Earticle

이 연구는 문제중심학습(PBL)이 문제해결능력에 미치는 효과에 대한 일반화된 결론을 도출하고, 이와 관련된 조절변인을 발견하는 데 목적이 있었다. 연구의 목적을 달성하기 위하여 국내에서 1998년부터 2017년까지 발행된 석 사학위 논문과 국내 학술지 논문 41편을 분석하고, 41개의 개별 효과 크기를 산출하였다. PBL이 문제해결능력에 미치 는 평균 효과 크기는 .753이었으며, 이것은 PBL이 문제해결능력에 유의미한 교수-학습 방법이라는 것을 의미한다. 한 편 문제해결능력에 영향을 미치는 조절변인은 교과, 유형, 학교급이었다. PBL의 문제해결능력 효과는 수학(d=.922), 예술(d=.916), 실과(d=.827), E-PBL(d=.791), 중학교(d=.972)에서 더 높았다. 교사들은 학생들의 문제해결능력 신장을 위하여, PBL 학습 환경을 유의미하게 조성할 필요가 있었다. PBL이 4차 산업혁명 시대의 학습 환경 변화에 따른 학생 들의 고차원적인 문제해결능력을 신장하는 교수-학습방법으로 활용되기를 기대된다.

The purpose of this research was examining the effects of problem-based learning strategies(PBL) on problem solving skill conducted in Korea, using meta-analysis technique. This meta-analysis reviewed the results of 41 studies published between 1998 and 2017 in Korea. The overall weighted mean effect size value was .753 with .064 standard error which was calculated by random effects model. PBL strategies have been found to be more effective in mathematics course (d=.922), art course (d=.916), practical art course (d=.827), E-PBL (d=.791) and middle school level (d=.972). As PBL exhibit a substantial effect on students’ problem solving skill, it is recommended that teachers should learn how to implement these strategies in their lesson. PBL is expected to contribute to the improvement of teaching methods as the learning environment changes during the 4th Industrial Revolution.

본 연구는 간호대학생의 자아존중감, 비판적사고성향, 문제해결능력과 학습동기 간의 인과관계와 경로를 파악하기 위한 융합연구이다. 대상은 일 대학 간호학과 학생 207명이었다. 자료는 구조화된 설문지를 이용하여 수집 하였고, PASW 18.0, AMOS 18.0 프로그램을 이용하여 분석하였다. 연구 결과 학습동기에 대한 경로모형의 적합도 지수는 적합하였다(χ2/df=2.128, GFI=.995, AGFI=.949, RMSEA=.074, CFI=.993, NFI=.988). 학습동기에 자아존중 감(β=.205), 문제해결능력(β=.420)은 직접효과, 비판적사고는 간접효과(β=.182)를 나타내었다. 또한 자아존중감은 비판적사고(β=.398), 비판적사고는 문제해결능력(β=.433)에 직접효과가 있었다. 즉, 간호대학생의 자아존중감이 높 으면 비판적사고와 문제해결능력도 높아지고, 학습동기도 높아지므로, 학습동기 향상을 위해서는 자아존중감 강화 교육프로그램이 선행되어야 함을 확인하였다.

This study is convergence study of path model for the relationship among self esteem(SE), critical thinking disposition(CTD), problem solving skills(PSS) and motivation toward learning(MTL). The survey was performed on 207 nursing students in one college. Data was collected using a structured questionnaires and analysed with PASW 18.0 and AMOS 18.0. Model fit indices were in good agreement with recommended level(χ2/df=2.128, GFI=.995, AGFI=.949, RMSEA=.074, CFI=.993, NFI=.988). Based on the path model, SE(β=.205), PSS(β=.420) showed a direct effect on MTL while CTD(β=.182) showed a indirect effect on MTL. The SE showed a direct effect on CTD(β=.398) and CTD(β=.433) showed a direct effect on PSS. The findings indicate the necessity of developing educational programs to enhance nursing student’s SE for increasing of MTL.

Objective : The purpose of this study is to introduce Problem-Based Learning (PBL) to practicing occupational therapists and educators of occupational therapy. PBL is the educational method that has been applied to not only a number of universities abroad but also many domestic universities, especially medical colleges. Method : This study presents the definition and features of PBL, explores the current trends of its application and research, and investigate the example of PBL application to one of the programs in domestic universities. Result : PBL has been applied to the 2002 class of the program of occupational therapy for one year. Then the students of the program were asked to answer a questionnaire that surveyed the improvement of presentation, debate, and problem solving skills. Approximately 70% of the students responded affirmatively. Conclusion : In conclusion, the implication of this study is that when it is necessary to enhance the quality of educational service in the occupational therapy field, this study shows that the possible alternatives include PBL.

