• 컴퓨터교육학회논문지
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• 제15권1호
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• pp.1-11
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• 2012

정보 교과는 지식정보화 사회에 필요한 정보 활용 능력은 물론 창의적인 문제해결력을 함양하기 개설된 교과이다. 그러나 창의적 문제해결요소가 교과서에 어느 정도 포함되었는지를 분석하는 연구는 미미하다. 따라서 본 논문은 중학교 정보 1 교과서 '문제해결방법 및 절차' 영역의 창의적 문제해결력 경향을 정량적으로 분석하였다. 정보 교과서가 창의적 문제해결력 함양 요소를 어느 정도 포함하고 있는지 최길수의 정량적 분석법으로 분석한 결과, 교과서별로 문제해결과정 반영과 문제해결전략 제시의 충실도에 차이가 크게 나타났고 모든 교과서가 활동 요구 지수, 창의적 문제해결력 관련지수, 활동 유형지수가 전체적으로는 바람직한 범위에 있으나 소 영역별로는 바람직한 범위를 벗어난 것이 있는 것으로 나타났으며 지수 값이 균형을 이루지 못한 교과서가 있고 활동 유형이 일부 유형에 치우쳐 있는 것으로 나타났다. 그러므로 앞으로 정보 교과서의 개발 및 수정 보완 시 문제해결과정 반영과 문제해결전략의 충실도를 높이고, 교과서의 학습 활동 구성 시 다양한 학습 활동 유형을 활용하고 기본 정신 기능과 고등 정신 기능을 요구하는 활동 비율의 균형을 유지할 것을 제안하였다.

• 대한수학교육학회지:학교수학
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• 제16권4호
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• pp.691-708
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• 2014

학교수학에서 직관적 사고에 의한 문제해결은 종전의 문제해결이 알고리즘을 중심으로 한 분석적이고 논리적인 측면에 치중해 왔다는 면에서 관심의 대상이 되어 왔다. 본 연구에서는 직관적 수준에서 해결할 수 있는 문제를 이용하여 초등 예비교사들의 문제해결 정도와 방법을 조사하였다. 이를 위해 초등 예비교사 161명을 대상으로 직관적 수준에서 해결할 수 있는 10개의 문제로 구성된 질문지를 활용하여 조사연구를 실시하였다. 결과 분석에서는 문제해결 과정에 활용된 수준을 논리적 수준과 직관적 수준으로 구분하여 분석하였다. 연구 결과, 전반적으로 정답률이 낮게 나타남으로써 예비교사들의 수학 문제해결능력에 대한 관심과 재고가 필요함을 알 수 있었다. 직관적 사고로 해결할 수 있는 문제해결에서는 알고리즘 수준에서 정답을 한 비율이 높았으며, 직관적 사고에 의해 오류 발생 가능한 문제해결에서는 문제 정보에 대한 불완전한 지식이나 고착화된 지식에 의한 즉각적인 판단으로 오류를 보인 경우가 많이 나타났다. 이러한 결과로 볼 때 예비교사 교육 기간에 걸쳐 예비교사들의 수학 문제해결력 향상을 위한 노력과 다양한 측면에서 문제해결을 경험할 수 있는 교육과정과 교수 방안을 제공할 필요가 있음을 알 수 있었다.

• International Journal of Advanced Culture Technology
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• 제10권1호
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• pp.160-169
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• 2022

This qualitative study aimed to investigate ways to improve effective cooperative learning from students' perspective by understanding and analyzing the learning experiences of nursing students who participated in a collaborative problem-solving learning model. Data were collected through focus group interviews and reflection journals of six second-year nursing students from G-university in J-city who participated in a collaborative problem-solving learning model course. The interview data were analyzed and divided into 3 categories and 10 subcategories according to the six-step thematic analysis method proposed by Braun and Clarke. The results of analyzing the interviews were considered based on three areas: preparation before learning, the process of collaborating as a cooperative learning experience, and solutions and expectations after learning. The participants felt frustrated because collaborative problem-solving took more time for individual learning than traditional methods did and would not allow them to check the correct answers immediately. However, they gained new experiences by solving problems and engaging in discussions within their learning community. The participants' expectations included material that could help their learning, measures to prevent free-riders, and consideration of the learning process in evaluation factors. Although this study has sample limitations by targeting nursing students in only one region, it can be used to help operate collaborative problem-solving classes, as it reflects the real experiences and opinions of students.

• International Journal of Advanced Culture Technology
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• 제10권4호
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• pp.8-18
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• 2022

Objectives: The objective of this study was to explore the effects of the simulation-based learning program on stress, problem-solving ability, self-efficacy, and resilience of final-year nursing students in a college in South Korea. Methods: The design of the study was a one-group pretest-posttest. The participants of this study were final-year nursing students in 2018. A total of 105 students completed it. The intervention was an 8-week simulation-based practice course. The primary and secondary outcome measures were baseline and follow-up questionnaires regarding demographic factors, stress, problem-solving ability, self-efficacy, and resilience. Results: Problem-solving ability (t=6.567, p<.001), self-efficacy in four situations (p<.001) and resilience (t=2.352, p=.021) increased after simulation-based learning than before learning. Stress also increased after simulation-based learning compared to before learning (t=5.960, p<.001). The level of stress, self-efficacy, and resilience were mainly related to participants' satisfaction with their clinical placement, and interpersonal relationships (p<.05). Conclusions: Simulation-based learning is expected to improve nursing students' problem-solving ability, self-efficacy, and resilience. This can lead to induce learning motivation of nursing students, improve their coping strategies for solving problems, and ultimately provide high-quality care.

