Earticle

본 연구는 시뮬레이션 기반 교육이 간호대학생의 의사소통 능력, 문제해결 능력, 전이 동기, 학습 전이에 미치는 효과를 분석하고자 하였다. J시 소재 간호대학 4학년 89명을 대상으로 단일군 사전-사후 설계를 적용하였 으며, 15주간 시뮬레이션 기반 교육 프로그램을 운영하고 사전-사후 설문조사를 실시하였다. 분석 결과, 의사소통 능력(t=3.91, p<.001), 문제해결 능력(t=3.89, p<.001), 전이 동기(t=2.49, p=.015), 학습 전이(t=16.01, p<.001)가 모두 유의하게 향상되었다. 이는 시뮬레이션 기반 교육이 간호대학생의 핵심 역량과 실무 전이를 효과적으로 지원 하는 교육 전략임을 시사한다. 향후 연구에서는 단일군 설계의 한계를 보완하고 학습 전이의 지속 효과 및 임상성 과와의 연계 가능성을 탐색할 필요가 있다.

This study aimed to examine the effects of simulation-based education on communication competence, problem-solving ability, transfer motivation, and learning transfer among nursing students. A one-group pretest-posttest design was applied to 89 fourth-year nursing students at a university located in J city. A simulation-based education program was implemented over 15 weeks, and pre- and post-intervention surveys were conducted. The results showed significant improvements in communication competence(t=3.91, p<.001), problem-solving abilities (t= 3.89, p<.001), transfer motivation (t=2.49, p=.015) and learning transfer(t=16.01, p<.001). These findings suggest that simulation-based education is an effective educational strategy to enhance core competencies and facilitate the transfer of learning into clinical practice among nursing students. Future research should address the limitations of the one-group design and explore the long-term effects of learning transfer and its potential linkage to clinical outcomes.

본 연구의 목적은 간호대학생의 비판적 사고성향, 공감능력, 간호전문직관, 셀프리더십이 문제해결능력에 미치는 융복합적 영향을 확인하는 것이다. 연구대상자는 편의표집방법을 사용하여 서울, 충남, 울산에 소재한 4년제 대학교의 간 호학과에 재학 중인 학생224명으로 2013년 3월 6일부터 4월 20일까지 자료수집이 이루어졌다. 자료는 SPSS/WIN 21.0을 이용하여 분석하였다. 본 연구결과 연구대상자의 문제해결능력은 비판적 사고성향, 공감능력, 간호전문직관 및 셀프리더십 과 정적 상관관계를 보였으며, 학점과 대인관계가 좋은 경우가 그렇지 않은 경우보다 문제해결능력이 높았다. 위계적 회귀 분석을 실시한 결과, 간호대학생의 문제해결능력에 영향을 미치는 요인은 비판적 사고성향, 공감능력, 간호전문직관, 셀프 리더십, 학점, 실습만족도이었으며, 그 중 가장 큰 영향력을 가진 변수는 비판적 사고성향이었다. 본 연구의 결과는 간호대 학생의 문제해결능력을 향상시키기 위해서는 비판적 사고성향과 공감능력, 간호전문직관, 셀프리더십을 고취시킬 수 있는 새로운 교수-학습전략을 개발해 적용해야 할 것임을 시사한다.

The purpose of this study was to investigate convergent factors which influence nursing students' problem solving abilities. Participants were 224 nursing students selected by convenience sampling at universities in Seoul, Chungnam-do, and Ulsan. Data were collected using a questionnaire from 6 March to 20 April, 2013. The SPSS/WIN 21.0 program was used for data analysis. There were positive correlations between problem solving abilities and critical thinking, empathy, nursing professionalism, self leadership. Participants who had good GPA(Grade point average) and interpersonal relationship more likely to have better problem solving abilities than those who did not. The influencing factors on problem solving abilities of nursing students were critical thinking, empathy, nursing professionalism, self leadership, grade point average, and satisfaction for practicum. These findings imply that we need to develop and apply new instruction strategies on fostering critical thinking, empathy, nursing professionalism, self leadership to improve nursing students' problem solving abilities.