본 연구는 사회적 문제해결 능력을 평가하는데 유용하다고 입증된 개정판 SPSI-R 중 합리적 해결기술(RPS) 차원의 유용성을 확인하고자 하였다. 즉, 알코올 환자들의 합리적 해결기술의 구체적인 결함을 밝힘으로서 이 도구의 합리적 해결기술 척도로서 유용성을 확인하고자 하였다. 알코올 환자 60명과 정상집단 51명에게 MAST를 실시하여 집단을 선별한 후 RPS의 반응을 파악했다. 그 결과 집단간 합리적 해결기술 중 해결책 생성과 의사결정에서 유의미한 차이를 나타내어 검사의 타당함을 밝혔다. 향후 알코올 환자들의 치료 후 평가를 위한 도구로서의 유용성을 논의하였다.

The purpose of this study, RPS(Rational Problem Solving Skill) was validated to demonstrate it's discriminant validity. That is, alcoholics and normals investigated difference in RPS component. MAST and RPS were administered to 60 normal persons and 70 alcoholic patients. Alcoholic patients were selected according to the MAST score. The results were validated to demonstrate it's discriminant validity. That is, five subscale scores of RPS were found to successfully separate alcoholics from normals. Specifically, alcoholics and normals significantly differed in GAS(Generational of Alternative Solutions), DM(Decision Making) of RPS. The suggestions and the limitations of this study, and the directions of future study were discussed.

본 연구는 초기 청소년의 운동참여에 따른 리더십생활기술과 대인간 문제해결능력의 관계 검증을 목적으로 하였 다. 연구대상은 13세에 초기 청소년 385명을 모집단으로 하였다. 측정도구는 리더십생활기술과 대인간 문제해결능력 질문지를 사용하였다. 자료처리는 SPSS 25ver를 활용하여 빈도분석, 탐색적요인분석, t-test, ANOVA, 중다회귀분석 이 실시하였다. 연구결과는 첫째, 남자가 여자보다 리더십생활기술과 대인간 문제해결능력이 높게 나타났다. 둘째, 운동 참여자는 비참여자 보다 리더십생활기술과 대인간 문제해결능력이 높게 나타났다. 셋째, 운동참여빈도와 참여강도는 리더십생활기술에 영향을 미치며 참여강도가 높을 수록 대인간문제해결 능력이 높았다. 넷째, 리더십생활기술은 대인간 문제해결 능력에 영향을 미쳤다.

The purpose of this study was to verify the relationship between leadership life skills and Interpersonal problem-solving skills following early youth's participation in sports. The study targets 386 early teens at the age of 13. For measuring instruments, questions on leadership life skills and Interpersonal problem solving skills were used. Data processing was performed using SPSS 25ver for frequency analysis, exploratory factor analysis, t-test, ANOVA, and medium return analysis. The study found that the first, men have more leadership life skills and interpersonal problem solving skills than women. the second, sports participants have higher leadership skills and ability to solve human problems than non-women. the third, the frequency of exercise and the intensity of participation affect leadership life skills, and the higher the level of participation, the higher the ability to solve interpersonal problems. Fourth, leadership life skills affect the ability to solve interpersonal problems.

로봇을 이용한 프로그래밍 학습은 획일적이고 정형화된 기존 교육환경에서 벗어나 미래사회의 창의적 학습을 미리 경험할 수 있으며 수학 및 과학의 가장 기초가 되는 알고리즘을 이해하고 향상시키는데 가장 적절한 학습방법이다. 본 연구에서는 초등학생들이 로봇프로그래밍 시 나타날 수 있는 오류의 유형들을 제안하였으며 학습을 위한 교육과정을 개발한 후 초등학생 5, 6학생들을 대상으로 로봇프로그래밍 학습을 시켰다. 학습과정에서 발생한 오류들을 수집하고 분류하였으며 또한, 기존 연구된 컴퓨터기반 프로그래밍언어와 비교․분석하였다. 본 연구에서의 로봇프로그래밍 실행경험을 통해 컴퓨터기반 프로그래밍에서 창의성학습에 큰 장애요소로 평가된 오류요소들 즉, 프로그램사용 미숙으로 인한 오류, 단순한 오타, 문법오류 그리고 코딩실수 등을 전체 오류의 약 21%로 나타나 기존 컴퓨터기반 프로그래밍언어 학습에서 조사된 오류비율(약 53%)에 비해 현저하게 줄어드는 것으로 분석되었다. 이러한 오류의 감소는 초등학생들의 흥미도와 성취도 향상을 위한 주요요소로 판단된다. 따라서, 학습과정에서 보다 많은 논리 및 문제해결을 위한 요소들에 노출되어 있어 창의성 알고리즘 학습에 매우 효과적임을 알 수 있다.

