• Title/Summary/Keyword: Problem-solving skill

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Development of Regional Problem Solving Entrepreneurship Education Program: Based on Competency-Based Curriculum Design (지역사회 문제해결형 기업가정신 교육과정 개발: 역량 기반 교육과정 설계를 기반으로)

  • Choi, Yong Seok;Part, Jong Seok;Baek, Bo Hyun
    • Asia-Pacific Journal of Business Venturing and Entrepreneurship
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    • v.17 no.5
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    • pp.187-203
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    • 2022
  • As the economic, social, and environmental problems of the local community reach a serious level, our society is realizing the need to foster young talents who discover opportunities in local issues through entrepreneurship education and create social values through creative challenges. However, entrepreneurship education programs are generally focused on commerciality, so customized education programs to solve regional problems are insufficient. Therefore, this study aimed to develop a community problem-solving entrepreneurship curriculum. In this study, a competency based curriculum model was applied to develop the curriculum, and regional problem-solving entrepreneurship competencies were derived through expert advice from a total of 10 people. In the process, the Delphi methodology was additionally used to reduce the possibility of errors in the competency model. As a result of the study, a total of 23 regional problem-solving entrepreneurship competencies were confirmed, and knowledge(K) - skill(S) - attitude(A) by competency consisted of 5, 9, and 9, respectively. By applying this to Dunham's problem-solving six-step model, modular learning support measures were developed in the order of phase 1(problem discovery), phase 2(problem analysis), phase 3(plan), phase 4(measure), and phase 5(evaluation). This study is meaningful in that it integrated theory and practice by developing specific entrepreneurship curriculum and learning support measures based on the theoretical model devised in social welfare. In addition, it has implications in that it developed a regional problem-solving entrepreneurship competency model based on expert advice and proposed a specific curriculum based on this.

The Development of Basic Skill Program and e-Learning Contents ; self-development capability for Vocational High School Students (직업기초능력 프로그램 및 e-Learning 콘텐츠 개발 연구 -전문계고생의 자기개발능력을 중심으로-)

  • Byun, Sook-Young;Lee, Soo-Kyoung
    • Journal of Digital Contents Society
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    • v.11 no.3
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    • pp.349-356
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    • 2010
  • This study was to develop improving vocational basic skill program and content which are basic of instruction-learning ability for the vocational education substantiality. To pursue this goal, 'self-development capability' among vocational basic skills was developed through the research methodology and procedure. The interpersonal relation capability was selected as one of vocational basic skill areas when it was more effective by e-learning contents through literature review, expert conference etc. The self-development capability can be self-control and development under performing business tasks. In this study, self-development capability was programmed a interpersonal scheme, a cooperative capability, a leadership capability, a conflict management, negotiation capability, and a customer service capability. Especially this program was developed as a form of e-Learning contents focusing on improving problem solving under real case using multimedia strategies such as movies, simulation, game.

A Study on the Rural Youth Programs of Foreign Countries (외국의 농촌청소년 개발사업의 현황과 시사점)

  • Kim, Jeong-Joo;Oh, Hae-Sub
    • Journal of Agricultural Extension & Community Development
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    • v.8 no.2
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    • pp.273-283
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    • 2001
  • The purposes of this study were to review the rural youth programs of selected foreign countries and to draw some implications to the rural youth programs in Korea. The youth development programs reviewed were 4-H Youth Development Program of U.S.A, Rural Youth Information Service of Australia, Rural Youth Job Strategy of Canada, The Urban-Rural Youth Program of U.S.A, and Expert Consultation on Extension Rural Youth Programmes and Sustainable Development of FAO. After reviewing the rural youth programs of selected foreign countries, the authors suggested the following implications for further development of rural youth programs in Korea; 1. The target group of rural youth programs should include urban youth as well as rural youth, and the programs should be focused on enlarging their awareness of the rural community and agriculture. 2. Rural youth programs should be extended beyond agricultural sectors, such as leadership, career development, leisure activity, and cultural life. 3. We should develop some programs to support academic achievement, career development, employment, cultural needs including some strategies to prevent problematic behaviors of rural youth. 4. Rural youth should be supported more opportunities to join the community life to experience and learn various life skills through active participation such as interpersonal skill, leadership skill, and problem-solving skill.