본 연구는 초등학생들을 대상으로 코두를 활용한 프로그래밍 수업이 문제해결력에 미치는 영향에 대해 조사한다. 어린 학생들이 컴퓨터 프로그래밍을 좀 더 쉽고 편하게 배울 수 있도록 다양한 도구들이 개발되었는데 그중에서도 코두는 게임, 애니메이션과 음악 등과 같은 멀티미디어 응용을 개발하도록 만들어진 도구이다. 코두를 이용한 프로그래밍 수업을 통해 학생들이 자신들의 게임과 애니메이션 및 음악을 만들면서 문제해결력이 향상되는 것을 기대할 수 있다. 본 논문은 코두를 활용하여 초등학생들을 위한 프로그래밍 교육 프로그램을 개발하고 이를 서울시 소재 초등학교 5학년 학생 27명을 대상으로 수업을 적용하였다. 2014년 3월부터 5월까지 총 3개월간의 프로그래밍 수업을 통해 대부분의 학생들이 수업에 흥미를 가졌으며 수업 후에 문제해결력이 향상되는 결과를 보였다.

This study investigates the effectiveness of computer programming with KODU on problem-solving abilities of elementary school students. Diverse tools were developed for novice programmers to become more easy and comfort in learning a computer programming. Among them, KODU has focused on facilitating the programming of various multimedia applications to create games, animations and music videos etc. It is expected that KODU will help elementary school students to improve their problem-solving abilities through creating their own games, animation, and music etc. In this paper, we developed the educational program using KODU for teaching the elementary school students. The developed programming course was offered at the 5th grade students of a elementary school in Seoul and a total of 27 elementary school students were participated in our programming courses. Most of the students stated that the course was interesting, and their problem-solving ablilities were improved after the course from March 2014 through May 2014.

본 연구에서는 체육관련 전공 학생들을 대상으로 한 소프트웨어 코딩 교육이 컴퓨팅 사고와 문제해결 능력 측면에 서 영향이 있는지에 대하여 살펴본다. 교육의 영향을 조사하기 위하여 강의 초기, 그리고 15주 강의 후에 각각 컴퓨팅사고 능력 자격증 모의시험과 설문조사를 실시하였으며, 그 결과와 관련된 변인들을 통계적으로 분석하였다. 코딩 교육에서는 블록형 프로그래밍 언어인 스크래치를 활용하였다. 분석 결과 첫째, 교육 후 학생들의 성적이 남학생과 여학생 모두에서 향상되었다. 둘째, 체육이론관련학과 학생들이 체육실기관련학과 학생들보다 교육 전과 후 모두에서 컴퓨팅 사고 능력과 블록코딩 문항에서 높은 성적을 받았다. 하지만, 교육 전후의 점수 상승률은 체육실기관련학과가 높았다. 셋째, 교육 후 정보관리, 문제이해와 문제해결절차의 성적에서 체육이론관련학과가 통계적으로 유의한 차이로 높게 나타났다. 코딩교 육 전후의 자기인식의 변화는 본 교육이 컴퓨팅 사고와 문제해결 능력 증진에 효과적이었음을 보여주고 있다. 이 연구 결과가 체육관련 전공 학생들의 컴퓨팅 사고와 문제해결 능력을 함양할 수 있는 소프트웨어 교육의 개선에 도움이 되기를 기대한다.

In this work we investigate the impact of the software coding education targeting students of athlete-related majors on computational thinking and problem solving abilities. For that purpose we conduct the computational thinking certificate simulation tests and surveys at the beginning and after 15 weeks of the class, and perform statistical analysis on variables related to the outcomes. Scratch, which is a block-type programming language, was used for the coding education. Analysis shows that firstly students, female or male, performed better after the education. Secondly, students of theory-related majors outperformed those of practise-related majors on questions about computational thinking and the block coding in both tests. However, the rate of the enhancement is higher in practise-related majors. Thirdly, after the education, theory-related majors show better performance in a statistically meaningful way in the information management, the problem comprehension, and the problem solving process. The change in self-awareness after the coding education tells us that this education has a positive impact on the enhancement of students’computational thinking and problem solving abilities. We hope that the results of this work contributes to the improvement of the software education to foster computational thinking and problem solving abilities of athlete-related major students.

