• Title, Summary, Keyword: Problem solving ability

Search Result 1,248, Processing Time 0.049 seconds

The Effect of Problem Posing Teaching on Mathematical Problem-Solving Ability and Creativity (문제제기 수업이 수학 문제해결력과 창의력에 미치는 효과)

  • Lee, Sang-Won
    • The Mathematical Education
    • /
    • v.44 no.3
    • /
    • pp.361-374
    • /
    • 2005
  • I analyzed the effect of problem posing teaching and teacher-centered teaching on mathematical problem-solving ability and creativity in order to know the efffct of problem posing teaching on mathematics study. After we gave problem posing lessons to the 3rd grade middle school students far 28 weeks, the evaluation result of problem solving ability test and creativity test is as fellows. First, problem posing teaching proved to be more effective in developing problem-solving ability than existing teacher-centered teaching. Second, problem posing teaching proved to be more effective than teacher-centered teaching in developing mathematical creativity, especially fluency and flexibility among the subordinate factors of mathematical creativity. Thus, 1 suggest the introduction of problem posing teaching activity for the development of problem-solving ability and mathematical creativity.

  • PDF

The Educational Effects of Peer Agent System to Improve Problem-Solving Ability (문제해결력 향상을 위한 동료 에이전트 시스템의 교육적 효과)

  • Han, Keun-Woo
    • The Journal of Korean Association of Computer Education
    • /
    • v.12 no.4
    • /
    • pp.1-11
    • /
    • 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.

  • PDF

The Relationships between Children's Science Aptitude, Creativity, and Scientific Creative Problem Solving Abilities (아동의 과학 적성, 창의성, 과학 창의적 문제 해결력간의 관계)

  • Kim, Hye-Soon;Kang, Gi-Sook
    • Journal of Korean Elementary Science Education
    • /
    • v.26 no.1
    • /
    • pp.32-40
    • /
    • 2007
  • The scientific creativity problem solving ability of children has been greatly emphasized in recent years, because it has been regarded as an example of highly developed reasoning and thinking skills. This study aimed to identify the relationships between scientific aptitude, creativity, and scientific creative problem solving abilities in children. The subjects were 100 5th graders residing in Seoul and a small city in Choongnam. Data was analyzed by t-test and by correlation using spss program packages. The main results of this study were as follows: first, a significant difference was found in the scientific creative problem solving ability of children by their respective levels of science aptitude. Secondly, the scientific creative problem solving ability of the children by their levels of creativity was found to be insignificant. Thirdly, no significant difference was found between creativity and scientific creative problem solving ability among the children examined; however there was a significant difference found between the science aptitude and scientific-creative problem solving ability and between science aptitude and creativity in the children who participated in this study.

  • PDF

The Effects of Jigsaw Cooperation Learning on Communication Ability, Problem Solving Ability, Critical Thinking Disposition, Self-directed Learning Ability and Cooperation of Nursing Students (직소모형(Jigsaw)을 응용한 협동학습이 간호대학생의 의사소통능력, 문제해결능력, 비판적 사고성향, 자기주도적 학습능력 및 협동심에 미치는 효과)

  • Kim, Myo-Gyeong;Kim, Hye-Won
    • The Journal of Korean Academic Society of Nursing Education
    • /
    • v.25 no.4
    • /
    • pp.508-516
    • /
    • 2019
  • Purpose: This study was conducted to examine the effects of jigsaw cooperative learning on the communication ability, problem solving ability, critical thinking disposition, self-directed learning ability and cooperation of nursing students. Methods: A one-group, pre-post design was utilized with 92 nursing students as subjects. The data were analyzed using descriptive statistics and paired t-tests using SPSS/WIN 24.0. Results: The scores on problem solving ability, self-directed learning ability and cooperation were significantly increased after the education intervention. Conclusion: These findings indicate that cooperation learning is an effective intervention for improving problem-solving, self-directed learning ability, and cooperation in nursing education.