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An Analysis of 'Informatics' Curriculum from the Perspective of $21^{st}$ Century Skills and Computational Thinking ($21^{st}$ Century Skills와 Computational Thinking 관점에서의 '정보' 교육과정 분석)

  • Choi, Sook-Young
    • The Journal of Korean Association of Computer Education
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    • v.14 no.6
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    • pp.19-30
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    • 2011
  • This study analyzed characteristics of computer education from the perspective of $21^{st}$ Century Skills and Computational thinking. $21^{st}$ Century Skills are essential skills for success in today's world. They include critical thinking, problem solving, communication and collaboration. Computational thinking is a necessary ability in the age of convergence and a core concept of computer science education. This study first examined characteristics of $21^{st}$ Century Skills and Computational thinking. Then, it analyzed the relationship between these two skills and 'Informatics' curriculum. 'Informatics' is an elective course in K-12. The results of this study emphasized the importance and the necessity of computer education in the K-12 level.

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The Survey on the Influence of Clinical Nurse's Critical Thinking Disposition, Problem-solving Skill and Self-efficacy on Patients Safety Competencies (간호사의 비판적 사고성향, 문제해결능력 및 자기효능감이 환자안전역량에 미치는 영향)

  • Kim, Hyo-Sun;Han, Suk-Jung
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.17 no.6
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    • pp.598-608
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    • 2016
  • This study examined the relationships among patient safety competence, critical thinking disposition, problem-solving competence, and self-efficacy of clinical nurses to identify the factors influencing the patient safety competence. A convenience sample of 373 nurses working in 4 general hospitals in a Metropolitan area in Korea was selected. After obtaining IRB approval, data collection was done with a structured self-administered questionnaire from October 14th to November 4th, 2014. The data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient and multiple regression analysis using the SPSS WIN 21.0 program. The participants showed a moderate level of patient safety competence ($3.75{\pm}0.37$), of critical thinking disposition ($3.43{\pm}0.27$), of problem solving competence ($3.54{\pm}0.30$), and of self-efficacy ($3.58{\pm}0.47$). The patient safety competence of the participants showed a significant correlation with the critical thinking disposition (r=.493, p<.001), problem solving competence (r=.616, p<.001), and self-efficacy (r=.475, p<.001). The significant factors influencing the patient safety competence were problem solving competence (${\beta}=.403$, p<.001), self-efficacy (${\beta}=.156$, p=.005), critical thinking disposition (${\beta}=.130$, p=.018), and having the experience of reporting patient safety accidents (${\beta}=.137$, p=.002). The results suggest that educational programs to enhance the critical thinking disposition, problem-solving competence, and self-efficacy would develop the patient safety competence of clinical nurses. In addition, more effort should be placed into reinforcing the patient safety competence by activating the report of patient safety accidents.

Analysis of the Relationship between Science-Gifted Student's Brain Dominance and Scientific Creative Problem Solving (과학영재의 뇌 활용 성향과 과학 창의적 문제해결력 간의 관계 분석)

  • Kwon, Min Jung;Cho, Sun Hee
    • Journal of Gifted/Talented Education
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    • v.24 no.6
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    • pp.961-974
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    • 2014
  • We analyzed the relationship between the brain Dominance and the scientific creative problem solving utilizing propensity to target Science-Gifted Student (n=159). Brain dominance is divided into left upper brain (LUB), left lower brain (LLB), right lower brain (RLB), and right upper brain (RUB). Creative problem solving skill in science included validity, scientific characteristics, sophistication, originality, and fluency. Analysis of the results of this study showed a high frequency among the four types of the brain dominance is the highest score of LUB in science gifted group. This point was found that the tendency of the analytical and critical thinking that is characteristic of the LUB is strong scientific gifted group. When total sample was divided into high and low groups by scientific creative problem solving scores, in the analysis of the brain dominance score difference between the two groups of students who take advantage of the results of score RUB is compared to the high fluency group score higher than the low group found (p<0.05). The analysis of the correlation between brain dominance and scientific creative problem solving showed that originality and fluency had statistically significant correlation with RUB propensity score (p<0.05). This result suggests that the imaginative and challenging RUB propensity may be related to produce many and original ideas in scientific creative problem solving.