본 연구는 정보기기 사용에 익숙하지 않은 초등 4학년 학생들에게 언플러그드 컴퓨팅 활동을 활용한 STEAM 프로그램을 개발․적용하여 창의적 문제해결력의 신장 정도를 알아보고자 하는 목적으로 수행되었다. 이러한 목적을 달성하기 위해 교과 분석을 통한 새로운 주제 중심의 STEAM 프로그램을 개발하고 이를 수정하여 실험반에 투입하여 창의적 문제해결력의 변화 정도를 분석하였다. 이 연구를 통해 얻은 결론은 다음과 같다. 첫째, 언플러그드 컴퓨팅 활동을 활용한 STEAM 프로그램은 초등학생의 창의적 문제해결력을 향상 시키는데 도움이 되었다.. 둘째, 창의적 문제해결력의 하위 요소인 자기 확신 및 독립성, 비판적․논리적 사고, 동기적 사고는 비교집단에 비해 실험집단의 평균이 유의미하게 높게 나왔으나 확산적 사고 영역에서는 유의미한 결과가 나오지 않았다. 이는 추후 창의적 문제해결력 향상을 위한 프로그램 개발시 참고해야 할 점으로 보인다. 본 연구에서 개발한 언플러그드 컴퓨팅 활동을 활용한 STEAM 프로그램이 창의적 문제해결력을 향상시키는데 영향을 미쳤으므로 앞으로 지속적인 연구를 통하여 학교 교육 및 방과후 교육에 활용되기를 기대한다.

This study aimed to develop a guidance plan for the STEAM class which applies the unplugged computing teaching and learning method by Professor Tim-bell by selecting the topics of comprehending social issues and exploring their solving methods and to examine its effectiveness. For this purpose, this study developed the guidance plan and organized activity sheets and activity materials according to learning objectives per session, conducting the STEAM class applying unplugged computing. The developed program was applied for the experimental class, while the traditional lecture was applied for the control class. Afterwards, in terms of the difference of creative problem-solving capabilities between the two groups, the pre-survey and post-survey were respectively conducted by using the test sheets developed by MI research team of the department of psychology in Seoul National University based on ‘A brief version of creative problem solving capability test development research(Ⅰ)’ by Korea Education Development Institute. The average values were quantitatively compared and the learning outcomes were compared. Also, the individual interviews were qualitatively analyzed. As a result, the creative problem solving capabilities of the experimental group that received the STEAM class program applying unplugged computing were found to be higher than the control group that received the traditional lecture. It was also revealed that there were statistically significant positive influences on the domains of self-confidence, independence, critical/logical thinking, and motivated thinking. Therefore, it was identified that the STEAM class applying unplugged computing contributed to the enhancement of creative problem-solving capabilities of the fourth graders in elementary school.

본 연구는 가치명료화 프로그램을 적용하여 고등학생의 사회적 문제해결능력과 자아존중감에 미치는 효과를 규명하고자 실시되었다. 이러한 연구 목적을 달성하기 위하여 S고등학교 2학년 남, 여학생 24명을 실험집단과 통제집단으로 균등 할당하는 짝진 집단 설계 방법을 사용하였다. 실험집단에는 설재풍(2003)이 개발한 것을 수정한 가치명료화 프로그램을 적용하고 통제집단에는 아무런 처치를 가하지 않았다. 본 연구에 사용된 검사도구로는 사회적 문제해결능력 검사와 자아존중감 검사였으며, 프로그램의 효과를 검증하기 위하여 프로그램 실시 전과 실시 후 그리고 프로그램 종료로부터 2개월 후에 검사를 각각 실시하였다. 이상과 같은 과정을 거쳐 얻어진 연구 결과는 다음과 같다. 첫째, 가치명료화 프로그램을 실시한 실험집단은 통제집단과 비교하여 사회적 문제해결능력 전체에서 유의미한 결과를 나타냄으로써 사회적 문제해결능력을 증진하는 효과를 가져왔다. 둘째, 본 프로그램을 실시한 실험집단은 통제집단과 비교하여 자아존중감 점수가 높아진 것으로 나타났다. 따라서 본 연구에서 적용한 가치명료화 프로그램은 고등학생의 사회적 문제해결능력과 자아존중감을 향상시키는데 효과적이었다.

