modeling approach was utilized to examine the relationship among toddlers' play, sleep habits, and problem-solving, as well as to investigate the mediating effect of play. Results : The monthly age of the study participants ranged from 23 to 32 months, with 885 (51.0%) boys and 849 (49.0%) girls. The indirect effects of play on problem-solving skills (β = 0.137, p = .006) were statistically significant, but the direct effects of sleep habits on problem-solving skills (β = -.015, p = .871) and the total effect (β = 0.122, p = .057) were not significant. Conclusion : This study indicated that sleep habits did not have a direct effect on problem-solving ability, but that the indirect effects were significant and fully mediated by play. Incorrect sleep habits can negatively affect lifelong development. Therefore, parents would need to be aware of whether their child is developing good sleep habits during the toddler age.

• Journal of The Korean Society of Integrative Medicine
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• v.2 no.3
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• pp.15-22
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• 2014

Backround : The paradigm of recent education has been shifting from existing style of professor-oriented, passive and rote teaching to learner-centered education. Rather than mere delivery of knowledge, today's idea of education uses various audiovisual media to let learners gain more problem-solving skills, judgment, cognitive thinking ability, and creativity to apply to real practice. Also, while current trends and change in policy ask for related industry to require practice-centered teaching learning model, Problem-Based Learning (PBL) is quite effective that it activates problem-solving skills as well as application of National Competency Standards (NCS). Purpose : The purpose of this study was to suggest a teaching learning model article as an approach to apply web-based PBL for patient & medical charge management practices. Discussion & Conclusion : This paper the cases on PBL and presents the teaching learning model on web-based PBL as an approach to applying web-based PBL, which fits Medical Information System Department that combines health-medical treatment and computer applications, to practical health administrative affairs.

• Journal of Science Education
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• v.33 no.2
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• pp.290-303
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• 2009

The purpose of this study was to analyze communication, problem solving and self-directed learning of elementary and secondary scientific gifted students. In addition, this study investigated correlation on the subdomains of communication, problem solving and self-directed learning. The subjects of this study were 252 students(97 elementary students and 155 secondary students) who had been enrolled at Center for Science Gifted and Talented Education. Elementary and secondary scientific gifted students' self-directed learning skill was the highest score among core abilities. The result of analysis on self-directed learning subdomain presented the highest score in basic self control of elementary students. The secondary scientific gifted students showed the highest score in effort attribution to result. Subdomains of core capacity has very high correlation. This fact shows very high correlation among core abilities. The results of this study are suggesting that the systematical life skills education based on concrete factors is effective to improve communication, problem solving and self-directed learning of scientific gifted students.

• Journal of Korean Critical Care Nursing
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• v.5 no.1
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• pp.12-22
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• 2012

Purpose: This study was conducted to evaluate the learning outcomes of simulation-based practice on emergency care for patients with dyspnea in nursing students. Methods: One group pre-post experimental design with 28 nursing students was used. Simulation-based practice on the basis of SimMan Human Patient Simulator including academic lectures, simulation lab exercises and debriefing was applied for four and half hours. The learning outcomes were assessed by measuring knowledge, critical thinking, problem solving process of cognitive skills, self-confidence and learning attitudes of affective domain. Furthermore, self reported clinical performance ability of psychomotor skills was examined. Results: After the completion of simulation-based practice, there was a significant increase in the mean of following measured variables: knowledge, critical thinking, problem solving process of cognitive skills, self-confidence, learning attitudes of affective domain and clinical performance ability of psychomotor skills. Significant positive relationships were found among learning outcome measurement variables. Conclusion: Simulation-based practice is an effective method to improve cognitive skills, affective domain and psychomotor skills of nursing students. Hence, Simulation-based practice should be applied for improving current limited emergency care training for nursing students and enhancing students' competency in clinical situations.

• Journal of the Korean Chemical Society
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• v.55 no.6
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• pp.1056-1073
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• 2011

The purpose of this study was to develop teaching materials using Pyramid model of divergent thinking, Inverse pyramid model of convergent thinking and Diamond model of divergent-convergent thinking. And the teaching materials was implemented to 120 students in middle school over 10 weeks. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially in fluency and flexibility(p<.05). Also the teaching materials contributed to improve critical thinking skills, especially in inquiry process of recognizing problems, making conclusion and generalization(p<.05). Moreover, academic achievement was improved(p<.05). But, there was no significant improvement in creative personality(p<.05).

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.527-546
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• 2010

As research results, male schoolchildren were found to solve problems more easily in the area of basic process skills while female schoolchildren were found to solve problems in the area of integrated process skills. Schoolboys showed the high tendency to solve problems in a planning pattern by memory, or solving pattern in which they are fully aware of the contents of both questions and choices in answer sheets, or the pattern which they are fully aware of distracters in answer sheets; in contrast, schoolgirls showed a high tendency to get a good result by analyzing both questions & choices in answer sheets or analyzing a chart, graph and illustration, which explains that female schoolchildren tend to solve problems in more diverse ways than male schoolchildren. In case of a poor achiever, male schoolchildren tend to make a failure while trying to find answers in an inadequately understood state or trying to solve on mistaken memories while doing questions immediately while female schoolchildren showed a lot of solving patterns based on mistaken memories or wrong analyses of a chart, illustration, or graph. Such results are believed to offer the implications on the understanding of male/female schoolchildren in their problem-solving pattern of their exploratory ability in elementary science and on its subsequent program development.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.5
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• pp.605-610
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• 2018

The purpose of this paper is to develop evaluation methods in order to apply effective problem-based learning (PBL). To observe the effectiveness of a PBL system on learners and to comprehend the learning process of a PBL application, analysis of reflective journals and an evaluation questionnaire completed by participants (n=68) were used. The participants of the study were recruited from Hankyong National University students who undertook first-year Creative Engineering Design. A total of four problems for the PBL-based lectures were designed and applied to 12 weeks of PBL lectures. The participants completed reflective journals upon completion of each PBL problem-based activity; upon completion of the last PBL problem, participants completed and submitted a PBL system class-evaluation questionnaire. Also the participants completed an evaluation questionnaire at each step of the instructional procedures for each PBL problem-based activity. The findings of the research show that the participants increased their comprehension of PBL systems, their understanding of lecture content and of cooperative learning, and improved their self-reflection, authentic experience, creative problem-solving skills, communication skills, documentation skills, presentation skills, observational skills, and evaluation skills. The participants described how learning through PBL increased their confidence, satisfaction, and sense of achievement, compared to the previous semester.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.2
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• pp.213-223
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• 2012

This study explored practicing elementary school teacher's beliefs of scientific inquiry and scientific inquiry teaching methods. Defining teacher's beliefs as a broad construct, we tried to examine the teachers' understandings about the scientific inquiry and scientific inquiry teaching method. This study drew on interview data from 10 elementary teachers in busan and changwon area of korea. Conclusions of this study include; First, we found that elementary teacher's beliefs of inquiry were represented variously. And they considered that inquiry is the important goal of science education. They though that the goal of science education is development of Scientific inquiry skills, Scientific thinking skills, development of Creativity and problem solving ability, increasing interest about science, understanding of the basic concepts of science and apply of real-life. second, most of the teachers though that Scientific inquiry is scientists activities, they defined 'the process of creation of new knowledge', 'the process of deriving theory', 'solving process of intellectual curiosity', 'Problem-solving process'. third, they considered that teaching method of scientific inquiry is open inquiry activities. however, they thought that there are many difficulties to actually apply. Understanding teachers' beliefs has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.