Earticle

In the programming education, there is a great need of a teaching support system that can support the learner in the programming process regardless of the computer language due to instructor’s difficulty of checking the progress of learners in real-time. Its importance is especially important in lower grade coding classes such as in K-12 education because they are not used to coding and so simple problems can be regarded as complex problems. For this, a pilot coding education support system based on Levenshtein distance algorithm which shows learners’ progress to given solution in real-time was developed in order to help learners to solve complex problems easily, and the learners’ motivation and self-efficacy was measured for estimating the usefulness of developed system targeting elementary school students. When the learners use the developed system, it was found that a statistically significant difference appears in the sub-factors of learning motivation compared with traditional class teaching environments. Among the sub-factors of self-efficacy, the efficacy dimension showed statistically significant difference too.

Ant colony optimization (ACO) algorithm is a new heuristic algorithm which has been demonstrated a successful technology and applied to solving complex optimization problems. But the ACO exists the low solving precision and premature convergence problem, particle swarm optimization (PSO) algorithm is introduced to improve performance of the ACO algorithm. A novel hybrid optimization (HPSACO) algorithm based on combining collaborative strategy, particle swarm optimization and ant colony optimization is proposed for the traveling salesman problems in this paper. The HPSACO algorithm makes use of the exploration capability of the PSO algorithm and stochastic capability of the ACO algorithm. The main idea of the HPSACO algorithm uses the rapidity of the PSO algorithm to obtain a series of initializing optimal solutions for dynamically adjusting the initial pheromone distribution of the ACO algorithm. Then the parallel search ability of the he ACO algorithm are used to obtain the optimal solution of solving problem. Finally, various scale TSP are selected to verify the effectiveness and efficiency of the proposed HPSACO algorithm. The simulation results show that the proposed HPSACO algorithm takes on the better search precision, the faster convergence speed and avoids the stagnation phenomena.

In allusion to the deficiencies of the ant colony optimization algorithm for solving the complex problem, the genetic algorithm is introduced into the ant colony optimization algorithm in order to propose a novel hybrid optimization (NHGACO) algorithm in this paper. In the NHGACO algorithm, the genetic algorithm is used to update the global optimal solution and the ant colony optimization algorithm is used to dynamically balance the global search ability and local search ability in order to improve the convergence speed. Finally, some complex benchmark functions are selected to prove the validity of the proposed NHGACO algorithm. The experiment results show that the proposed NHGACO algorithm can obtain the global optimal solution and avoid the phenomena of the stagnation, and take on the fast convergence and the better robustness.

Measuring complex Internet topology is primary research activities in Internet-related research fields and has become a focus recently. And due to the complexity of Internet topology, further processing is required and is thoroughly studied in this paper. First, Internet topology measurement is performed by CAIDA measurement approach with more than twenty monitors. Then the problem of sampling bias is quantitatively studied. Mathematical models are introduced into both the node bias problem and link bias problem, and final option is gained. Final results are that more than 156 CAIDA monitors are necessary in order to have a full Internet topology measurement result.

In order to improve the global searching ability of differential evolution algorithm in solving complex optimization problem, an improved differential evolution (SMDE) algorithm based on the self-adaptive method and multi-population is proposed in this paper. In the proposed SMDE algorithm, the population is divided into multi-populations in order to keep the diversity, then the self-adaptive method is used to control the parameters of differential evolution algorithm in order to balance the local search and global search ability. Finally, several complex benchmark functions are selected to validate the efficiency of the SMDE algorithm. The experiment results show that the proposed SMDE algorithm is better at the global convergence ability and the searching precision.