The Effects of Simulation Practice Education Applying Problem-based Learning on Problem Solving Ability, Critical Thinking and Learning Satisfaction of Nursing Students (문제중심학습을 적용한 시뮬레이션 학습이 간호학생의 문제해결능력, 비판적사고, 학습만족도에 미치는 효과)

  • Kim, Ji-Suk;Kim, Young-Hee
    • The Journal of the Korea Contents Association
    • /
    • v.16 no.12
    • /
    • pp.203-212
    • /
    • 2016
  • The purpose of this study was to determine the effects of simulation practice education applying problem-based learning on problem-solving ability, critical thinking disposition, and learning satisfaction of nursing students. 63 nursing students taking the practice subject for integrated simulation at U University in K region were asked to complete a self-administered questionnaire to collect data before and after the simulation practice. The simulation practice education applying problem-based learning was effective in improving problem-solving ability and learning satisfaction significantly and positive correlation was found among problem-solving ability, critical thinking disposition, and learning satisfaction; that is, the better problem-solving ability, the higher level of critical thinking disposition and learning satisfaction. While the results of this study conducted in nursing students at a single university cannot be generalized, it was confirmed that simulation practice education applying problem-based learning was an effective teaching method in improving problem-solving ability and learning satisfaction of nursing students. It is therefore necessary to give simulation practice education applying problem-based learning on a systematic and continuous basis with the objective of improving problem-solving ability and learning satisfaction and promoting critical thinking disposition.

The Relationships of self-resilience, emotion expressiveness, achievement motivation, and problem-solving ability in nursing students (간호대학생의 자아탄력성, 정서표현성, 성취동기와 문제해결능력과의 관계)

  • Kim, Mi Young;Byun, Eun Kyung
    • The Journal of the Convergence on Culture Technology
    • /
    • v.6 no.2
    • /
    • pp.77-84
    • /
    • 2020
  • This study was to identify the relationship among self-resilience, emotion expressiveness, achievement motivation, and problem-solving ability of nursing students and provide data to increase problem-solving ability for nursing students based on the results. This research involved 229 nursing students in B city. The analyzed by the t-test, ANOVA, Pearson's correlation coefficient using SPSS/WIN 22.0. In results of the study, there were significant differences in problem-solving ability with respect to grade (F=4.021, p=.008), academic level (F=3.791, p=.024), satisfaction of major(F=11.140, p<.001), Accomplishment (F=8.000, p<.001), interpersonal relationship(F=16.944, p<.001). There were positive correlation between problem-solving ability and self-resilience(r=-.532, p<.001), between problem-solving ability and emotion expressiveness(r=.365, p<.001), between problem-solving ability and achievement motivation (r=.694, p<.001). Through this research requires the fellow study to determine the factors affecting problem-solving ability of nursing students.

The Effects of Cognitive-Behavioral Therapy on Problem-Solving Ability and Dysfunctional Attitude in Undergraduate Students (인지행동요법과 현실요법이 대학생의 문제해결능력과 역기능적 태도에 미치는 효과)

  • Hyun, Mi-Yeul
    • Journal of the Korean Society of School Health
    • /
    • v.18 no.2
    • /
    • pp.121-131
    • /
    • 2005
  • Purpose: This study examined the effects of cognitive-behavioral therapy on problem-solving ability and dysfunctional attitudes in undergraduate students. Method: This study was conducted between September 2004 and May 2005. The subjects consisted of 23 undergraduate students. The experimental group (n=13) participated in a cognitive-behavioral therapy that consist of 8 session over an 8-week period. The control group (n=10) participated in a reality therapy that also consisted of 8 sessions over an 8-week period. Problem-solving ability and dysfunctional attitudes were measured for all subjects before and after therapy. These data were analyzed by unpaired t-test and t-test with the SAS program. Results: Following cognitive-behavioral therapy, the experimental group experienced a significant decrease in score of problem-solving ability and in approach-avoidance style (the subscale in the problem-solving ability). There were no changes in these values after the reality therapy in control group. Conclusions: In light of these results, cognitive-behavioral therapy has a positive effect on problem-solving ability in undergraduate students.