The purposes of this study were to investigate effects of the Values Clarification Program(VCP) on Social Problem Solving Abilities and Self-esteem. For this research, one experimental group and one control group, composed of 24 male and female high school students respectively, are organized and then divided into groups of 12 by Matched-Group Design. The VCP is applied to the experimental group while no treatment is applied to the control group. To examine the effects of the VCP, two groups are asked to complete the questionnaire before, after, and 2 months after the program. The study results obtained through this process are summarized as follows: First, from quantitative analysis of the effects of VCP on social problem solving, the statistics show significant differences in all sub factors of social problem solving abilities of the students. Therefore, it can be proved that VCP of this study had significant effects on social problem solving abilities. Second, VCP of this study had effect on improving student's Self-esteem. In conclusion, VCP of this study were effective to increase the level of Social Problem Solving Abilities and Self-esteem of the students.

본 연구는 초등학생의 도덕적 문제해결 능력 함양을 위한 도덕수업 방안의 탐구하였다. 이를 위해 첫째, 도덕적 문제가 어떤 의미, 유형, 특성을 갖는지를 탐구하였다. 도덕적 문제해결을 위해서는 도덕적 문제의 의미와 언제, 어떻게 발생하는지에 대한 이해가 필수적이기 때문이다. 둘째, 도덕적 문제해결 능력이란 무엇이고 어떤 요소가 이에 포함되는지를 탐구하였다. 이를 위해 통합적 윤리교육 모델과 사회·정서적 학습(social and emotional learning) 이론에서 강조하고 있는 여러 역량 중 도덕적 문제해결 능력과 관련된 요소들을 분석하였다. 셋째, 초등학생들에게 필요한 도덕적 문제해결 능력을 함양하기 위한 도덕수업의 방안을 제안하였는데, 여기서는 주로 초등학생들의 도덕적 경험이나 이야기(moral experiences and stories)를 활용한 ‘또래 상호간 토론’과 ‘도덕적 상상하기’에 초점을 두었다.

The purpose of this study was to explore the moral teaching methods for elementary students' moral problem solving ability. First, I investigated what meaning, type, and characteristics moral problems have. In order to solve moral problems, it is necessary to understand the meaning of moral problems and when and how they arise. Second, we explored what is moral problem solving ability and which factors are included in it. To this end, I analyzed the factors related to moral problem solving ability among various competencies emphasized in the integrated ethical education model and social and emotional learning theory. Third, I proposed a moral instructional method to cultivate elementary school students' moral problem solving abilities. Here, I mainly discuss 'inter-peer transaction discussion' and 'doing moral imagination' using moral experiences and stories of elementary school students.

본 연구에서는 유아의 대인문제해결력과 자아탄력성 향상을 위하여 그림책을 활용한 통합적 활동을 계획하고 7주에 걸쳐 적용한 뒤 이러한 활동이 만 5세 유아에게 미치는 영향에 대해 살펴보았다. 두 학급의 만 5세 유아 38명을 실험집단과 비교집단으로 나누어, 실험집단은 그림책을 활용한 통합적 활동을 실시하였고, 비교집단은 그림책 듣기 활동을 실시하였다. 연구결과, 그림책을 활용한 통합적 활동을 실시한 실험집단이 비교집단보다 대인문제해결력, 특히대안적 해결 사고와 수단 목적 사고에 있어서 긍정적인 변화를 보였다. 또한 그림책을 활용한 통합적 활동은 자아탄력성의 모든 영역, 즉 애착, 주도성, 자기통제에 있어서도 긍정적인 변화를 가져왔다. 그림책을 활용한 통합적 활동을 통하여 유아의 대인문제해결력과 자아탄력성 향상을 위한 노력을 기울인다면 유아의 대안적 해결 사고와 수단 목적 사고 등의 대인문제 해결력과 더불어 애착, 주도성, 자기통제 등의 자아탄력성 증진에 기여할 수 있을 것이다.