Improvement in University Freshmen's Questioning by Explicit Practice of Experts' Physics Problem Solving Strategies (전문가의 물리 문제 풀이 방략 가시화 연습에 의한 대학생의 질문 향상)

  • Kim, Eun-Sook;Pak, Sung-Jae
    • Journal of The Korean Association For Science Education
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    • v.22 no.3
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    • pp.466-477
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    • 2002
  • It was proposed that proper problem solving practice should improve students' questioning in physics. In the previous researches, improvement in students' questioning was observed after practice of making questions given the examples of desirable questions. In this study, the problem solving strategies used by experts were introduced to students in the form of step-by-step guide to follow in problem solving practice. The directions in the guide were concrete and operational for students to understand the expected behaviors explicitly. It was assumed that students could pinpoint the difficulty specifically through this guide, which would result in positive effects on students' recognition and expression of their own questions. The subjects in this study were college freshmen enrolled in the introductory physics for science or engineering major. The physics problems from the textbook were solved and practiced in the traditional way for controlled group. Worksheets designed to follow experts' problem solving strategies were used for the experimental group. Two groups were taught in the same way during lecture part of the class. Students were asked to describe the difficulties they had during homeworks or tests. Questions in this study means these descriptions written by students although they were not necessarily in the form of interrogative sentences. The questions were analyzed both in quantity and quality. Quantitatively, more students spontaneously turned in their questions in the experimental group than in the controlled group. Regarding the quality, there were more students in the experimental group than in the controlled group who described their difficulties in detail or recognized the need for the procedural knowledge.

Effects of Maternity Nursing Simulation using High-fidelity Patient Simulator for Undergraduate Nursing Students (고충실도 시뮬레이터를 활용한 모성간호 시뮬레이션 교육의 효과)

  • Kim, Ahrin
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.17 no.3
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    • pp.177-189
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    • 2016
  • This study examined the effectiveness of maternity nursing simulations using a high-fidelity simulator for undergraduate nursing students. One-group pretest-posttest design was used. The simulation-based education program consisted of three sessions, including the clinical scenarios about prenatal, childbearing and postpartum care. The program provided for 3 weeks in November 2014. Data was collected before and after the simulation education using self-reported questionnaires, which included simulation effectiveness, problem solving ability, communication skills and self-confidence in maternity nursing. The data of 83 participants were analyzed using the IBM SPSS 20.0 program. After simulation education, the overall score of the simulation effectiveness was 17.4 out of 26.0. Communication skill (t=4.58, p=<.001) and self-confidence in maternity nursing (t=9.70, p=<.001) increased significantly in the posttest. On the other hand, there was no significant change in the problem solving ability. The simulation effectiveness correlated significantly with the problem solving ability (r=.494, p<.001), communication skill (r=.361, p<.001), and self-confidence in maternity nursing (r=.497, p<.001) after simulation-based education. These findings suggest that the high-fidelity simulation in maternity nursing education could be used not only to enhance the nursing competency, but also to deal with the limitations of the clinical practicum in the current situation.

A Developmental Research of Design Thinking-based Program for Optimal Learning Experience in University

  • Sung-Wan Kim
    • Journal of the Korea Society of Computer and Information
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    • v.29 no.9
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    • pp.287-297
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    • 2024
  • The purpose of this study is to develop a design thinking-based program to enhance the core competencies of creative problem-solving, collaboration, and communication for college students and to verify its effectiveness. To this end, a design thinking-based program was developed according to the instructional systems design (ISD) model consisting of learning content analysis, class activity design, evaluation tool development, implementation, evaluation and revision. After applying to the target (88 college students), competencies in creative problem-solving, collaboration, and communication were tested to verify quantitative effectiveness and the collected data was analyzed by t-test. In order to verify the qualitative effectiveness, the reflective logs submitted by each group as a final project report were analyzed. The results of the t-test conducted to verify the change in students' means in the pre-post competency test, showed that there were statistically significant increase in creative problem solving skill (t=-4.955, p<.01), collaboration skill (t=-3.179, p<.01), and communication skills(t=- 4.293, p<.01). And the design thinking-based program enabled students to have optimal learning experiences. Especially, learners in the program positively appreciated the experience of sharing various ideas with other members, strengthening cognitive flexibility, and acquiring performance.

Study of Educational Values about Woodworking in School (학교 목공 교육의 가치에 대한 소고)

  • Kim, Yong-Ik
    • Journal of the Korea Furniture Society
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    • v.20 no.4
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    • pp.253-261
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    • 2009
  • school. This study was carried out by literature review. Values of woodworking in extrinsic viewpoint were justified as well-balanced development between left brain and right brain, effective improvement of creative problem solving skill, formation of affirmative attitude toward woodworking, and obtaining method to use tools and equipment effectively. Values of woodworking in intrinsic viewpoint were justified as students' instinct liking of woodworking, psychological stability, and implanting self-confidence in students. In addition to these, woodworking has more educational values. Such values should be justified in the following studies.

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