• 대한안전경영과학회지
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• 제6권3호
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• pp.287-302
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• 2004

Most of people who are engaged in research and development find it difficult to solve the engineering problems creatively due to the lack of ideas. There are two famous methods for inventive problem solving' 'Brainstorming' and 'TRIZ'. Brainstorming is the most popular tool until now to find a creative solution and TRIZ is not so popular yet but leads us to a very useful and clear solution. These two methods whose goals are the same usually take quite different routes to the final solution; Those routes have their own unique advantages and disadvantages. In this paper, a creative problem solving method optimized by correlating Brainstorming and TRIZ is proposed. And this method demonstrates how rough initial ideas can be quickly refined and how a problem can be solved correctly.

• 대한안전경영과학회:학술대회논문집
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• 대한안전경영과학회 2004년도 춘계학술대회
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• pp.329-340
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• 2004

Most of people who are engaged in research and development find it difficult to solve the engineering problems creatively due to the lack of ideas. There are two famous methods for inventive problem solving: '"Brainstorming" and "TRIZ" Brainstorming is the most popular tool until now to find a creative solution and TRIZ is not so popular yet but leads us to a very useful and clear solution. These two methods whose goals are the same usually take quite different routes to the final solution; Those routes have their own unique advantages and disadvantages. In this paper, a creative problem solving method optimized by correlating Brainstorming and TRIZ is proposed. And this method demonstrates how rough initial ideas can be quickly refined and how a problem can be solved correctly.can be solved correctly.

• 대한통합의학회지
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• 제11권1호
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• pp.71-78
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• 2023

Purpose : This study was purposed to analyze the effectiveness of PBL (Problem-Based Learning) classes and to derive class improvement plans. Methods : The subjects of the study were 48 students who took the 4th grade clinical dental hygiene course at S University located in Chungcheongnam-do of South Korea in 2021. A single-group pre and post experimental study was designed to verify whether there were significant changes in the research variables of students who participated in the class to which problem-based learning was applied. A paired-sample t-test was conducted for the collected data of 46 respondents. Results : As a result, the degree of improvement in problem clarification, cause analysis, and alternative development among the five sub-areas of problem-solving ability was statistically significant. This means that the problem-based learning class positively affects dental hygiene major students' ability to clarify problems, the ability to analyze causes to collect and analyze information, and the ability to develop alternatives to make decisions, thereby improving overall problem-solving abilities. However, the improved post-score was not statistically significant in the planning/execution and performance evaluation of the remaining two subdomains. In addition, post-scores of the leader aspect, opinion exchange, opinion evaluation, and opinion integration, which are sub-domains of collaborative self-efficacy, all showed great statistical significance. Problem-based learning improved the collaborative efficacy of dental hygiene major students overall by positively influencing the ability to lead a team, exchange and evaluate each other's views, and constructively integrate different views. Conclusion : It was found that both the subject's problem-solving ability and cooperation efficiency improved under the influence of problem-based learning. On the other hand, implications for improvement of the future class such as the necessity of supplementing strategies to promote planning and execution ability for problem solving, and ability to evaluate problem solving performance was suggested.

• 컴퓨터교육학회논문지
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• 제9권5호
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• pp.41-51
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• 2006

본 연구에서는 중학교에서 학습해야 할 알고리즘 분야의 학년별 학습 요소 선정의 타당성을 확보하고, 인접 교과와의 연계성을 분석하여 관련된 증거와 정보를 수집하여 연계 요소를 조정함으로써 알고리즘 분야의 내적 위계를 정립하고, 교과 간에 발생한 수 있는 중복성 문제의 대안을 제시하고자 하였다. 학습 요소 선정의 타당성을 검토하기 위하여 4가지 준거를 구안하였으며, 이를 현재 학교 현장 적합성 검토를 위해 교육인적자원부 웹사이트에 탑재되어 있는 "중학교 컴퓨터 교육과정 개정 시안(초안)에 적용하였다. 또한 인접 교과와의 중복성 검토에서는 중학교 정보 교과의 '문제 해결방법과 절차' 영역과 초등학교 수학과의 '규칙성과 문제 해결' 영역의 내용 중복성이 심각한 것으로 나타났으며, '문제 해결 방법과 절차' 영역의 내용체계는 인접 교과와의 차별화 전략이 필요한 것으로 나타났다.

• 한국수학교육학회지시리즈A:수학교육
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• 제39권2호
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• pp.101-125
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• 2000

Since the 1980\`s metacognition has been one of the core subjects in the studies on mathematical education, the purpose of this study is to examine and analyze the mathematical creativity, problem-solving ability, and beliefs of math of middle school using the metacognition learning method. The results of this study is as follows; the first, we found that the metacognition learning methods were more effective method than classic method to improve the creativity and the problem-solving ability in math.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제4권2호
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• pp.105-110
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• 2000

This paper is discussing about the culture of mathematics classroom for problem solving. The mathematics classroom which we have to aim at is where every students make proper belief and attitude about mathematics, and also can express their own idea and make question freely. In that classroom, the students can meet with various problem solving methods and communicate with other students, and then elaborate their own method.