The purpose of this study is to examine the effects of integrated activities using picture books on young children’s interpersonal problem-solving abilities and ego-resilience. In this study, 36 young children aged 5 in two classes were selected from two kindergartens in Seoul (18 children for the experimental group and 18 children for the control group). For the experimental group, integrated activities using picture books were carried out over 7 weeks while listening picture books activities were carried out for the control group. ANCOVAs were used to analyze the effects of the integrated activities using picture books on the young children’s interpersonal problem-solving abilities and ego-resilience. The summary of the results of this study is as follows: it was found that (1) the experimental group with the integrated activities using picture books showed more improvement of their interpersonal problem-solving abilities and ego-resilience than the control group did; (2) all sub-factors of ego-resilience, attachment, initiative and self-control showed statistically significant results, which can be interpreted that the integrated activities using picture books positively improved the young children’s ego-resilience as well as interpersonal problem-solving abilities.

이 연구의 목적은 인터넷 채팅중독 청소년의 공격성, 사회적 지지 지각, 인지적 대인문제 해결 능력간의 관계를 확인하는 것이었다. 이를 위해 서울특별시 4개 구 소재의 남녀 중학생 1,132명에게 인터넷 채팅중독 검사를 실시하여 중독 수준에 해당하는 최종 분석 대상 98명을 선발하고 이들에게 공격성 척도, 사회적지지 지각척도, 대인문제해결사고검사를 실시하였다. 자료처리를 위해 회귀분석, 분산분석, Scheffe 검증을 적용하였다. 연구 결과, 인터넷 채팅중독 청소년의 공격성과 사회적 지지 지각은 각각 인지적 대인문제 해결 능력과 유의미한 상관이 있었으며, 이들의 인지적 대인문제 해결 능력은 공격성 요인보다 사회적 지지 지각 요인과 더 크게 관련되어 있었다. 공격성이 낮으면서 사회적지지 지각 수준이 높을 때 대인문제 해결 능력이 가장 높았다. 결론적으로 이 연구는 인터넷 채팅중독 청소년의 대인문제 해결 능력을 향상시키기 위해서 그들의 사회적 지지를 높이는 것이 가장 좋은 방법은 아닐지 몰라도 효과적인 방법이 될 수 있음을 시사하였다.

This study was to address the relationships of aggression and perceived social support to cognitive abilities od interpersonal problem solving of adolescents with addiction to internet chatting(AWAIC). The subjects were 98 AWAIC. Stepwise multiple regression and one way and two way ANOVA's were employed to examine the research questions. The results were as follows; (1) There were a meaningful negative correlation between aggression and cognitive ability for interpersonal problem solving, and a positive correlation between perceived social support and cognitive interpersonal problem solving of AWAIC (2) Cognitive ability to solve interpersonal problems of AWAIC could be better explained by perceived social support than aggression. (3) No interaction was shown between aggression and perceived social support in influencing cognitive interpersonal problem solving of AWAIC. (4) Those who were low in aggression and high in perceived social support were the most capable of cognitive interpersonal problem solving. Based on these findings, it was suggested that to help AWAIC perceive more of social support could enhance their cognitive interpersonal problem solving in reality.

This paper focuses on the Multi-Reflection Puzzle, which is one of the core puzzles in the 3D multiplayer game, Isle of the Four Seasons. The paper analyzes the puzzle's effects on users' cognitive functions based on eye tracking. Users perform a cognitive activity requiring repeated distraction and refocusing to solve the puzzle, which involves predicting the reflection path of a laser. Real-time gaze data were recorded with a Python webcam eye tracker during gameplay, and ROI analysis with gaze trajectory visualization provided indicators of gaze concentration, attention switching, and blink frequency. The results revealed high gaze focus on the puzzle center region and gaze trajectory patterns resembling reflection paths in certain users. This suggests that reflection puzzles stimulate strategic visual reasoning and problem-solving processes. Additionally, differences in switching frequency and blink rate among participants reflected variations in strategic approaches and engagement levels. This study demonstrates the potential for real-time cognitive flow analysis and immersion assessment using eye tracking, a limitation of existing puzzle studies. This method can inform the design of game-based cognitive stimulation and feedback systems.