The programming learning by using a robot may be one of the most appropriate learning methods for enabling students to experience the creative learning of future society by avoiding the existing stereotyped style educational environment, and understand and improve algorithm which is the basic fundamental of mathematics and science. This study proposed four types of items of errors which may occur during robot programming by elementary school students, and made elementary school students in the fifth and sixth grades learn robot programming after developing the curriculum for the robot programming. Then, the study collected and classified errors that had occurred during the process of learning, and conducted a comparative analysis of computer-based programming language which had been previously studied. This study identified that robot programming in elementary school was shown superior to existing computer-based programming language as a creative learning method and tool through the field experience.

This study investigates the effect of ASI program on the improvement of gifted students’ scientific creative problem solving skill and science learning motivation. ASI developed by reflecting the characteristics of scientific inquiry. The study was aimed at Twenty elementary gifted students from C Gifted Education Program participated in the sixteen sessions of ASI curriculum from June 2010 to October 2010. First, we found that the ASP program is effective to improve the gifted students’ scientific creative problem solving skill overall. Specifically, the ASI was effective in the sub-catagories of scientific creative problem solving skills such as ‘fluency’, ‘flexibility’, ‘originality’, and ‘appropriateness’. However, there was no significant change in the sub-category of ‘reliability’ and ‘elaborateness’ Second, we found that the ASP program is effective to improve the gifted students’ sscience learning motivation overall. Specifically, the ASI was effective in the sub-catagories of science problem solving skills such as ‘intrinsic motivation’, ‘correlation with personal goal’, ‘self-determination’, and ‘fear of evaluation’. However, there was no significant change in the sub-category of ‘extrinsic motivation’ and ‘self-efficacy’. summary, the ASI program was shown to be effective for improving their scientific creative problem solving skill and scientific learning motivation; This study implies that the ASI curriculum would be a effective tool to help gifted students to improve their ascientific creative problem solving skill and their motivation to learn science.

Purpose: The purpose of this study is to identify the differences of internal resilience, social support, and social-problem solving skill according to the degree of childhood abuse experience, and to identify factors affecting social problem-solving skill. Methods: This cross-sectional study involved 282 adults aged 20 and older. The data was analyzed by descriptive statistics, independent t-test, one-way ANOVA, Scheffe’s test post-hoc analysis, Pearson correlation coefficients and multiple stepwise regression. Results: The higher experience of childhood abuse was associated with lower internal resilience (p<.001), social support (p<.001), and social problem-solving skill (p<.001). Factors affecting adults’ social problem-solving skill were internal resilience (β=.52, p<.001), social support (β=.30, p<.001), and age of 20~29 year (β=-.08, p=.040). The level of abuse experience in childhood did not affect social problem-solving skill. Conclusion: Internal resilience and social support had a positive impact on social problem-solving skill. The level of abuse experience in childhood can impair internal resilience, perception of social support, and social problem-solving skills. This study suggests that even if adults perceive abuse experience in childhood, their ability to solve social problems can be improved through internal resilience and social support.

본 연구는 융합수업 운영이 사회맞춤형 교육과정 간호학생의 자기주도적 학습능력, 문제해결능력, 전공만족도 및 취업률에 미치는 효과를 확인하기 위한 단일군 전후 비교연구로, C대학의 교육과정을 수강 한 간호학과 졸업 학생 79명을 대상으로 하였다. 융합수업 적용 전보다 적용 후 자기주도적 학습능력, 문 제해결능력 및 전공만족도는 향상되었다. 본 연구를 통하여 지역사회 요구에 맞는 간호대학 내 다양한 교 육과정을 개설 운영하여 학생들에게 다양한 기회를 제공하고, 그 효과를 극대화하기 위해 학습자 스스로 문제를 해결하고 답안을 찾을 수 있는 능력을 함양시키는 것과 대학 내 다양한 컨텐츠를 개발하여 효율적 으로 운영하도록 하는 것이 필요하다.