Particle swarm optimization (PSO) algorithm is a population-based search algorithm by simulating the social behavior of birds within a flock. It is a simple and efficient optimization algorithm. But it exists the low computational speed and easy falling into local optimal solution in solving the complex problem. So the quantum theory, adaptive inertia weight, disturbance factor and diversity mutation strategy are introduced into the PSO algorithm in order to propose an improved PSO(IWDMDQPSO) algorithm in this paper. In the IWDMDQPSO algorithm, the quantum theory is used to change the updating mode of the particles for guaranteeing the simplification and effectiveness of the algorithm. The adaptive inertia weight is used to improve the premature convergence of the algorithm. The disturbance factor is used to avoid the premature of the algorithm. The diversity mutation strategy is used to improve the global searching ability and computation speed. Finally, the famous benchmark functions are selected to prove the performance and effectiveness of the proposed IWDMDQPSO algorithm. The experiment results show that the proposed IWDMDQPSO algorithm takes on better solving accuracy and higher computation speed in solving the complex function. So it has a remarkable optimization performance.

본 연구에서는 온라인 문제풀이 환경에서 동공반응과 문제풀이 시간을 학습자 인지부하 판단을 위한 측정지표로 검증하고자 하였다. 이를 위해 2018년 1학기에 온라인 공고를 통해 모집한 피험자들을 실험집단(n = 46)과 통제집단(n = 45)으로 나눈 후, 외재적 인지부하가 낮은 그리고 높은 조건 간의 동공반응 및 문제풀이 시간에서의 차이를 확인하였다. 외재적 인지부하 차이를 위해 주의분산 효과(split-attention effect)가 적용되었으며, 연구참여자들의 동공반응과 문제풀이 시간을 문제풀이 과정에서 수집하고 실험이 끝난 후 동공확장 평균, 동공확장 누적, 문제풀이 시간 변수로 산출하였다. 통계적 검증은 그룹 간 t 검증으로 실시하였다. 연구 결과 복합문제 풀이 과정에서 동공확대 누적은 학습자의 인지부하 차이를 유의하게 구분하였으나, 동공확대 평균은 통계적으로 유의한 차이를 보고하지 못했다. 또한, 문제풀이 시간의 경우 학습자들은 외재적 인지부하가 높은 상황에서 오히려 짧은 시간을 소요한 것으로 나타났다. 이에 연구진은 동공확대 지표의 민감성과 함께 문제풀이 시간에 있어 학습자의 동기나 학습 참여에의 의지가 변수에 작용할 수 있음을 지적하고, 학습이 진행되는 과정에서 객관적 지표에 근거한 인지적 처방으로 나아가기 위한 논의를 진행하였다.

In this study, we utilized pupil response and time-on-task indicators for an online complex problem- solving experiment. We verified whether these two objective measurements could be used as the indicators for a learner's cognitive load in a real educational environment. Ninety-one participants were randomly assigned to either low (n = 45) or high (n = 46) extraneous cognitive load conditions. They were then required to complete an assignment composed of two complex problems. For extraneous cognitive load, we applied the split-attention effect of cognitive load theory. The pupil response and time-on-task data were collected during the problem-solving process. Mean pupil diameter, the area under the curve (AUC) of the pupil response, and time-on-task indicators were calculated after the experiment. Statistical verifications were calculated from the results of a t-test between the different extraneous cognitive load groups. The results of the study showed that the AUC of the pupil response significantly separated cognitive load differences in the problem-solving process. However, the mean pupil diameter did not report a statistically significant difference. Additionally, in the case of time-on-task, learners spent less time working on their assignment when the extraneous cognitive load was high. From these observations, the researchers point out the possibility that learning motivation may influence time-on-task. They also discuss practical strategies for cognitive intervention.

This paper focuses on how an integrated or systemic approach is needed to both investigate and connect different kinds of interdisciplinary inquiry and knowledge within and beyond universities to encourage more productive collaboration with the other three ‘macro stakeholders’ - government, business, and the wider community. In this way universities can and should provide a greater leadership role in sustainability, innovation and policy studies. Such a framework is needed to also help to change the view of many that academics should just play a supporting role of providing specialised technical expertise only to the other macro stakeholders. The interdisciplinary and collaborative framework developed here is applied to the on-going water crisis in Malaysia - an exemplary complex problem-solving basis for seeking sustainable policy solutions to diverse challenges. As further discussed, this was applied also in practice to a multi-stakeholder seminar on addressing the difficult policy challenges of the Malaysian water industry and sector.