초등학교에서 자연수의 혼합계산은 사칙계산이 섞여 있는 수식의 순서를 알고 해결할 수 있는 능력을 길러 주는데 초점을 두고 있다. 이런 목표에 비추어 본 연구에서는 초등학생 67명과 예비교사 57명을 대상으로 수식과 문장제로 구성된 검사지를 이용하여 혼합계산에 대한 정답률과 오류 유형을 분석하였다. 검사 결과, 학생들은 수식과 문장제로 된 혼합계산에서 정답률이 86.2%와 73.5%를 나타내었지만, 수식에서 계산 순서의 오류, 문장제에서 수식을 구성하지 못하는 오류와 같은 전형적인 오류를 나타내었다. 예비교사들의 경우에 나타난 몇몇 오류와 문제해결 과정에 비추어 혼합계산이 이루어지는 식의 계산 원리와 규약을 이해할 수 있도록 교과 교육 내용을 유의해서 지도할 필요를 제시하였다. 또한 검사 결과를 통해 괄호 사용의 유무와 적절성, 등호 개념의 사용 방법에서 문제점을 확인할 수 있었다.

As it’s important to understand the order of operation in the mixed calculation of natural number and perform it, mathematics curriculums and textbooks focused that students can calculate with understanding the order of operation and its principles. For attaining the implications of teaching about the mixed calculations, this study analyzed the problem solving abilities and error types of 67 elementary students and 57 preservice teachers using questionnaire which was developed in this study and composed of numeric expressions and word problems. The conclusions drawn from this study were as follows: Students were revealed the correct rates(86.2% and 73.5%) in numeric expressions and word problems, but they were showed the paradigmatic error types-the errors of the order of operation and the composition of numeric expression from word problems. Even though the correct rates of the preservice teachers were extremely high, the result of problem solving processes required that it’s needed to be interested in teaching the principles of the order of operation in the mixed calculations. In addition, subjects were revealed the problems about using parentheses and equal sign.

이 연구는 방과 후 수업에서 근접발달영역을 고려한 수업이 중학교 1학년 학생들이 학생들의 학습태도와 문제해결력에 미치는 영향이 어떠한지를 알아보기 위하여 디자인 되었다. 연구문제를 해결하기 위하여 방과 후 수업에서 함수를 학습할 때 근접발달영역을 고려한 지도와 일반적인 수업을 받은 학생들에 대하여 학습태도와 문제해결력이 차이를 보이는지 알아보기 위하여 t-검정을 실시하였다. 검정 결과 방과 후 수업에서 근접발달영역을 고려한 수업이 학습태도와 문제해결력에서 유의미한 차이를 보였다.

The purpose of this study is to test whether the teaching method with the Zone of Proximal Development (ZPD) proposed by Vygotsky can be more effective at learning attitudes and problem-solving abilities in the middle school’s after school class. This study find that there is meaningful difference between before and after learning attitudes and problem-solving abilities of control group students. This results accord closely with expected effect of after school as mentioned earlier.

이 연구는 융복합 능력을 필요로 하는 현대사회에 창의적 문제 해결력을 배양하기 위한 미래자서전쓰기의 교수법을 모색하는 것을 목적으로 한다. 이를 위해 본 연구는 문학작품에 대한 독서교육을 통해 미래자서전쓰기를 도출한 사례를 정리해보았다. 먼저 <미래자서전쓰기>의 실제단계에서 첫 번째, <이방인>, <고도를 기다리며>, <인형의 집>, <연인>을 수강생의 감성을 일깨우는 다양한 전략을 통해 읽도록 하였다. 둘째, <미래자서전>을 쓸 때 자서전의 개요를 작성하도록 하였다. 셋째, 치유의 글쓰기를 위해서는 1인칭과 3인칭을 혼용하면서 쓸 수 있도록 하였다. 넷째, 작품에서 읽은 문장과 마주친 상황들을 인용하면서 자신의 이야기를 쓸 수 있도록 하였다. 그 결과 수강생은 문학작품을 통해 자신의 현실을 객관적으로 인식하면서 자신의 꿈을 견고히 다져나가는 것을 알 수 있었다. 결론적으로 미래자서전은 대학수강생들이 자신의 잃어버린 꿈을 찾고 미래지향적 사고를 회복하며, 창의적 도전정신을 함양하는 데 효율적인 글쓰기라는 사실을 알 수 있었다.

