• The Journal of Korean Association of Computer Education
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• v.16 no.2
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• pp.9-18
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• 2013

In secondary education, learning a computer science subject has the purpose to improve creative problem solving ability of students by learning computational thinking and principles. In particular, learning algorithm has been emphasized for this purpose. There are studies that learning algorithm has the effect of creative problem solving based on the leading studies that learning algorithm has the effect of problem solving. However, relatively the importance of the learning algorithm can weaken, because these studies depend on creative problem solving model or special contents for creativity. So this study proves that learning algorithm has the effect of creative problem solving in the view that common problem solving and creative problem solving have the same process. For this, analogical reasoning was selected among common thinking skills and divide-and-conquer algorithm was selected among abstractive principles for analogical reasoning in sorting algorithm. The frequency which solves the search problem by using the binary search algorithm was higher than the control group learning only sequence of sorting algorithm about the experimental group learning divide-and-conquer algorithm. This result means that learning algorithm including abstractive principle like divide-and-conquer has the effect of creative problem solving by analogical reasoning.

• The Journal of the Korea Contents Association
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• v.12 no.6
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• pp.328-337
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• 2012

This study was conducted to investigate academic self-efficacy, learning motivation, and self-directed learning which influence problem-solving ability in nursing students. A total of 217 third year students were recruited from two nursing colleges in Gwangju. Structured questionnaire was self-administered from March 2 to 31, 2012. In academic self-efficacy, there were significant differences in gender, high school type, character. Problem-solving ability showed statistically significant differences in curriculum usability after graduation. In multiple regression analysis, self-efficacy, learning motivation and self-directed learning were significant factors of problem-solving ability explaining 37.3% of the variables. In conclusion, self-efficacy, learning motivation, and self-directed learning had a positive effect on problem-solving ability in nursing students. To enhance problem-solving ability for nursing students, it is necessary to develop teaching program and curriculum for increasing academic self-efficacy, learning motivation, and self-directed learning.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.14 no.4
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• pp.412-419
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• 2007

Purpose: This study was done to analyze core competencies affecting critical thinking ability of student nurses. Core competencies investigated in this study were problem solving ability, communication ability and self-directed learning ability. Method: Data were collected from a convenience sample of 322 student nurses in 2 provinces during the period from May 21 to June 8, 2007. Critical thinking, problem solving ability, communication ability and self-directed learning ability were measured using the Disposition towards Critical Thinking Scale by Park(1999-a) and the Core Competencies Scale by Lee(2003). Descriptive statistics and correlation coefficients with the SPSS WIN 12.0 program were used to analyze the data. Results: There were significant differences in the critical thinking according to grade, type of high school, experience with PBL, preference for lecture-based learning, preference for discussion and perceived logicality. The score for critical thinking showed significantly positive correlations with scores for problem solving ability(r=0.54, p=0.00), communication ability(r=0.56, p=0.00) and self-directed learning ability(r=0.54, p=0.00). Conclusion: The results of this study suggest that problem solving ability, communication ability and self-directed learning ability are significant factors affecting critical thinking in student nurses.

• Journal of Korean Physical Therapy Science
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• v.28 no.3
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• pp.1-10
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• 2021

Background: The purpose of this study is to investigate the effect of the online team project based learning on problem-solving, cooperative self-efficacy, and cooperative self-regulation of college students. Design: Single group pre-post design. Methods: The online team project based learning was conducted for a total of 92 college students for 8 weeks. A survey was conducted on problem-solving ability, cooperative self-efficacy, and cooperative self-regulation. In the online team project-based class, two projects were performed. It consists of video lectures and real-time video conferencing. Through the real-time video conference, the project was carried out based on discussion among learners and feedback was provided. Results: There was a significant difference in the change in problem-solving ability compared to before learning (p<0.05). As a result of the evaluation of cooperative self-efficacy, there was a significant difference (p<0.05). There was a significant differences in cooperative self-regulation compared to before learning (p<0.05). Conclusion: The online team project-based learning are effective in improving learners' problem-solving ability, cooperative self-efficacy, and cooperative self-regulation.

• Educational Technology International
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• v.18 no.2
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• pp.249-263
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• 2017

The purpose of this study was to examine whether respondents showed gender differences in life- learning competency, self-directed learning ability, problem-solving ability, and academic achievement and to identify relationships among variables of university students in the context of higher education. To address those goal, the data set was analyzed that nationally collected from Korea Youth Competency Measurement and International Comparative Research III by National Youth Policy Institute in South Korea. 680 samples were used in the study that were 343 males and 337 females of university students. As results, statistically significant difference was showed in the participants' gender. Male university students were higher score than female university students in All variables. Also, learning agility in life-learning competency was strongly related to self-directed learning ability and problem-solving. Thinking skills in life-learning competency was strongly related to academic achievement in university students in higher education. In terms of learning strategy in the context of higher education, some suggestions have been made for university students.