This study is a comparative study before and after a single group to identify the effect of convergence class operation on the self-directed learning ability, problem-solving ability and major satisfaction of nursing students in the social-tailored curriculum. The survey was conducted on 79 nursing students from C University. Self-directed learning ability, problem-solving ability and major satisfaction level have been improved since application before applying convergence class. Through this study, we hope to open and operate various curricula in nursing colleges that meet the needs of the community, provide students with various opportunities, cultivate self-directed learning skills, problem-solving skills, and major satisfaction so that learners can solve problems themselves in order to maximize their effects, and develop various contents in the university.

이 연구의 목적은 중학생의 기술적 문제해결능력과 비판적 사고기능의 상관을 알아보는데 있다. 이를 위해 경기도 소재 D중학교 2학년 남녀학생 124명을 연구대상으로 기술적 문제해결검사와 비판적 사고기능검사를 실시한 후 단순상관분석을 하였다. 기술적 문제해결능력 검사는 기술적 문제해결능력의 하위구성요소를 기초로 만든 체험활동과제의 서술형 지필평가지와 완제품 평가를 위한 교사용 채점표를 검사도구로 사용하였으며, 비판적 사고기능 검사는 Ennis와 Millman(2005)이 제작한 Cornell Critical Thinking Test Level X를 번안, 수정하여 사용하였다. 자료의 통계처리는 SPSS WIN 12.0 통계 프로그램을 사용하였고, 유의수준 .05에서 상관관계를 알아보았다. 이 연구를 통하여 얻은 결과를 요약하면 다음과 같다. 첫째, 기술적 문제해결능력과 비판적 사고기능은 강한 상관관계를 가지고 있다. 둘째, 기술적 문제해결능력은 비판적 사고기능의 하위요소 중 ‘연역추론기능, 평가기능, 귀납추론기능’과 보통이상의 상관을 보인다. 셋째, 비판적 사고기능은 기술적 문제해결능력 하위요소 중 ‘문제의 이해능력, 평가능력, 아이디의 탐색 및 개발능력, 실현능력’과 보통 이상의 상관을 보인다. 넷째, ‘문제의 이해능력-연역추론기능’, ‘평가능력-평가기능’은 강한 상관을 보인다. 다섯째, ‘문제의 이해능력-해석기능’, ‘문제의 이해능력-평가기능’, ‘아이디어의 탐색 및 개발능력-연역추론기능’, ‘실현능력-귀납추론기능’, ‘평가능력-연역추론기능’은 보통의 상관을 보인다. 여섯째, ‘문제의 이해능력-귀납추론기능’, ‘아이디어의 탐색 및 개발능력-귀납추론기능’, ‘아이디어의 탐색 및 개발능력-평가기능’, ‘실현능력-연역추론기능’, ‘실현능력-평가기능’, ‘평가능력-귀납추론기능’, ‘평가능력-해석기능’은 약한 상관을 보인다. 일곱째, ‘실현능력-해석기능’은 매우 약한 상관을 보인다.

