Earticle

이 연구의 목적은 초등학교 발명영재가 구조화된 문제, 중간 구조화된 문제, 비구조화된 문제 등 문제의 구조 화 정도에 따른 팀 문제해결 학습에서 문제해결 과정이 어떻게 다른지 분석하여 규명하는 데 있다. 이 연구에 서는 초등학교 발명영재교육에서 학생들의 팀 내 상호작용을 촉진하고, 창의적으로 문제를 해결하는 능력을 기를 수 있는 수업 전략을 추출하고 문제의 구조화 정도에 따른 팀 문제해결 학습 모형(박수진, 2013)을 초등 학교 발명영재학급 수업에 적용하여 발명영재 학생들이 문제의 구조화 정도에 따라 문제를 해결하는 과정에 서 어떠한 차이가 있는지 분석하였다. 연구의 대상은 G 광역시 서부교육지원청 산하 G초등학교 발명영재 학급 5학년 학생 중 선발 과정에서의 팀 간에 입학 성적을 기준으로 동질한 3개 팀을 구성하여 12명을 최종 연구의 대상으로 선정하였다. 실험 설계는 문제의 구조화 정도에 따른 팀 문제해결 학습을 독립 변인으로 하여 일주일에 2시간 씩 6주간 총 12시간 동안 실시하여 촬영한 동영상 18개에서 초등학교 발명영재의 문제해결 과정을 분석하였다. 연구의 결과 첫째, 초등학교 발명영재는 팀 문제해결 학습에서 문제의 구조화 정도에 따라 문제 확인, 정보 수 집, 해결방안 탐색, 해결방안 선정, 구체적 계획, 실행(모형 제작), 평가 및 정리 중에서 정보 수집 단계와 모형 제작 단계에서 유의한 차이가 나타났다. 둘째, 초등학교 발명영재의 팀 문제해결 학습에서 구조화된 팀 문제 해결 학습(WS-TPSL)은 정보 수집 단계의 빈도는 낮은 편이나 특히 모형 제작단계에서는 그 빈도가 비구조화 된 팀 문제해결 학습(IS-TPSL)에 비해 높았다. 이는 발명영재학생들이 구조화된 팀 문제해결 학습(WS-TPSL) 는 문제해결을 위해 다양한 사고 활동을 하기 보다는 순서에 따라 모형을 제작하는 데 많은 시간을 보내고 고 차원 사고를 하기 보다는 제시된 정보를 확인하고 이에 따라 만드는 데 주된 활동을 하게 됨을 알 수 있다.

This study was conducted to analyze elementary school aged inventive gifted students' problem solving process in regards to three levels of problem structuralization(well-structured team based problem solving learning, moderately-structured team based problem solving learning, and poorly -structured team based problem solving learning). To implement this study, three models of TPSL(team-based problem solving learning) based on the level of problem structuralization were used to encourage creative thinking and interaction between team members. This research analyzed how the problem solving process was different among the levels of problem structuralization; WS-TPSL, MS-TPSL and PS-TPSF. 12 fifth grade students in three same-leveled teams according to their test scores participated in the study. This program based on different levels of problem structuralization was implemented during a science camp for inventive gifted students at G elementary school for two hours a week over the course of six weeks(A total of 12 hours). After video recording the classes, the problem solving processes of the participants were analyzed by two qualified researchers. The results of this research show how students solve problems differently based on the structure level of team problems(WS-TPSL, MS-TPSL and PS-TPSF). The process of TPSL is as follows; defining a problem, collecting data, brainstorming problem solving strategies, Choosing a strategy, Creating a specific plan, Implementing the plan, evaluating the results and reflecting on the results. The following conclusions were formed from the result of this study. The process of data collection and implementation (making models) was significantly different among the three groups.

본 연구는 일개 대학교 간호학과 3개 학년 5개 전공교과목에 기억력과 실용능력 증진을 위한 창의적 교수법 일부를 적용하여 비판적 사고성향, 문제해결능력, 셀프리더십에 대한 영향 여부를 조사하고자 실시되었다. 자료수집은 2017년 8월 1일부터 12월 31일까지 수행되었으며 창의적교수법 적용 전후 설문조사를 시행하였다. 적용 결과 학년별로 1개 교과목에 다양한 교수법을 적용한 1학년의 경우에는 비판적 사고성향, 문제해결과정, 셀프리더십에 차이가 없었으나, 2개 교과목에서 유사한 교수법을 반복하여 적용한 2학년과 3학년의 경우 비판적 사고성향은 6.8점(p<0.001), 문제해결과정은 7.5～7.9점 (p<0.001), 셀프리더십은 2.9～3.3점(p<0.001) 향상되었다. 학생들의 핵심역량을 향상시키기 위해 하나의 교과목에 여러 가지 교수법을 적용하는 것보다 1～2가지 방법을 여러 교과목에 반복적으로 적용하는 것이 보다 효과적임이 확인되었다. 창의적 교수법은 적성과 흥미에 따라 전공을 선택한 그룹에서 보다 효과적이었으므로 추후 전공에 대한 흥미를 촉진 시킬 수 있는 다양한 교수학습 전략을 개발할 필요가 있다.

