• Journal of the Korean Applied Science and Technology
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• v.40 no.1
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• pp.168-178
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• 2023

This study aims to develop and apply problem Based learning classes through skin beauty basics and practical classes to foster experts close to the beauty care field. Students are presented with a problem to solve in practice in the field of skin care, and in order to solve the problem, intellectuals try to come up with a solution to solve the problem jointly. Conduct skin beauty learning classes that apply problem-based learning to students, and analyze the effects after taking the classes. As a result of this study, by presenting actual problems in the field, scientists were able to actually do what experts do, and it was possible to come up with various solutions to a given problem in the future, and to share parts to expect problem-solving abilities. These results suggest that problem-solving and the problem-centered learning process for problem-solving have a positive effect on improving his problem-solving ability.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.237-249
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• 1998

Calculators can be instructional instruments to be used specially in problem situations which need calculations through calculators. A calculator-calculations is one of the various calculation methods. As there are problem situations for each method, there are problem situations for a calculator-calculation, too. Basically, calculator-calculations can be admitted in any cases which need not paper-and-pencil calculations, estimations, mental calculations, and computer-calculations. In this paper, some basic knowledges on how to use calculators in elementary mathematics education are offered. Students learn concepts easier by doing complex and tedious calculations through calculators than through paper-and-pencil calculations. And, by doing complex and tedious calculations in problem solving, they can focus on understanding problems, planning, and looking back. Calculator can be used directly in phases of understanding and planning. Calculators can be used to practice guess and check strategies. Problems which contain calculations beyond students' paper-and-pencil calculations abilities. So, as a result, students' experiences on problem solving can be extended. Calculators experiences can affect students' persistences, confidences, enthusiasms, self-esteems positively.

• The Journal of Korean Association of Computer Education
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• v.9 no.4
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• pp.1-14
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• 2006

The purpose of the study was to investigate how to improve students' information literacy and problem solving abilities in the computer subject. A web-based problem-based learning (PBL) for computer subject for the 8th graders in middle school are designed and developed. In addition. the process of learners' problem solving on problems produced from PBL model was analysed 10 investigate the way how to evaluate learners' responses and products during two semester.

• Educational Technology International
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• v.11 no.1
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• pp.145-169
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• 2010

Many universities are searching for educational methods to cultivate problem-solving ability and cooperative learning ability or already trying to implement them. Problem Based Learning(PBL) and Action Learning(AL) are effective teaching and learning methods to cultivate men of talent qualified for problem-solving and cooperative learning abilities that universities are seeking after. PBL and AL have something in common in that learning is accomplished while learners are solving the authentic problem. But, in spite of this similarity, PBL and AL have differences. However, most literatures and cases on these two models introduce only the outline of commons and differences and do not provide teachers with actual helping aids to select a model appropriate for the actual design or operation of classes. Accordingly, many teachers usually select and utilize a familiar model rather than select a proper model to the nature of a subject and the educational goal. Teaching and learning methods or learning environment should be selected appropriately to the educational goal. This study indicates the characteristics of PBL and AL that are being introduced and utilized as a principal teaching and learning method of college education and then shows how this method can be realized in the university by comparing the cases of classes applied in two methods.

• Journal of the Korean School Mathematics Society
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• v.10 no.3
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• pp.353-367
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• 2007

The purpose of this study was to examine what errors students made in solving word problems with figures and to compare the problem-solving abilities of boys and girls for each type of word problems with figures. It's basically meant to provide information on effective teaching-learning methods about world problems with figures that were given the greatest weight among different sorts of word problems. The findings of the study were as fellows: First, there was no difference between the boys and girls in the types of error they made. Both groups made the most errors due to a poor understanding of sentences, and they made the least errors of making the wrong expression. And the students who gave no answers outnumbered those who made errors. Second, as for problem-solving ability, the boys outperformed the girls in problem solving except variable problems. There was the greatest gap between the two in solving combining problems. Third, they made the average or higher achievement in solving the types of problems that were included much in the textbooks, and made the least achievement in relation to the types of problems that were handled least often in the textbooks.

• Journal of the Korean School Mathematics Society
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• v.4 no.2
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• pp.115-123
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• 2001

In its seventh revision to start in 2001, mathematics will have a new emphasis in the middle school curriculum. Mathematics subject is now composed of practical things in the use of mathematics. Also, the future of new generation, which has been known as the information age, places much focus on problem-solving in order to collect, analyze, synthesize, and judge various kinds informations. This demand of problem-solving ability is not only related with mathematical education but, along the entire educational process, its related to actual life. With this change of social structure, the importance of school education is increasing rapidly. Therefore, in order to grow abilities and create new knowledge, adapted this new method of self-oriented learning in groups to middle school 2nd graders for one year, the results were as follows : 1. Students developed their ability of the use of mathematical terms and signs correctly. 2. Students' mathematical knowledge and problem-solving ability improved as they had increased interest in mathematics. 3. Students' peership was enhanced through their communication and cooperative activities in groups during the class. 4. Students themselves were more willing to volunteer and participate during the class.