The purpose of this study was to investigate the correlation between junior high school students’ abilities of solving technological problem and critical thinking skill. For the purpose of the study, this study selected 124 students in second grade of D Junior High School in Gyeonggido to test for technological problem-solving ability and critical thinking skill and analysed the simple correlation. For the test of technological problem-solving ability, this study used a paper test tool, developed by a researcher and inspected a validity by experts, based on components of technological problem-solving ability. For the test of critical thinking skill, this study adapted and amended the Cornell Critical Thinking Test Level X by Ennis and Millman(2005) and used it. And this study used statistics software such as SPSS WIN 12.0 for statistical processing, and examined the correlation with .05 level of significance. The results of this study were as follows: First, there is the substantial correlation between the technological problem-solving ability and the critical thinking skill. Second, the technological problem-solving ability has a substantial correlation with ‘deductive reasoning skill' and 'evaluation skill’ of critical thinking skills, and a moderate correlation with ‘inductive reasoning skill’ of critical thinking skills. And the technological problem-solving ability has low correlation with ‘interpreting skill’ of critical thinking skills. Third, the critical thinking skill has a substantial correlation with 'ability of understanding a problem and evaluating' of technological problem-solving abilities and moderate correlation and moderate correlation with 'ability of exploring & developing ideas and realizing' of technological problem-solving abilities Forth, ‘ability of understanding a problem–deductive reasoning skill’ and ‘evaluating ability–evaluating skill’ are related substantially. Fifth, 'ability of understanding a problem–interpreting skill', 'ability of understanding a problem–evaluation skill', 'ability of exploring & developing ideas–deductive reasoning skill', 'realizing ability–inductive reasoning skill', 'evaluating ability–deductive reasoning skill' are related moderately. Sixth, 'ability of understanding a problem–inductive reasoning skill', 'ability of exploring & developing ideas–inductive reasoning skill', 'ability of exploring & developing ideas–evaluation skill', 'realizing ability–deductive reasoning skill', 'realizing ability–evaluating skill', 'evaluating ability–inductive reasoning skill', 'evaluating ability–interpreting skill' are related lowly. Seventh, 'realizing ability–interpreting skill' are related negligibly.

Purpose: This study was to conducted to search for factors influencing the confidence of core fundamental nursing skill performance (CC) based on comparative analysis, of the relationship between problem solving ability (PS), self-directed learning ability (SL) and CC of nursing students. Methods: This study was conducted based on questionnaires (208) given to senior nursing students. Data were analyzed by the t-test, ANNOVA and Scheffe's test. Moreover, Pearson's correlation coefficient and hierarchical regression were conducted to determine the relationship between items. Results: Proving Solving ability differed significantly in SC. In addition, satisfaction with core fundamental nursing skills (SL) differed significantly by gender, academic performance of last semester, support for nursing, and SC. Moreover, PS was found to have a normal relationship with SL and CC, and SL was found to have a normal relationship with CC. Conclusion: Education strategy should include methods of increasing the PS of student to improve CC in nursing education. Moreover, SL education should be used to increase nursing tasks and effective adaptation to their circumstances as a clinical nurse after graduation.

본 연구는 융합시뮬레이션교육이 간호학생의 문제해결능력과 자기효능감 및 핵심기본간호술 수행자신감에 미치는 효과를 규명하고자 실험군 97명, 대조군 87명을 대상으로 시행된 비동등성 대조군 사후설계 유사실험연구 이다. 수집된 자료는 independent t-test, Chi-square test 및 Pearson's correlation으로 분석하였다. 연구결 과 융합시뮬레이션 교육 후 실험군의 문제해결능력(t=-2.04 , p=.043) 및 핵심기본간호술 수행자신감(t=5.31 , p ＜.001)이 유의하게 높았다. 본 연구결과는 4학년 간호학생에게 세부 전공별 간호단위를 통합한 융합시뮬레이션 교육을 적용하여 간호학생의 임상수행능력을 향상시킬 수 있는 방안을 모색하는 근거를 마련함에 의의가 있다. 효 과적인 융합시뮬레이션 교육을 위해 다양한 교과목 콘텐츠의 지속적인 개발 및 그 효과를 검증하는 반복 및 융합 연구를 제안한다.

This study was performed to examine the effect of convergence-based simulation education on the problem solving ability and self-efficacy and confidence of core fundamental nursing skill performance for nursing students. A non equivalent control group post-test only design was utilized(experimental group(n=97), control group (n=87)). Data were analyzed using independent t-test, Chi-square test and Pearson's correlation. The scores of the problem solving ability(t=-2.04 , p=.043) and confidence of core fundamental nursing skill performance(t=5.31 , p＜.001) were higher than those of the experimental group than control group. It is necessary to find ways to iterative and convergent research that verifies the continuous development and effectiveness of various courses.