This study was performed to investigate the effects of creative teaching technique(CTT) on critical thinking disposition(CTD), problem solving process(PSP), and self-leadership(SL) in 5 majors of first to third grades in a college nursing department. CTT was developed to promote memory and practical ability. The study was conducted from August 1 to December 31 in 2017, and the survey was performed before and after applying the CTT. As a result, there was no difference in CTD, PSP, and SL in the first graders whom applied various teaching techniques to one subject. But CTD was 6.8point(p<0.001), PSP was 7.5～7.9point(p<0.001) and SL was 2.9～ 3.3point(p<0.001) improved in the second and third grades whom applied similar teaching techniques in two subjects. In order to improve the students' core competency, it is more effective for students to apply one or two methods repeatedly in several subjects than to apply various methods to one subject. Since the CTT was more effective in the group that selected the major depending on aptitude and interest, it is necessary to develop various teaching and learning strategies to enhance the interest in nursing major.

본 연구의 목적은 제15회 국제중등과학올림피아드(IJSO2018)에 참가한 우리나라 학생들이 물리 문제 해결 과정에서 보인 특징을 분석하고, 이를 바탕으로 우리나라 교육에 대한 시사점을 도출하는 것이다. IJSO2018 이론 시험의 물리 문항 내용을 분석하고 우리나라 교육과정과 비교하였으며, 우리나라 대표 학생들의 답안은 감점을 받은 요인을 중심으로 분석하였다. 연구 결과, 우리나라 대표 학생들은 문제 해결 과정에서 물리 현상과 관련된 공식을 기계적으로 암기하고 이용하는 경향과 문항을 해결하려고 하는 데 있어 다소 조급해하는 경향을 보임을 알 수 있었 다. 또한 우리나라는 다른 나라에 비해 유효숫자에 대한 교육이 부족하며, 우리나라 교육과정에서 다루고 있는 학년 별 과학 학습 내용의 양과 수준이 국제적인 수준에 미치지 못하는 것으로 나타났다.

The purpose of this study is to analyze the characteristics of Korean students participating in the 15th International Junior Science Olympiad (IJSO2018) in the process of solving physical problems, and to derive implications for education in Korea based on this. The content of the physics questions of the IJSO2018 theory test was analyzed and compared with the curriculum in Korea, and the answers of Korean representative students were analyzed based on the factors that received deductions. As a result of the study, it was found that Korean students tend to memorize and use formulas related to physical phenomena mechanically in the process of solving problems, and tend to be somewhat impatient in trying to solve questions. In addition, compared to other countries, Korea lacks education on significant figures, and it was found that the amount and level of science learning content for each grade covered in Korea's curriculum did not reach the international level.

The main goal of this study was to trace the evaluation function in technological problem solving process. This study fouced on : (1) identifying the process path of evaluation cycle, (2) identifying the conceptual constituents of evaluation (3) the formulation of designing space/making space/evaluation space model characterizing these cycles. 5 grade 6 students and 6 grade 4 students participated in the study. This study required the case study methods in data collection and analysis. The data collection methods were used the video recording, the interview, and the field notes of researcher. The students' performance procedures and thinking aloud were video recorded. The collected data were transcribed verbatim. Each students' performance was coded with respect to not only the participant's explicity stated intent but also the intent suggested one or more of their trials. Each student was provided with a copy of a design brief that described the technological problem to be solved. The problem was to construct the tallest possible tower. The results of this study were as follows: The results are presented in the order of the research questions given above.1) The evaluation recurred cyclically and become intertwined, until the student eventually decided that the task has been completed. Particularly, the movement between making space and evaluation space revealed the cyclical aspect. 2) The conceptual constituents of the evaluation space revealed an interesting variety of positions adopted by the students. 3) The model of the process performed by students was developed. The model offered a graphic representation of action-space. The evaluation space was included in the designing space and making space.