The purpose of the present study was to investigate the effects of complex problem solving activities using children’s literature on elementary school students’ English production and problem solving abilities. To provide language input and the context of problem solving activities, children’s literature was used. The researcher selected 31 sixth-grade students and taught English lessons using children’s literature. Various types of data including worksheets, journals, problem solving abilities test, questionnaire and interview were collected and analyzed, mainly in a qualitative way. The results of the study were as follows: First, problem solving activities using children’s literature had a positive effect on children’s English production. Suggesting possible solutions for the problem derived from the text, children were encouraged to produce the target language to communicate at their own ability levels. In addition, children were able to logically explore problems, evaluate opinions, and reflect on their lives in their writing. Second, as a result of the problem solving abilities test, there was a significant improvement, especially in terms of confidence and approach to problem solving. Based on the results, the researcher has identified some implications for future educational strategies.

이 연구의 목적은 중등 예비교사들의 실생활 관련 복잡한 문제해결 과제들에 대한 복잡도, 난이도, 재미, 문제해결의지에 대한 인식의 정도를 탐색해 보는 것이다. 특히 문제의 복잡도 증가에 따라 중등 예비교사들의 반응을 탐색적으로 살펴보았다. 이 연구에는 409명의 중등 예비교사들이 참여하였다. 가정에서 벌어지는 냉방과 관련된 실생활 문제해결과제를 통해 교사입장과 학생입장에서 복잡도를 1∼6단계까지 증가시키며 중등 예비교사들의 반응을 알아 본 결과는 다음과 같다. 첫째, 실생활 맥락에 대한 친숙도를 형성하기 위하여 추가하는 문제상황의 스토리텔링은 학생들에게 뜻하지 않은 인지부하를 통해 문제해결의지를 꺾는 요인이 될 수 있다. 둘째, 문항을 제작할 때 교사입장의 경우와 학생입장일 경우 문항의 복잡도나 재미를 보는 시선은 다를 수 있다. 셋째, 복잡한 문제해결 과정에서는 문제해결을 대하는 다양한 집단이 혼재되어 있을 수 있다.

The purpose of this study is to explore the degree of complexity, difficulty, fun, and willingness to solve problem-solving problems for prospective teachers in real life. In particular, as the complexity of the problem increased, the responses of prospective teachers were explored. 409 pre-service teachers participated in this study. The results of examining the responses of pre-service teachers by increasing the complexity from 1st to 6th in teacher and student positions through real-world problem solving tasks using episodes related to cooling in the home are as follows. First, the storytelling of the problem situation added to form familiarity with the real-life context can be a factor that breaks the will to solve problems through unexpected cognitive loads on students. Second, when creating a question, in the case of a teacher's admission and a student's admission, the complexity of the question or the gaze for fun may be different. Third, in a complex problem-solving process, various groups that deal with problem-solving may be mixed.

이 연구의 목적은 최근 미래사회 핵심능력으로 주목받고 있는 복잡한 문제해결에 대한 과학교육 현장에서의 의미를 보다 명확히 파악하는 것이다. 연구목적의 달성을 위하여 의학교육, 경영학, 인지과학, 심리학, 교육학 등 다양한 분야의 선행연구를 분석하여 복잡한 문제 상황이 내포하는 ‘복잡한’의 의미와 ‘복잡한 문제 상황’의 유형과 수준을 파악하였다. 연구결과 문제 상황의 복잡성에 영향을 주는 요인은 1) 문제 상황의 유형(설계, 딜레마 등), 2) 문제 상황에서 제시된 요소의 수, 3) 문제 상황에서 제시된 요소들 간 상호작용(관계)의 수, 4) 문제 상황을 해결하는데 필요한 정보의 수, 5) 문제 해결에 따른 시간의 압박(제한시간의 유무), 6) 문제 상황이 암묵적으로 가정하는 사회문화적 환경, 7) 구성된 상황맥락의 해결자(학생) 관점에서의 친숙성으로 생각해 볼 수 있다. 이러한 내용은 과학교사들이 STEAM, SSI, STS와 같은 현실세계 기반 복잡한 문제 상황을 고안할 때 시사점을 줄 수 있을 것으로 기대된다.