• Journal of Convergence for Information Technology
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• v.10 no.8
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• pp.173-178
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• 2020

In the near future, as artificial intelligence and computing network technology develop, collaboration with artificial intelligence (AI) will become important. In an AI society, the ability to communicate and collaborate among people is an important element of talent. To do this, it is necessary to understand how artificial intelligence based on computer science works. An algorithmic education focused on problem solving and learning is efficient for computer science education. In this study, the results of an assessment of computational thinking at the beginning of the semester, a satisfaction survey at the end of the semester, and academic performance were compared and analyzed for 28 students who received algorithmic education focused on problem-solving learning. As a result of diagnosing students' computational thinking and problem-solving learning, teaching methods, lecture satisfaction, and other environmental factors, a correlation was found, and regression analysis confirmed that problem-solving learning had an effect on improving lecture satisfaction and computational thinking ability. For algorithmic education, if you pursue a problem-solving learning technique and a way to improve students' satisfaction, it will help students improve their problem-solving skills.

• The Journal of Korean Association of Computer Education
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• v.12 no.4
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• pp.1-11
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• 2009

There are several studies in order to learn about programming language. This paper develops a peer agent system based on teaching and learning strategies in order to improve problem-solving ability. Problem-solving ability involves three components - content understanding, domain-dependent problem-solving strategies, and self-regulation. This paper shows the teaching and learning strategies about components of problem-solving for learning to program and the peer agent system uses the teaching and learning strategies. This study intents to analyze the educational effects of the peer agent system. The results show that the system has superior effects on problem-solving ability compared to traditional programming courses or pair programming courses. It means that the peer agent system is the effective educational system in improving student's problem-solving ability.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.131-148
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• 2000

Above all, the ability to solve problems must be emphasized as a basic skill of mathematics, but it is neglected when we teach. In this study, learning task means ［same meaning］ ［same form］ ［same technique］, so I tried to extend mathematical scholastic ability of the students as an extensional problem solving that is a basic element of mathematics. The purpose of this study is the investigation of level type learning, using the basic learning elements to extend thinking ability. From the constructed hypothesis as follows and then implement it. I selected basic learning elements from an analyzed textbook and then task learning material was created for each level type learning. The problem solving ability will be extended through the level type learning of the small group, using the level type learning task material. The conclusions this study are as follows. The level type learning in small group learning, using and making level type learning material, having basic learning elements in analysed text are. Basic learning content is understood clearly and deeply, so, fundamentally, it is effective in achieving the problem solving in mathematics. It is an effective method to achieve the meta-cognitive faculty because achieved the expected method of solving problems and resulted in the true learning of content.

• The Mathematical Education
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• v.44 no.4 s.111
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• pp.565-586
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• 2005

The purpose of this paper is to analyze the selection difference of mathematical problem solving strategy by mathematical learning style, that is, the intellectual, emotional, and physiological factors of students, to allow teachers to instruct the mathematical problem solving strategy most pertinent to the student personality, and ultimately to contribute to enhance mathematical problem solving ability of the students. The conclusion of the study is the followings: (1) Students who studies with autonomous, steady, or understanding-centered effort was able to solve problems with more strategies respectively than the students who did not; (2) Student who studies autonomously or reconfirms one's learning was able to select more proper strategy and to explain the strategy respectively than the students who did not; and (3) The differences of the preference to the strategy are variable, and more than half of the students were likely to select frequently the strategy 'to use a formula or a principle' regardless of the learning style.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.315-335
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• 2010

The goal of this research was to study the effects of the Mathematical Problem Generating Program on problem solving ability and learning attitude. The experiment was carried out between two classes. One class was applied with the experimental program (treatment group), and the other continued with normal teaching and learning methods (comparative group). In this study, two 5th grade elementary classes participated in Seoul city. In this study, the students were tested their problem solving abilities by the IPSP test and learning attitude by the Korean Education Development Institute (KEDI) before and after use of the program. The collected results were t-tested to find any meaningful changes. The results showed the followings. First, use of the mathematical generating program showed meaningful progressive results in problem solving ability. Second, the students that used the program showed positive results in learning attitude. In conclusion, learning mathematics using the problem generating method helps students deeper understand and solve complex problems. In addition, problem solving abilities can be improved and the attitude towards mathematics can be changed while students are using an active and positive approach in problem solving processes.