The Effects of 'Reading Guide' Course through Problem-Based Learning on Problem Solving Ability and Communication Ability (프로젝트 기반 학습법을 통한 '독서지도' 과목이 문제해결능력과 의사소통능력에 미치는 영향)

  • Lee, Myeong-Hee
    • Journal of the Korean Society for Library and Information Science
    • /
    • v.54 no.1
    • /
    • pp.197-221
    • /
    • 2020
  • This study investigates the influence of project-based learning method on the problem-solving ability and communication ability of students taking the 'Reading Guide' course in Library and Information Science(LIS). During this study, two tests measuring students' problem-solving ability and communication ability were conducted, containing 30 items divided into 5 steps of problem-solving processes and 45 items divided into 15 categories of communication ability, respectively. By utilizing the correspondence sample T-test during this study, significant differences were found in the 5 steps problem-solving processes. However, no difference was found between the pre-test and the post-test results in all 15 categories of communication ability. Subsequently, an in-depth interview was conducted, inquiring into the students' perspectives on the difficulty of attending classes, the content of lectures, the appropriateness of assignments, the validity of the evaluation method, the relationship with their team members, and the benefits acquired from completing the projects. Finally, an intensive analysis was conducted in the categories of problem-solving ability and communication ability.

Cognitive Components Definition of Creative Problem-Solving Ability in Informatics Education (정보 교육에서 요구되는 창의적 문제해결능력의 인지적 요소 정의)

  • Kim, JongHye;Jeong, HoiGang;Kim, HanSung;Kim, HyeonCheol;Lee, WonGyu
    • The Journal of Korean Association of Computer Education
    • /
    • v.11 no.2
    • /
    • pp.1-12
    • /
    • 2008
  • It is important to improve the creative problem- solving ability through subject matter education. Especially, Informatics education is important to improve the problem-solving ability by using computer as well as the general problem-solving ability. This paper identifies the creative problem- solving ability which is required in Informatics education. The cognitive components of the creative problem-solving ability are organized as the result of crossing the problem-solving ability and the creativity. This paper investigated the validity of the contents as judged by a panel of experts. The cognitive components of creativity are the elaboration, sensitivity, and reorganization in the step of 'Understanding and Analysis the Problem'. Also, The cognitive components of creativity are the fluency, flexibility, and originality in the step of the 'Exploring the Problem Solutions'. The cognitive components of creativity are elaboration in the step of the 'Design the Problem Solution' and 'Implementation'. Finally, the cognitive components of creativity are the flexibility and elaboration in the step of the 'Evaluation'.

  • PDF

The Instructional Effect of a Four-stage Problem Solving Approach Visually Emphasizing the Molecular Level of Matter upon Students' Conceptions and Problem Solving Ability (물질의 분자 수준을 시각적으로 강조하는 4단계 문제 해결식 수업이 학생의 개념과 문제 해결 능력에 미치는 효과)

  • Noh, Tae-Hee;Moon, Kyung-Moon
    • Journal of The Korean Association For Science Education
    • /
    • v.17 no.3
    • /
    • pp.313-321
    • /
    • 1997
  • The purpose of this study was to investigate the instructional effect of a four-stage problem solving approach visually emphasizing the molecular level of matter upon students' conceptions and problem solving ability. On the basis of the research results regarding molecular representation in learning chemistry, problem-solving instruction, and the effect of visual materials, the instructional strategy was developed while considering Korean educational situations. The treatment and control groups (2 classes) were selected from a girls' high school in Seoul and taught about stoichiometry, gas, liquid, solid, and solution for 13 weeks. For the treatment group, 52 charts were supplied in order to emphasize the molecular level of matter and/or 4 stage problem solving strategy-understanding, planning, solving, and reviewing. For the control group, traditional instruction was used. Before the instructions, the Group Assessment of Logical Thinking and the Spatial Ability Test were administered, and their scores were used as covariate and blocking variable, respectively. After the instructions, students' conceptions and problem solving ability were measured by the Chemistry Conceptions Test (CCT) and the Chemistry Problem Solving Ability Test (CPSAT), respectively. The results indicated that the CCT scores of the treatment group were significantly higher than those of the control group. The students in the treatment group also exhibited less misconceptions than those in the control group. However, there was not significant difference for the CPSAT scores. No interaction with students' spatial ability was found for both students' conceptions and problem solving ability. Educational implications are discussed.

  • PDF