• International Journal of Contents
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• v.10 no.3
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• pp.55-63
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• 2014

Existing science education that excludes narrative thinking impedes the understanding of the context of workbook content. The object of this research is to develop a storytelling-learning program based on narrative thinking to elevate learners' interest in science and expand their inventive problem-solving abilities. Following an analysis of the current Korean curriculum, eight types of storytelling materials that utilize local content were developed for grades 7-9. The learning program used quest storytelling and was designed such that learning activities such as investigation, discussion, and experimentation were included in the process of solving each quest. Learners experienced an interest in storytelling learning resulting from participation in this storytelling-learning program. Moreover, learners demonstrated inventive problem-solving abilities in the process of completing the stories. During the process of assembling the storytelling materials, the students interacted with enthusiasm and generated ideas. The teachers indicated a positive feedback to the storytelling program as a new attempt to stimulate learners' interests. In the future, with continuous development and application, storytelling-science-learning programs that base science learning on narrative thinking are expected to be successful.

• 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.

• Korean Journal of Human Ecology
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• v.13 no.4
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• pp.485-496
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• 2004

The purpose of this study is to examine how the difference of parents' verbal control styles influence children's perspective-taking and interpersonal cognitive problem-solving skills. The subjects of this study were 117 five-year-old children with their parents included. The questionnaire used was relevant to the topic, such as parents' verbal control styles, young children's perspective-taking ability, and their interpersonal cognitive problem-solving skills. The percent, mean, standard deviation, three-way ANOVA, and Scheffe were used to analyze the data collected through SPSS WIN program. The major findings are as follows: First, a father's verbal control style makes a significant difference in young child's perspective-taking ability. However, there is no interaction effect between parents' verbal control styles and a child's sex. Second, a father's verbal control style makes a significant difference in young child's interpersonal cognitive problem-solving skills. Character-oriented verbal control mode of a father, in particular, produces more effects on boys than girls. Lastly, Two skills - alternative problem-solving skills and cause-solving skills - have interaction effects. Boys demonstrate higher skills than girls when parents apply character-oriented verbal control styles. Girls do so when mothers use position-oriented verbal control styles, especially in the area of cause-solving skills.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.107-119
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• 2024

The purpose of this study is to examine and analyze the vocabulary and problem-solving ability characteristics of adolescents with developmental disabilities related to leisure and recreation and use them as basic data in education and support of recreation activities for adolescents with developmental disabilities. The study participants were comprised of adolescents with developmental disabilities, divided into two groups based on their receptive language age: those under 10 years old and those 10 years and older. The results obtained through this study are as follows. First, there was a significant difference in leisure and recreation vocabulary between the two groups according to receptive language age. Second, there was a significant difference in problem-solving ability between the two groups based on their receptive language age. Third, the analysis of the correlation between leisure and recreation vocabulary and problem-solving abilities within each group revealed that the under 10 years old group showed the highest correlation in basic vocabulary and basic problem-solving abilities, while the 10 years and older group exhibited the highest correlation in intermediate and advanced levels of problem-solving abilities. Fourth, the analysis of incorrect responses to leisure and recreation vocabulary showed a high rate of selecting vocabulary related to similar topics as incorrect answers. Additionally, the analysis of overreactions to problem-solving abilities indicated an increasing tendency of incorrect responses in items requiring context comprehension. Additionally, the analysis of incorrect responses to problem-solving abilities indicated a tendency of higher error rates in items requiring context comprehension. The results of this study provide insights for discussing directions in communication-related skills education for the smooth recreation life of adolescents with developmental disabilities. Accordingly, it is expected to be utilized as foundational information for educational and support programs aimed at the successful recreation activities of adolescents with developmental disabilities.

• The Mathematical Education
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• v.49 no.3
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• pp.313-328
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• 2010

Mathematical modeling has been observed in the way of a possibility to contribute in improving students' problem solving abilities. One of the important views of real life problem context could be described such as a useful ways to interpret the real life leading to children's abstraction process. The problem contexts for the grade 6 with mathematical modeling perspectives were developed by reviewing the current 7th National Mathematics Curriculum of Korea. Those include the 5 content areas such as number & operation, geometry, measurement, probability & statistics, and pattern & problem solving. One of problem contexts, "Space", specially designed for pattern & problem solving area, was applied to the grade 6 students and analyzed in detail to understand student's mathematical modeling progress.