본 연구는 융복합 기반 통합시뮬레이션실습 교육이 간호대학생의 임상의사결정능력, 문제해결과정, 임상수행능력, 핵심기본간호술 수행 자신감에 미치는 효과를 확인하고자 수행되었다. 연구설계는 단일군 사전사후설계에 의한 실험연구로 연구대상은 C도 소재 일개 4년제 대학 간호학과 4학년 학생 64명이었으며 연구기간은 2016년 9월 5일부터 2016년 12월 6일까지였다. 연구결과 통합시뮬레이션실습 교육 운영 후 문제해결과정 (t=-3.052, p<.01), 임상수행능력 (t=-4.279, p=.000), 핵심기본간호술 수행 자신감(t=-2.416, p<.05)의 점수가 사전에 비해 사후에 유의하게 증가하였다. 본 연구를 통하여 통합시뮬레이션실습 교육이 4학년 간호대학생의 문제해결과정, 임상수행능력, 핵심기본간호술 수행 자신감의 임상실습 수행에 긍정적인 효과를 제공하므로 이를 지속적으로 적용하고 운영하는 교육과정이 필요할 것으로 생각된다. 과학적이고 분석적인 평가 도구와 프로그램의 개발이 필요하며 간호대학생의 학년별, 과목별 시뮬레이션실습과목의 통합을 과학적으로 분석하는 시스템이 필요하리라 생각된다.

This study was performed to examine that convergence-based integrated simulation practice program curriculum effects the clinical decision making, problem solving competence, clinical competence and confidence of core fundamental nursing skill performance for nursing students. After the convergence-based integrated simulation practice program, there were significant increased in problem solving process(t=-3.052, p<.01), clinical competence(t=-4.279, p=.000), and confidence of core fundamental nursing skill performance(t=-2.416, p<.05). The finding of this study verified that the integrated simulation practice program curriculum can be used for improvements of problem solving competence, clinical competence and confidence of core fundamental nursing skill performance for nursing students. It is necessary to develop a scientific analytical evaluation tool and program, and it would be necessary to have a system for scientifically analyzing the integration of simulation practical courses by nursing college students by grade level and subjects.

본 연구는 대학의 SNS를 활용한 협력학습에서 문제해결력과 성취도에 영향을 미치는 변인들 간의 예측력을 규명하는 것을 목적으로 하였다. 이를 위해 수도권 I전문대학 유아교육과 1학년 학생 61명을 대상으로 설문조사를 실시 하였으며 수집된 데이터를 바탕으로 중다회귀분석을 실시하였다. 실시 결과, 첫째, 자기효능감, 동료학습, 도움구하기가 문제해결력에 유의한 영향을 미쳤으며, 문제해결력을 70% 설명하는 것으로 나타났다. 둘째, 동료학습 도움구하기, 문제 해결력이 성취도를 유의하게 예측하였으며, 성취도를 72% 설명하는 것으로 나타났다. 셋째, 문제해결력은 자기효능감과 성취도 간의 관계를 부분매개 하였다. 위와 같은 결과는 대학의 SNS를 활용한 협력학습에서 대학생의 학업성취도를 향상시키기 위해 학습자가 자기효능감을 갖도록 학습동기를 높여야 하며, 동료학습과 도움구하기가 적극적으로 제공될 수 있는 수업환경을 설계하고, 문제해결력을 신장시킬 수 있는 구체적인 방안이 고려되어야 함을 시사한다.

This study was intended to investigate predictability among variables having an effect on problem solving skill and achievement in collaborative learning by utilizing SNS at university. To this end, 61 first-year students majoring in early childhood education at I community university in the national capital region were surveyed. And on the basis of the collected data, a multiple regression analysis was carried out. The results of carrying out the analysis are as follows. First, it was shown that self-efficacy, peer learning and help seeking had a significant effect on problem solving skill, and explained 70 of variability in problem solving skill. Second, it was shown that peek learning, help seeking and problem solving skill significantly predicted achievement, and explained 72% of the variability in achievement. Third, problem solving skill partially mediated the relationship between self-efficacy and achievement. The above-mentioned results imply that learning motivation should be increased so that learners have self-efficacy in order to improve college students' academic achievement in collaborative learning by utilizing SNS at university, and a class environment making it possible to actively provide peer learning and help seeking should be designed and a specific scheme enabling the enhancement of the problem solving skill should be considered.

This study aimed to provide basic data for enhancing the structural relationship among learning motivation, learning confidence, critical thinking skill and problem-solving ability in junior high school students and factors influencing problem-solving ability, by closely examining them. To this end, it investigated the causality among variables, for 390 junior high school students in Gangwondo, based on the outcomes of a questionnaire survey conducted to verify the effectiveness of digital textbooks. Although learning motivation did not have a significant effect on critical thinking skill, learning confidence had a direct effect on it. In addition, learning motivation, learning confidence and critical thinking skill had direct effects on problem-solving ability. In order to enhance problem-solving ability, therefore, We may be necessary to make efforts to support learning capabilities and provide opportunities for them to experience rich learning and resources.