The purpose of this article is to develop teaching methods of writing a future autobiography by dint of reading literature. Some conclusions are to be drawn. First, literature education is composed of the strategies which use and promote characteristics of each genre of the literature through the recovery of affection. L' Etranger, A Doll's House, Waiting for Godot, and The Lover are used as Literary works. Reading based on sentences and characters induces students to concentrate on impressive sentences more effectively than underlying literary theory. Second, students are required to write an outline of the future autobiography. Then, in the therapeutic writing stage students use both the first person and the third person. Lastly, students are required to write their future autobiographies by making use of sentences on literary works, which could be interpreted as an adaption of the original story. Through the writing activity, they are supposed to show their imagination, visualize their future selves in detail, and ultimately approach a humanistic accomplishment. To sum up, 'Writing an future autobiography' is very helpful to build creative challenges, future-oriented thinking, and self directed problem-solving capabilities in knowledge based society.

문화예술 여가활동은 개인의 사회적, 문화적, 인문학적 욕구를 충족시켜 개인의 인성 혹은 감성지능 발달 에 기여함에 따라 이에 관한 실증적 연구의 필요성이 제기되고 있다. 이에 본 연구는 문화예술 여가활동이 감성지능에 그리고 감성지능이 문제해결능력에 어떠한 영향을 미치는지를 실증자료를 활용해 영향관계를 규 명하고자 하였다. 구체적으로 본 연구는 문화예술 여가활동이 감성지능의 네 가지 하위요인에-자기감성 이 해, 타인감성 이해, 감성활용, 감성조절 - 그리고 감성지능의 각 요인이 문제해결능력에 어떠한 영향을 미치 는지를 분석하였다. 경기지역 3개 대학교의 관광 관련 전공 대학생 250명을 편의표본 추출하였으며, Google Forms을 이용하며 만든 설문지를 모바일로 배포하여 230부를 회수하였다. 최종 설문지는 총 33개 문항으로 구성되었다. 수집된 자료는 SPSS 29.0과 AMOS 23.0 프로그램을 활용하여 빈도분석, 신뢰도 분 석, 탐색적 요인분석 그리고 구조모형 분석을 실시하였다. 연구분석 결과, 문화예술 여가활동은 감성지능 네 가지 하위요인에 모두 긍정적 영향을 미친 것으로 나타났다. 또한, 자기감성 이해, 타인감성 이해, 그리고 감 성활용은 문제해결능력에 유의한 영향을 미친 것으로 나타났다. 그러나 감성조절은 문제해결능력에 유의한 영향을 미치지 않은 것으로 나타났다. 이러한 결과를 바탕으로 이론적 그리고 이론적 시사점을 제시하였다.

As culture･art leisure activities contribute to the development of an individual's personality or emotional intelligence by satisfying an individual's social, cultural, and humanities needs, the need for empirical research is being raised. Thus, this study aimed to identify the influence relationships among culture･art leisure activities, emotional intelligence, and problem solving abilities. Specifically, this study attempted to investigate how culture･art leisure activities affect emotional intelligence, which consists of self emotion appraisal, other’s emotion appraisal, use of emotion, and regulation of emotion, and how these four factors of emotional intelligence affect problem solving abilities. A convenience sampling method was used to extract 250 university students majoring in tourism at three universities in the Gyeonggi-do. A questionnaire created using Google Forms was distributed to mobile devices. The final questionnaire consisted of a total of 33 questions. A total of 230 responses were collected. The collected data were performed for frequency analysis, reliability analysis, exploratory factor analysis, and a structural equation modeling using the SPSS 29.0 and AMOS 23.0 statistical programs. Results showed that culture･art leisure activities were found to have a positive effect on all emotional factors, consisting of self emotion appraisal, other’s emotion appraisal, use of emotion, and regulation of emotion. It was also found that self emotion appraisal, other’s emotion appraisal, and use of emotion had a significant effect on problem solving abilities. However, it was found that emotional regulation had no significant effect on problem-solving ability. Theoretical and practical implications were presented.