• Journal of Industrial Convergence
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• v.21 no.1
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• pp.123-135
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• 2023

In liberal SW education, nurturing student with creative problem-solving ability based on SW is considered important. The purpose of this study is to design SW education and to investigate the effects on students' computational thinking and creative problem solving abilities. This study designed classes in accordance with convergent project and the CT-CPS model and 38 undergraduate students have participated this study. The questionnaire survey was given to students and analyzed the effectiveness of class. The results of this study were as follows: Fitst, SW education significantly improved computational thinking and creative problem solving ability. Second, computational thinking improve significantly in high and low initial score group and creative problem solving improve significantly in low initial score group. However, creative problem solving ability did not improve significantly in high initial score group. Third, computational thinking improve significantly in all majors and creative problem solving improve significantly in college of natural science. However, creative problem solving ability did not improve significantly in college of humanities and social science. In examining the effects on students' computational thinking and creative problem-solving abilities and verify differences by pre-test and major, this study provides significance in expanding the understanding about the nature liberal SW education.

• 대한공업교육학회지
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• v.33 no.2
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• pp.120-136
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• 2008

Using the tangible programming tools, which combines physical objects (e.g. robot) and educational programming language, may help to encourage learners' creative thinking as well as to enhance problem solving ability. That is, learners can have opportunities to simulate problem solving processes through the physical objects, such as robots. Therefore, they can minimize an fixation about problem solving process. These experience is effective to induce creative thinking that is useful to find new solutions and change environment actively. Therefore, we developed a robot based programming teaching and learning curriculum and implemented it in college level introductory programming courses. The result shows that the robot based programming learning has a positive effect in all three factors of learners' creative problem solving potential, especially in a cognitive factor. The cognitive factor includes general problem solving abilities as well as factors that explain creativity, such as divergent thinking, problem recognition, problem representation. These result means that the developed robot based programming teaching and learning curriculum give positive effect to creative problem solving abilities.

• 대한공업교육학회지
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• v.36 no.2
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• pp.151-180
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• 2011

The purpose of the study was to develop a practical arts textbook for creative problem solving abilities in elementary school. In this study the practical arts textbook and teacher's guide has the following characteristics: they were developed to promote creative problem-solving ability, and to instill curiosity and interest about the subject matter. The procedure for the development of the practical arts textbook for creative problem solving abilities is composed of 4 steps; the planning and preparation stage, the research and developmental stage, the writing and compilation stage and the deliberation and improvement stage. This procedure for the development of a textbook can apply to both government published textbooks and to authorized textbooks. The validity of the writing and compilation stage's practical arts textbook developed model is the highest at 4.21, followed by the research and developmental stage's average, at 4.14. Among the textbook's stages of development, the importance of the deliberation and improvement stage averages the lowest, at 3.50.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.3
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• pp.291-300
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• 2018

This descriptive study was conducted to determine the influence of stress coping styles of nursing students on problem solving ability. Data were collected from 142 nursing students in the M-area from September 20, 2016, to November 30 and analyzed using SPSS WIN 21.0. The average degree of stress coping styles was $3.36{\pm}.30$ (5 point-scale), problem solving abilities was $3.42{\pm}.38$ (5 point-scale). Among the subdomains of stress coping styles, problem focusing was highest, with a score of $3.60{\pm}.42$. Additionally, among the subdomains of problem solving ability, clarification was highest, with a score of $3.50{\pm}.51$. The problem solving abilities of nursing students showed a positive correlation with stress coping styles (r=0.53, p<.001) and was positively correlated with problem focusing (r=0.66, p<.001), positive point of view (r=0.53, p<.001), and social support navigation (r=0.42, p<.001). In addition, the factor with the greatest effect among subdomains of stress coping styles was problem focusing (${\beta}=0.416$, p<.001) and positive point of view (${\beta}=0.257$, p=.002). These two factors were found to explain 54.3% of the variance in problem solving ability. Therefore, the results of this study indicate that application of teaching-learning methods has the potential to improve students' problem-solving ability through problem-oriented and positive stress coping behavior.

• The Mathematical Education
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• v.45 no.3 s.114
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• pp.345-365
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• 2006

This study, to effectively teach the concepts, principles and problem solving ability of the 2nd graders' learning of numbers and operations, offers realistic problem situation and focuses on the learning based on 'mathematization', one of the most important principles of RME (Realistic Mathematics Education) which is the mathematics education trend of Netherlands influenced by Freudenthal's theory. The instruction is applied to forty-one students of the 2nd grader for six weeks in twelve series in an elementary school, located in Seoul. To investigate the effects of the mathematising experience instruction for improving mathematical abilities, the group takes tests before and after the instruction. Also the qualitative analysis on the students' mathematising aspects through students' output at the instruction process is taken into account to evaluate the instruction's effects. The result shows that the mathematising experience instruction for improving mathematical abilities is proved to improve students' understanding of mathematical concepts and principles and their problem solving ability in learning numbers and operations after carrying out this instruction. Also the result indicates that students' mathematising aspects are mostly horizontal and vertical mathematization.