• Journal of Oriental Neuropsychiatry
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• v.19 no.1
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• pp.97-105
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• 2008

Objective : The objective of this study is to investigate the intellectual characteristics of the specific language impairment(SLI) and the borderline intelligence-language disorder (BI-LD). Method : 30 Children participated in this study, IS children with SLI(K-WISC-ill FIQ above 85, Test of Problem Solving score below -1.25SD, verbal comprehension factor index of K-WISC III below 80), 14 children with BI-LD(K-WISC-ill FIQ $70^{\sim}85$, Test of Problem Solving score below -1.25SD, verbal comprehension factor index of K-WISC III below 80). All students were evaluated with K-WISC III, Test of Problem Solving. full-scale IQ (FSIQ), \ verbal intelligence quotient (VIQ), Verbal Comprehension Index, and Test of Problem Solving score were compared between two groups. Result : All subtests scores of PIQ in the SLI were significantly higher than those in the BI-LD. there was no significant difference in the subtests scores of VIQ. In the VIQ subtests, Information, Arithmetic, Comprehension score were higher in the SLI compared to the BI-LD, but the score of Similarities and Vocabulary were similar between two groups. Conclusion: These results suggest that inspite of the difference of PIQ, SLI and BI-LD have similar language abilities, and there are some different intellectual characteristics between SLI and BI-LD

• Korean Journal of Childcare and Education
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• v.20 no.3
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• pp.125-147
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• 2024

Objective: This study aims to implement an ecological transition education program for young children, based on a project approach, to investigate its effectiveness in enhancing sustainable development awareness, ecological literacy, and problem-solving skills. Methods: In this study, 56 five-year-old children from a preschool in S City were assigned to either a quasi-experimental group or a control group, with 28 children in each group. The project-based ecological transition education program for young children was conducted from July 14 to September 15, 2023. The experimental group explored the themes of 'marine life' and 'pets and animal welfare,' while the control group focused on different topics. The research employed independent sample t-tests and analysis of covariance (ANCOVA) for data analysis. Results: The project-based ecological transition education program effectively enhanced young children's awareness of sustainable development, ecological literacy, and problem-solving skills. Conclusion/Implications: This study is significant in developing an integrated, project-based ecological transition education program within a play-centered curriculum. It demonstrates how sustainable values can be effectively incorporated into play. Furthermore, the findings can serve as foundational data for implementing educational and childcare programs that nurture young children to become ecological citizens, leading sustainable futures.

• The Journal of Korean Association of Computer Education
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• v.8 no.5
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• pp.85-95
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• 2005

In the information and knowledge-based society, problem-solving ability to utilize information and to cope with various problem situations is considered to be much more important than simply memorized knowledge. On the basis of such needs of the current society, various studies were conducted focusing on the merits of e-learning to create learning environments that can help students acquire basic knowledge and develop problem-solving abilities. This study attempted to design and develop a web-based learning environment for problem-solving applying cognitive apprenticeship that can help students develop their thinking skills and problem-solving strategies. The results of this study can be utilized as a method to connect traditional classrooms to e-Learning.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.149-160
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• 1998

The purpose of this study was to analyze the 6th national secondary science curriculum and classroom practices to collect the basic data for developing secondary science program focusing on creative problem-solving ability. The creative problem-solving ability was conceptualized as an active process of producing new solutions to problems and consisted of five components: general knowledge, domain-specific knowledge, motivation, divergent thinking and critical thinking. The research questions were generated as follows: (1) Whether creative problem-solving elements-domain specific knowledge(declarative knowledge and inquiry methods) were included or not in the 6th secondary science curriculum, textbooks and teacher's guide? If so, how are they represented? (2) Whether the teachers tried to enhance divergent and critical thinking of their students. Through content analyses, observations and interviews, these research questions were answered as follows: (1) Inquiry methods, which are important to develop creative problem-solving abilities in science, were underestimated in comparison with declarative knowledge. In other words. inquiry methods were regarded only as tools to understand the scientific concepts and principles. (2) It was hard to find the situations which teachers provided opportunities for divergent and critical thinking to their students. Based on these results, the followings were recommended: (1) Inquiry methods should be regarded as a goal not as a tool and be used to acquire inquiry methods themselves. (2) Teachers should not stick to the prescribed inquiry methods prescribed in the textbook, but to give opportunities for thinking various kinds of inquiry methods to improve divergent and critical thinking.