본 연구는 CPS기반 가상 로봇 시뮬레이션 프로그래밍 교육이 중등 정보과학영재 학생의 창의적 문제해결력에 미치는 영향을 분석하여 그 효과성을 검증하는 데 목적이 있다. 이를 위해 본 연구에서는 중등 정보과학영재의 창의적 문제해결력 향상에 기여할 수 있는 CPS 모형과 가상 로봇 시뮬레이션 프로그래밍 교육을 이용하여 IT융합시대에 적합한 새로운 로봇 교수-학습 자료를 개발하여 그 효과성을 분석하였다. 본 연구의 검증을 위해 중학교 2학년 정보과학영재를 대상으로 전통적인 물리 로봇 프로그래밍 수업을 실시한 통제집단과 CPS기반 가상 로봇 프로그래밍 수업을 실시한 실험집단으로 구분하여 사전 사후 t-검증을 실시하였다. 그 결과 실험집단의 창의적 문제해결력에 통계적으로 유의미한 변화가 있음을 나타내었다.

This study aims at analyzing the effect of CPS-based virtual robot simulation programming education on the creative problem solving skill of secondary information science gifted students, and then verifying its effectiveness. To do so, new robot teaching-learning materials, suitable for the IT convergence era, were developed in this research by means of a CPS model and virtual robot simulation programming education, possibly contributing to improvement in creative problem solving skill of secondary information science gifted children. Therefore, in the study, information science gifted students in the second grade of the junior high school were separated into two groups; a control group with traditional physical robot programming class and an experimental group with CPS-based virtual robot programming one, and then a paired samples t-test were carried out. As a result, there have been a statistically significant change in creative problem solving skill of the experimental group. In other words, CPS-based virtual robot simulation programming education turned out to be effective in improving creative problem solving skill of secondary information science gifted children based on our research findings.

This study aimed to enhance creative problem solving skill by using the Creative Problem Solving (CPS) learning model which was developed based on creative problem solving approach and five essential features of inquiry. The key strategy of the CPS learning model is using real life problem situations to provide students opportunities to practice creative problem solving skill through 5 learning steps: engaging, problem exploring, solutions creating, plan executing, and concepts examining. The science content used for examining the CPS learning model was "matter and properties of matter" that consists of 3 learning units: Matter, Solution, and Acid-Base Solution. The process to assess the effectiveness of the learning model used the experimental design of the Pretest-Posttest Control-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At the same time, students at the same grade level in the control group learned by conventional learning model. The learning models and students' prior knowledge levels were served as the independent variables. The creative problem solving skill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in all aspects, the students' mean scores of creative problem solving between students in experimental group and control group were significantly different at the .05 level. Also, the progression of students' creative problem solving skills was found highly progressed at the later instructional periods. When comparing the creative problem solving scores between groups of students with different levels of prior knowledge, the differences of their creative problem solving scores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective in enhancing the students' creative problem solving skill.

본 연구는 2학년 간호대학생의 자아존중감, 의사소통 중요성 인식, 의사소통 자신감, 문제해결능력 및 의사소통능력 간의 관계를 확인하고, 의사소통능력에 영향을 미치는 요인을 파악함으로써 간호대학생의 의사소통능력을 향상하기 위한 기초자료를 제공하고자 시도되었다. 본 연구는 G 광역시 일개 대학 간호학과 2학년을 대상으로 2022년 3월 2일부터 3월 13일까지 연구자료를 수집하였다. 본 연구 결과 간호대학생의 자아존중감 정도는 4점 만점에 평균 3.07±0.50점, 의사소통 중요성 인식 정도는 7점 만점에 평균 4.45±0.42점, 의사소통 자신감 정도는 0점에서 10점 범위에 평균 6.03±2.08점, 문제해결능력 정도는 5점 만점에 평균 3.55±0.52점, 의사소통능력 정도는 평균 3.58±0.39점으로 나타났다. 의사소통능력은 자아존중감(r=.439, p<.001), 의사소통 중요성 인식(r=.280, p<.001), 의사소통 자신감(r=.405, p<.001), 문제해결능력(r=.691, p<.001)과 통계적으로 유의한 양의 상관관계를 나타냈다. 간호대학생의 의사소통능력에 영향을 미치는 요인을 분석한 결과 가장 영향을 미치는 요인은 문제해결능력(β=.602, p<.001), 자아존중감(β=.201, p<.001), 지난 학기 성적(β=-.111, p=.031) 요인 순이었고, 이러한 변수들은 연구대상자의 의사소통능력 영향 요인 정도를 51.7% 설명하였다(F=68.388, p<.001). 따라서 본 연구 결과를 바탕으로 2학년 간호대학생의 의사소통능력을 향상하기 위해서는 이들의 문제해결능력과 자아존중감 수준을 향상할 수 있는 프로그램과 개인별 학습 성취 수준에 적합한 단계적인 의사소통능력 향상 교육프로그램의 개발과 적용이 필요할 것으로 사료된다.