The purpose of this study is to better understand the meaning of the complex problem solving, which has recently been highlighted as a core competence of future society. In order to achieve the research objectives, prior study in various fields such as medical education, management, cognitive science, psychology, and education were analyzed to identify the meaning of 'complex' and the type and level of 'complex problem situations'. Factors that affect the complexity of the problem situation are as follows: First, the type of problem situation (design, dilemma, etc.), Second, the number of elements presented in the problem situation, Third, the number of interactions (relations) between the elements presented in the problem context, Fourth, the number of pieces of information needed to solve the problem. Fifth, the pressure of time as a result of problem resolution (with or without time limit), Sixth, the sociocultural environment where the problem is implicitly assumed, Seventh, familiarity was derived from the perspective of the problem-solving person (student) of the constructed context. This is expected to give implications when science teachers come up with real-world-based complex problem situations such as STEAM, SSI and STS.

본 연구의 목적은 영어 의사소통 능력을 함양하기 위한 교과 통합 기반 복합적 문제해결 프로그램을 개발하는 것이다. 또한, 개발한 프로그램 일부를 초등영어 수업에 적용하여 활용 가능성과 효과를탐색하고자 하였다. 먼저, 프로그램의 개발을 위해서 영어 교과를 중심으로 사회, 과학, 도덕, 실과, 미술 등 관련 교과의 내용을 통합적으로 연결하여 문제해결 활동을 할 수 있도록 학생들의 삶과 관련된네 가지 주제를 선정하고 주제당 7차시로 총 28차시의 프로그램을 개발하였다. 또한, 네 가지 주제에대하여 관련 교과 및 성취기준, 선정한 영어 그램책, 차시별 세부 활동, 수업 지도안 및 활동지를 제시하여 교육과정에서 활용이 용이하도록 개발하였다. 수업 모형은 온라인과 등교 수업을 병행하는 방식으로 구성하였으며 수업의 단계는 생각 열기, 문제 해결하기, 공유하기로 이루어진다. 개발한 프로그램 일부를 초등학교 6학년 학생들을 대상으로 실제 수업에서 적용해본 결과 첫째, 아동들은 발화 준비시간이 충분한 문자 언어 발화 상황에서 문제해결을 위한 단계별 질문에 답하면서 논리적으로 문제를탐구할 수 있었다. 아동들은 문자 언어 발화를 통해 논리적으로 문제를 탐구할 수 있었다. 둘째, 문제해결의 과정에서 언어 4기능을 통합적으로 사용할 수 있었으며 이로써 체계적인 문제해결이 가능하였다. 셋째, 문제에 관하여 탐구하고 해결하는 전 과정을 통해 아동 자신의 삶을 성찰하고 성장시키고자하였으며, 수업에서 경험한 문제해결 과정을 실생활의 다양한 문제해결에 적용하고자 하였다. 문제에관하여 탐구하고 해결하는 전 과정을 통해 아동 자신의 삶을 성찰하면서 성장할 수 있었다. 제언으로는, 교과 통합의 의미와 적용 사례, 문제해결력, 영어 의사소통 능력 등의 관련 지식을 통해 전문성을기를 수 있는 교사 교육, 그리고 본 연구에서 개발한 프로그램 적용에 관한 다양한 맥락에서의 연구가필요함을 제안하였다.

The purpose of this study is to develop a complex problem solving program based on subjectintegration to improve learners’ English communicative competence. It is also to explore thepossibility and effect of applying a subset of the developed programs to primary English classes. Forthe development of the program, the researchers created teaching materials for 28 periods focusingon four themes which help students engage in problem-solving activities. These programs integratedthe contents of related subjects such as social studies, science, ethics, practical arts, and art intoEnglish. In addition, related subjects and achievement standards, selected English picture books,detailed activities for each period, instructional plans, and worksheets were presented for the fourtopics to be used in the teaching process. The instructional model was designed in a way that bothonline and off line classes were combined, and the steps consisted of opening thoughts, solvingproblems, and sharing ideas. The result of applying the developed programs in actual classes for 6thgrade students was the follwing. First, children were able to logically explore problems by answeringstep-by-step questions in writing where they had enough time to prepare for language production. Second, in the process of problem solving, it was possible to use the four language functions in anintegrated manner, thereby enabling systematic problem solving. Finally, through the entire process ofexploring and solving problems, the children were able to reflect on and grow their own lives, and toapply the problem-solving process experienced in class to various problem solving situations in reallife. As a suggestion, there is a need for research in various contexts on the application of theprogram developed in this study and a need for the education of teachers who can cultivate expertisethrough knowledge in curriculum integration, problem solving skills, and English communication skills.