This study evaluates the reading problem-solving abilities of four leading generative AI models: OpenAI’s GPT-4o and GPT-o3, and Google’s Gemini 2.5 Flash and Gemini 2.5 Pro. The models were assessed using the English reading sections from the College Scholastic Ability Test for the past three academic years. To ensure reliability, each model was tested across three separate sessions. The findings reveal high consistency in each model’s performance but significant accuracy differences among them. Gemini 2.5 Pro performed best with 97.12% accuracy, while GPT-4o was the lowest at 86.83%. All models excelled at tasks involving context inference and detailed comprehension; however, they demonstrated clear weaknesses in higher-order discourse skills, frequently producing incorrect answers for questions requiring logical construction and referential understanding. These results suggest that while generative AI’s reading capabilities have advanced significantly, critical vulnerabilities remain. The study also highlights the necessity of comparative analysis when selecting AI models for educational purposes.

In this paper, we investigate ChatGPT’s ability to solve phonological problems with varying custom instructions. It is known that ChatGPT has difficulty solving unfamiliar novel problems, and phonology provides a good test case for evaluating its reasoning abilities when faced with such challenges. We designed phonological problems using data or rules that are not observed in the phonology literature. We varied model versions (GPT-4 and GPT-4o) and custom instructions by varying the levels of knowledge: no custom instructions, beginner(‘Student’), and expert (‘Professor’) levels. Four novel questions were created by modifying the following phonological data: (1) Korean fricative palatalization, (2)Spanish intervocalic lenition, (3) Rule ordering in Canadian English, and (4) English syllabification. ChatGPT exhibits some level of reasoning capabilities, with test scores ranging from 27% to 75%. GPT-4o performed better than GPT-4. However, it made errors when dealing with novel patterns or rules. The effects of varying custom instructions were present but less clear and inconsistent. Our results suggest that,depending on the model version and customization, GPT can learn phonologically unnatural processes through reasoning.

Background and Purpose This study aimed to determine the effects of lamotrigine (LTG) on language unction, including problem-solving abilities, in newly diagnosed pediatric epileptic patients. Methods This study included 112 newly diagnosed epileptic patients treated with LTG [69 males and 43 females aged 9.6±2.7 years (mean±SD)]. Repeated neurologic examinations, electroencephalography, neuroimaging studies, and standard language tests including the Test of Problem Solving (TOPS), mean length of utterance in words (MLU-w), Receptive and Expressive Vocabulary Test (REVT), and Urimal Test of Articulation and Phonology were performed before and after initiating LTG treatment. The starting LTG dosage was 1 mg/kg/day (maximum: 25 mg/day) for the first 14 days, which was increased to 2 mg/kg/day for the subsequent 14 days and then up to 7 mg/kg/day (or 200 mg/day) for maintenance. Results Problem-solving skills as assessed by TOPS scores significantly improved after initiating LTG treatment (33.5±14.5 vs. 35.7±14.25, p<0.01). Scores in the “determining causes” category (11.9±4.7 vs. 12.9±4.8, p<0.01), “making inferences” category (12.9±6.2 vs. 13.6±6.0, p<0.05), and “predicting” category (8.9±5.4 vs. 9.7±5.6, p<0.01) significantly improved after LTG treatment. The MLU-w score did not decrease after LTG treatment (4.7±1.9 vs. 5.0±2.1). There was a significant improvement in receptive language function as assessed using the REVT score (9.4±3.4 years vs. 9.9±3.3 years, p<0.01). Precise articulation also improved after initiating LTG treatment (97.8% vs. 98.5%). Conclusions Language function including problem-solving skills improved after LTG treatment, suggesting that LTG can be administered without causing significant negative effects on language function in pediatric patients.

The purpose of this study is to investigate whether Project-Based Learning (PBL) method improves student learning outcomes such as (a) creativity, (b) storytelling and (c) problem-solving abilities among the undergraduate communication students in South Korea. In addition, this study examined the different effects between individual PBL and team PBL. Courses are designed for individual PBL class (n=35) and team PBL class (n=35). The results of the pretest and posttest analysis prove that PBL methods improve the imagination and the creative potential of students. It also has a positive effect on the storytelling. Regarding the problem-solving outcome, students in team PBL have more benefits than students working individually. In addition, students in individual PBL class do not have any positive effect with problem-solving abilities. The analysis indicates that PBL has positive effects on creativity and storytelling, and there is an interactive effect between PBL effect (pretest vs. posttest) and PBL type (individual vs. group-project) in problem-solving. It is noteworthy that individual PBL and team PBL demonstrate different learning outcomes in problem-solving abilities. Future research needs to address the long-term effect of PBL methods.