The purpose of this study was to investigate Self-esteem, Perception of communication importance, Communication self-confidence and Problem solving skill and to identify the influencing factors on Communication skill of nursing students. Data were collected using questionnaires from 190 students who were 2nd years in the nursing university in Gwangju, March 2022. The collected data was analyzed by descriptive statistics, pearson's correlation coefficient and stepwise multiple regression using IBM SPSS 21.0 program. The mean scores were as follows: Self-esteem; 3.07±0.50, Perception of communication importance; 4.45±0.42, Communication Self-confidence; 6.03±2.08, Problem solving skill; 3.55±0.52, Communication skill; 3.58±0.39. Communication skill was found to have significant positive correlations with Self-esteem(r=.439, p<.001), Perception of communication importance(r=.280, p<.001), Communication self-confidence(r=.405, p<.001), and Problem solving skill(r=.691, p<.001). The most influential factors influencing the Communication skill of nursing students were Problem solving skill(β=.602, p<.001), Self-esteem(β=.201, p<.001), Last semester grade(β=-.111, p=.031), and these factors explained 51.7% in Communication skill(F=68.388, p<.001). In conclusion, in order to enhance the Communication skill of nursing students, it is necessary to apply a program that improve the Problem solving skill and Self-esteem according to the level of individual learning achievement step by step.

본 연구는 동료 상담병 양성을 위한 집단상담 프로그램 개발과 문제해결 능력 및 의사소통 기술에 미치는 영향을 알아보고자 실시하였다. 프로그램은 총 4회기로 대인관계 기술과 상담교육으로 구성되었고, 1회당 90분으로 진행되었다. 연구 참여자는 총 52명으로 실험집단 37명, 통제집단 15명이다. 참여자는 실험집단과 통제집단(교육)으로 무작위로 배정되었다. 프로그램의 효과성을 살펴보고자 ANOVA, Paired t-test, Cohen's d를 실시하였다. 본 연구결과 실험집단은 통제집단보다 문제해결 능력과 부정적인 문제해결 능력의 향상됨을 나타냈다. 실험집단의 참여자들은 비판적 사고능력의 향상도 나타냈다. 본 연구는 건강한 군 생활의 형성과 군 생활 스트레스 예방에 기여할 수 있음을 시사한다. 본 연구의 시사점과 제한점에 대하여 논의하였다.

The purpose of this study is developing a group counseling program for peer counselors and effectiveness of problem solving skill, communication skill. The program were consisted of interpersonal relation and counseling education. program were consisted of 90 minutes of each session and total of 4 sessions. The subjects of the study were 52 soldiers(37 soldiers were experimental group, 15 soldiers were control group). Participants were randomly assigned to the experimental group or the control group(education). ANOVA, Paired t-test, Cohen's d is used to test the effectiveness of group counseling program. The result of study showed that participants in the experimental group exhibited more increase in problem-solving skills and negative Problem solving. In particular, in experimental group is showed improvement of critical thinking. It suggests can contribute to the formation of a healthy military lifestyle and prevention of military life stress. This paper ends with implications and limitations of the current study.

This study investigated the effects on interpersonal cognitive problem-solving skill of discussion with children of moral conflicts in traditional fairy tales. The subjects were forty 4-to 5-year-old children. The experimental group took part in discussion after hearing traditional fairy tales showing moral conflict, and the control group only listened to the fairy tales. Statistical analysis was by the SAS program. Conclusions were that discussion of moral conflicts found in traditional fairy tales brings about a positive result in children's interpersonal cognitive problem-solving skill.