본 연구의 목적은 복합적 문제해결능력을 함양하기 위한 수학을 중심으로 한 학제간 초등 통합 프로그램을 개발하는 것이다. 미래사회에서는 여러 학문적 지식이나 기술을 활용하여 복잡한 문제를 해결할 필요성이 더욱 요구된다. “복합”이나 “통합”의 방법은 연결(connected), 통일(unified), 다학제(multidisciplinary), 간학제(interdisciplinary),학제간(cross-disciplinary) 또는 초학제(transdisciplinary)와 같이 다양한 학제 통합 등이 있다. 본 연구에서는 초등학교 학생들의 복합적 문제해결 능력 함양을 위한 학제간 통합 프로그램의 개발을 위해서 수학, 과학, 정보, 생활교육, 영어, 특수교육의 교과를 통합적으로 연결하여 현재의 교육과정에서 활용이 용이한 자료를 개발하였다. 이 연구에서는 ‘우리의 몸’이라는 주제에 대하여 초등 수학을 중심으로 과학, 정보, 생활과학,영어, 특수교육의 내용을 통합적으로 다루는 모델 및 11차시의 프로그램을 개발하고 그 구체적인 사례를 제시하였다. 연구 결과, 복합적 문제해결은 자연스럽게 자신과 사회의 문제에 관심과 학생들 자신의 삶의 문제를해결하는데 최적화된 방법이다. 그리고 학생들로 하여금 주어진 문제를 해결하면서 자연스럽게 복합적 문제해결 전략을 사용하도록 하며, 대부분은 궁극적으로 초학문적 접근으로 어떻게 하면 우리가 신체적 정신적 건강을 유지하면서 행복한 삶을 살 수 있는지 고민하고 실천하도록 한다. 복합적 문제해결을 위하여 ‘더불어 사는삶’ 또는 ‘행복한 삶’과 같은 보다 큰 문제(Big Question)에 대한 질문을 하고, 이를 다학문적, 간학문적, 초학문적 접근 방법을 적절하게 적용하면서 문제를 해결하도록 할 필요가 있음을 알았다. 제언으로, 진정한 의미에서의 복합적 문제해결을 위하여 융복합적 교육과정 및 교과서의 개발, 공감 능력을 포함한 비인지적 역량 함양을 위한 통합 방안, 교사대의 교육과정 안에 융복합의 의미와 적용 사례를 포함한 예비교사 및 현직교사의 전문성 개발을 위한 개혁적인 교과 개설, 풍부한 교수학습 활동 자료의 개발, 융복합적 문제해결을 위한 공간과환경 구축을 위한 학교 공간의 개선과 지역사회의 유관 기관과의 협력 시스템 구축이 필요함을 제안하였다.

The purpose of this study was to develop an integrated program centered on mathematics to fostercomplex problem solving abilities in elementary school. The future society requires complex problemsolving skills that utilizes various disciplinary knowledge and skills. The integration of subject matterareas has various methods of combining disciplines, such as multidisciplinary, interdisciplinary, ortransdisciplinary integration. In this study, the researchers developed an eleven subject hour program,focusing on the theme of "our bodies,”that comprehensively deals with the contents of physicalscience, information science, life science, English, and special education built around elementarymathematics. As a result of the study, complex problem solving is a natural way to pay attention toproblems in oneself and society and to solve students'own life problems. Students naturally usecomplex problem-solving strategies while solving given problems, and most ultimately, with asupranational approach, students can consider and practice how we can live a happy life whilemaintaining physical and mental health. To solve complex problems, we found that it is necessary toask questions about big problems such as'living together'or 'happy life' and to apply themappropriately to a multidisciplinary, interdisciplinary, and transdisciplinary approaches to solve theproblems. The researchers suggested that such curriculum should be applied in classroom learning. Quality programs for fostering students' complex problem solving capacities and programs forbuilding professional development of pre-service and in-service teachers are also needed. Theresearchers also claimed that complex problem solving programs should foster affective empathiccapacities as well as cognitive empathic abilities.

