• The Mathematical Education
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• v.50 no.4
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• pp.467-487
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• 2011

The purpose of this study is to analyze of gifted students' improvement on mathematical attitude and problem-solving ability through project-based materials in science high school. For this study, research questions are established as follows. 1. Does the project-based materials-used instruction have a positive effect on improving problem-solving ability? 2. Does the project-based materials-used instruction have a positive effect on improving mathematical attitude? To solve these research questions, this study employed a survey and interview type investigation for gifted students' mathematical attitude and problem-solving ability. A subject of classes were randomly selected among the 11th grader in D science high school and designated one class as the experimental group and the other class as the control group. Twelve hours of the project-based materials-used instruction and the traditional textbook-oriented instruction had been carried out in each class. Findings on this study are as follows: First, the project-based material-used instruction is shown to be more effective in enhancing problem-solving ability than the traditional textbook-oriented instruction. Second, the project-based material-used instruction is shown to be more effective in improving mathematical attitude than the traditional textbook-oriented instruction.

• Journal of The Korean Association of Information Education
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• v.21 no.4
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• pp.425-435
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• 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 The Korean Association of Information Education
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• v.22 no.4
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• pp.427-438
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• 2018

The purpose of this study is to analyze the effect of SW education applying CSCL based design thinking on elementary school students' creativity and problem solving skills. The study was conducted on 28 elementary school students in grades 4,5,6 participated in J university-sponsored educational donation program during the winter break. A SW education program based on design thinking was developed and applied to experimental group. First, we conducted a pre-test to check creativity and problem solving skills. After that, SW education program applying CSCL-based design thinking was conducted for 42 hours. Finally, post-test was conducted to examine creativity and problem solving skills. As a creativity test tool, the TTCT pattern test forms A and B of Torrance were used and analyzed. As the problem solving skills test tool, the problem solving skills test for the elementary school students developed as a life-ability measurement tool were used and analyzed. As a result of the verification, it was found that SW education applying design thinking was effective in improving elementary school students' creativity and problem solving skills.

• Education of Primary School Mathematics
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• v.8 no.2 s.16
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• pp.115-128
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• 2004

This study is based on the observation of preceded research that problem based instruction is effective in acquiring advanced mathematical knowledge but is not effective for raising mathematical achievement. The treatment of this experimental research is named 'revised problem based instruction' because it adds an expository session to the original problem based instruction. Then the purpose of this study is to make sure that revised problem based instruction is effective in raising mathematical achievement of underachievers.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.1
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• pp.105-115
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• 2011

Education is focused on how to nurture creative problem-solving skills talent in rapidly changing information society. The algorithm education of computer science is effective in improvement of students' logical thinking and problem solving capability. However, the algorithm education is very difficult to teach in elementary students level. Because it is difficult to understand abstract characteristic of algorithm. Therefore we developed educational contents based on the principle of the algorithm for improve students' logical thinking and problem-solving capability in this study. And educational contents contain interesting elements of the game. So, students will be interested in algorithm learning and participate actively through developed educational contents. Furthermore, students' creative problem-solving capability may improve through algorithm learning.

• Journal of The Korean Association of Information Education
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• v.6 no.2
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• pp.187-200
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• 2002

In this study, we developed Internet Based Problem Solving Learning Model based on difficulty of internet based problem solving teaching and learning. For these, firstly we developed 7 Steps Problem Solving Model applying ICT-EUS into proper step. Next, we developed Internet Based Problem Solving Learning Model reflecting 7 Steps Problem Solving Model and searched an outline and characteristics of support system to apply the model into instruction. The teaching and learning model is composed of four steps of (1) design (2) preparation (3) teaching and learning execution (4) management, and 7 Steps Problem Solving Model is the core of teaching and learning execution step. The 7 Steps Problem Solving Model and Internet Based Problem Solving Learning Model are not for functional use but for general use. In other words they can be used commonly in all subjects.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.723-731
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• 2021

In this study, the AI education program for elementary school students was developed and applied by introducing the design thinking process, which is attracting attention as a creative problem solving process. A design thinking-based AI education program was developed in the stages of Understanding AI, Identifying sympathetic problems, Problem definition, Ideate, Prototype, Test and sharing, and the development program was applied to elementary school students in 4th-6th grade. As a result of pre- and post-testing of students' computational thinking skills to confirm the effectiveness of the program, computational thinking skills increased by grade level, and students experienced a process of collaboration for creative problem solving based on insights gained from sympathetic problem finding. In addition, it was possible to get a glimpse of the attitude of using AI technology to solve problems, and it was confirmed that ideas were generated in the prototype stage and developed through communication between team members. Through this, the design thinking-based AI education program as one of the AI education for elementary school students guarantees the continuity of learning and confirms the possibility of providing an experience of the creative problem-solving process.

• Journal of Korea Multimedia Society
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• v.20 no.2
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• pp.382-395
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• 2017

Learning computational thinking is very important in programming education. Computational thinking refers to the problem solving ability based on the theories of computer science, indicating the importance of algorithm thinking. That is the reason for focusing on promoting creativity and improving the problem solving ability of the students in programming education. This paper commented the elements to consider for teachers when teaching computational thinking to elementary school students with online coding education website 'code.org' that helps beginners have easy programming experiences based on the characteristics of the website, and proposed the appropriate teaching methods.

• Journal of Engineering Education Research
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• v.8 no.1
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• pp.99-112
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• 2005

Problem-Based Learning is focused, experiential learning organized around the investigation and resolution of messy, real-world problem. It is both a curriculum organizer and instructional strategy, two complementary processes. The PBL model developed in this study was composed the two components of Problem Design(curriculum organizer) and Problem Implementation(instructional strategy). The basic process of Problem Implementation Model were composed the 8 steps ; 1) the identification of problem, 2) the specification of problem, 3) the exploration and generation for solution, 4) the selecting of best idea, 5) the specific planning of best idea, 6) the implementation and realization, 7) the evaluation, 8) the applying and reflection.

• Journal of Engineering Education Research
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• v.12 no.2
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• pp.96-106
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• 2009

Problem-based learning has been considered as one of the effective educational methods in engineering education. However, in so far as professors who require practical insights in PBL and experiences of developing actual problems by subject, in particular, thorough understanding from experiences of PBL process as well as problem-development has not been sufficiently provided. The purpose of this paper is to present strategies focusing on problem design for PBL on engineering education. In order to do this, a literature review and a qualitative case study were performed. Especially, the study intended to identify differences and gap between professors' problems-development process and its output and those of authentic PBL. Professors were found that their PBL problems had lack of authenticity, consideration on experiences of students, and realistic thinking process. Professors in PBL had difficulty to link theory into real situation. In consequence, in designing a problem, we consider the followings; first, the problem should be designed based on real design process and its output. Second, the problem should be designed and implemented in all academic years for developing student's systematic and skillful thinking process. In conclusion, more supports are needed for engineering professors to extend their experiences of designing and developing actual problems that present real experience.