목적 본 연구의 목적은 웹기반 PBL에서 복잡한 정구조 문제해결을 지원할 수 있는 스캐폴딩 전략을 웹기반 PBL 수업의 절차에 따라 알아보는 것이다. 방법 이를 위하여 전문가 집단을 대상으로 3차례의 델파이 절차를 거쳤으며, 타당성, 설명력, 유용성, 보편성, 이해도의 5가지로 개발될 스캐폴딩 전략에 대한 타당화를 검증하였다. 1차 델파이 조사는 비구조화된 설문을 활용했기 때문에 응답에 대한 내용분석을 하여 범주화하고 빈도를 산출하였다. 2차 및 3차 델파이 조사에서는 구조화된 스캐폴딩 범주 및 구체적인 스캐폴딩 전략을 제공하여 타당성을 검증 및 재검증하였고, 평균값을 산출하였다. 결과 1차 델파이 조사 결과 준비단계, 문제 제시, 문제 표상, 해결안 탐색, 해결안 도출, 점검 및 평가의 6개로 개발될 스캐폴딩 전략의 대범주가 확인되었고, 2차 및 3차 델파이 조사 결과 최종적으로 24개의 스캐폴딩 범주와 65개의 스캐폴딩 전략이 웹기반 PBL 수업의 단계에 따라 도출되었다. 결론 웹기반 PBL 수업의 첫 단계인 준비단계에서는 학습 환경에 대한 오리엔테이션, 개별학습을 위한 정보, PBL 안내, 웹기반 PBL 수업의 특성을 반영한 강의계획서 제시가 필요하다. 학습자와의 공유된 목표를 설정하기 위해 학습자 입장에서 서술된 개별적인 학습 목표 설정, 강의계획서에 전체 학습 플로우 안내, 해당 과정에서 주어지는 문제를 해결해야 하는 이유, 평가 방법의 적절성 및 평가 기준 제시 등을 학습자 중심 교수방법인 웹기반 PBL에서 학습자를 준비시키기 위한 스캐폴딩 전략으로 제안하였다. 문제제시 단계에서는 실제 세계와 관련된 문제를 시각화된 자료로 제공할 것과 문제에 대한 초기 접근 방식, 문제해석 방법에 대한 힌트를 제공할 것을 스캐폴딩 전략으로 도출하였다. 문제 표상 단계에서는 문제의 핵심 개념 정리, 관련 요소 식별, 간단한 문제로 분해 및 계열화, 시각 보조자료 활용, 핵심 개념들 간의 관계에 대한 시각화 전략 등을 스캐폴딩 전략으로 도출하였다. 복잡한 정구조 문제해결에서는 문제에 대한 구조모형과 상황모형을 활용하여 문제에 대한 개념적 이해를 하는 것이 반드시 필요하기 때문이다. 해결안 탐색 단계에서는 탐색할 정보 확인, 예시 제공, 자료 및 자원 제공, 아이디어 생성 도구 제공, 생성형 AI를 동료학습자, 튜터, 멘토 등으로 활용할 수 있도록 안내하는 스캐폴딩 전략이 필요하다. 해결안 도출 단계에서는 해결안을 결정할 수 있도록 지원하는 도구 제공하기, 해결안 수정 기회 제공, 피드백 제공, 도출된 해결안 공유하기, 해결안의 전체 과정 시각화 및 오류 확인, 생성형 AI가 제공한 정보의 진위 검증, 서로 다른 문제해결안을 참고하여 더 정교한 해결안 도출 돕기와 같은 스캐폴딩 전략을 도출하였다. 점검 및 평가하기 단계에서는 자신이 해결안을 도출한 과정을 스스로 정리할 수 있도록 하고 자신의 학습목표 달성여부를 스스로 확인하며 반성적 학습의 결과를 향후 어떻게 적용할 것인지, 추가 학습으로 학습자가 문제를 생성하고 동료학습자와 해당 문제를 해결해보는 활동으로 연결하도록 하여 학습자를 문제 해결자에서 문제 발견자 혹은 문제 생성자로 역할을 바꾸는데 일조할 수 있는 스캐폴딩 전략을 제안하였다.

Objectives The purposes of this study is to find out a scaffolding strategy that can support complex structural problem solving in web-based PBL according to the procedure of web-based PBL classes. Methods To this end, three Delphi procedures were performed for the expert group, and the validity of the scaffolding strategy to be developed in five categories: validity, explanatory power, usefulness, universality, and understanding was verified. Since the first Delphi survey used an ill-structured questionnaire, content analysis was performed on the responses, categorized, and the frequency was calculated. In the 2nd and 3rd Delphi surveys, structured scaffolding categories and specific scaffolding strategies were provided to verify and re-verify the validity, and the average value was calculated. Results As a result of the first Delphi survey, the main categories of scaffolding strategies to be developed were identified: preparation, problem presentation, problem representation, solution search, correct answer presentation, monitoring and evaluation. As a result of 2nd and 3rd Delphi survey, 24 scaffolding categories and 65 scaffolding strategies were finally derived according to the stage of web-based PBL classes. Conclusions Scaffolding strategies related to syllabus among scaffolding strategies can be strategies to prepare learners in learner-centered teaching methods such as web-based PBL, which has many complex resources and tools to be used, and it has been confirmed that both structural model and situational model for problem need to be presented at the problem representation stage. In the solution search stage, it is suggested that learners construct a mental model related to problem solving and present scaffolding that supports the use of generative AIs, and in the monitoring and evaluation stage, a scaffolding strategy that can help change the role of learners from problem solvers to problem discoverers or problem creators was proposed.

이 연구에서는 이미 해결한 단일개념으로만 구성된 복합개념상황에서 학생들의 문제해결력과 정신용량의 관계를 알아보았다. 과학적 개념이나 원리 하나만 알면 풀 수 있는 문제를 단일개념상황으로 정의하였고 단일개념상황을 2개 이상 결합하여 만든 문제를 복합개념상황으로 정의하였다. 청주시 소재 일반계 고등학교 2학년 학생 152명을 대상으로 정신용량에는 유의미한 차이가 나타나지 않았다. 그러나 이미 해결한 단일개념상황들의 결합으로 만들어 전 복합개념상황의 문제해결에 있어서는 정신용량이 작은 집단에서만 실패한 학생들이 나타났으며 문제해결에 실패한 학생들의 정신용량이 문제해결에 성공한 학생들의 정신용량보다 낮았다. 이러한 연구 결과 단일개념상황은 해결할 수 있으면서 이와 관련된 복합개념상황의 해결에 실패한 이유의 하나를 문제해결자의 정신용량이 작기 때문이라고 볼 수 있다.

In this study, we examined high school students' abilities for solving problems under single concept situations and complex concept situations and their mental capacities. Single concept situations are defined as the problems which can be solved with a scientific concept or principle and complex concept situations are the problems combined with more than 2 single concept situations. 152 11th-graders were participated in this study, who had taken natural science track. FIT 752 was used to measure their mental capacities. And an instrument, made up of six questions under three single concept situations and three complex concept situations, was used to assess students' problem solving abilities. As results, students' problem solving abilities were lower in complex concept situations than in single concept situations. There wasn't significant difference in mental capacities between of students who succeeded in solving problems and ones who did not under both single and complex concept situations. Although students solved the problems of single concept situations, some of them failed in solving the problems of complex concept situations composed of single concept situations which they succeeded in solving. They belonged to relatively low mental capacity group, of which students who failed in solving problems of complex situations had lower metal capacities than ones who succeeded in solving them. According to these results, it could be concluded that mental capacity is one of main variables which have influence on problem solving of complex concept situations composed of solvable single concept situations.