Purpose: The purpose of this study was to identify the effects of multi-mode simulation learning on critical thinking disposition, on the problem solving process and on clinical competence of nursing students. Methods: A nonequivalentcontrol group with pre-posttest was designed. The participants in this study were 65 students who were enrolled in an emergency and critical nursing course at N university. The treatment group consisted of 33 juniors in 2010 and the control group 32 juniors in 2011. Collected data were analyzed using chi-square, independentt-test, and ANCOVA with the SPSS/WIN 18.0 for Window Program. Results: There were significant increases in problem solving process and clinical competence in the treatment group who participated in the multi-mode simulation learning compared to the control group who did not (t=-2.39, p=.020; F=12.76, p=.001). However, there were no significant differences in critical thinking disposition between the treatment and control group (t=0.40, p=.692). Conclusion: Multi-mode simulation is an effective teaching and learning method to enhance the problem solving process and clinical competence of nursing students. Further exploration is needed to develop and utilizemulti-mode simulation for diverse scenarios, depending on emergency nursing educational goals and environments and to develop a universal method to measure outcomes.

본 연구는 자살 고위험집단인 독거 우울 노인을 대상으로 문제해결치료 프로그램을 실시하고, 양적 연구에서는 드러나지 않는 문제점을 찾아내어 문제해결치료 프로그램을 효과적이고 효율적으로 실 행할 수 있는 방안을 모색하기 위한 목적으로 시도되었다. 이를 위해 사회복지사 7명이 춘천에 거주 하는 독거 우울 노인 16명을 대상으로 PST 프로그램을 실시하였고, 진행자들이 작성한 개입과정 기록을 질적으로 분석하였다. 프로그램 진행과정별로 분석한 결과 드러난 참여자의 태도나 반응 및 진행상의 어려움을 바탕으로 PST 프로그램과 일반 상담과의 차별성을 참여자에게 이해시키기, 노인의 인지기능수준을 확인하여 프로그램 대상자로써의 적합성 확인하기, 진행자의 노인과 노화에 대한 지식 및 PST 매뉴얼 숙지하기, PST 매뉴얼 보완하기, 워크시트 간소화하기, 문제해결과정에 대한 충분한 학습이 가능하도록 프로그램 구성하기 등을 제언하였다. 따라서 노인을 대상으로 상담 하는 복지기관의 사회복지사가 PST 프로그램을 보다 효율적으로 활용할 수 있는 방안을 제시하였다 는데 본 연구의 의의가 있다.

This study aims to implement the problem-solving therapy (PST) for the depressed elderly living alone as a suicidal high-risk group and suggest the ways to perform the PST program effectively and efficiently. For this purpose, 7 social workers performed PST to 16 depressed elderly living alone in Chuncheon, and their intervention records were qualitatively analyzed. Based on the participant’s attitude and response as well as difficulties in progress, the followings were suggested: (1) to make the participants understood the difference between PST and general counseling, to confirm the appropriateness of the subject by evaluating their cognitive function level, to become proficient in the knowledge of aging and the aged as well as PST manuals, to update PST manuals and simplify worksheets, and to develop the curriculum that allows for sufficient learning about problem-solving process. Therefore, this study suggests how social workers in welfare agencies can conduct PST for the aged more efficiently.

연구목적: 본 연구는 0-2세 영아를 대상으로 터치스크린을 통해 제시되는 창의적 문제해결 과제수행에서 나타나는 문제해결시도 지표를 통해 영아의 창의적 문제해결 과정을 분석하였다. 연구방법: 9～33개월 영아 140명에게 스마트폰으로 문제해결 과제를 제시하고 문제해결시도 지표를 수집하여 창의적 문제해결 과정을 살펴보았다. 연구결과: 문제해결시도 지표들 중 일부 시간적 지표, 시도횟수, 유효시도비율과 월령이 상관이 있었다. 문제해결시도 지표들에서 성차가 있었고, 문제해결시도 지표들은 상호 간에 강한 관련성이 있었으며, 시도가짓수 생성이 창의적 문제해결 성공에서 중요했다. 결론: 문제해결 과정에서 영아가 생성한 시도가짓수가 문제해결 성공을 예측한다는 결과를 통해 영아의 창의적 문제해결 과정에서 확산적 사고와 생성적 능력의 역할이 중요함을 확인하였다. 이를 통해 양육환경과 교육현장에서 영아에게 자유로운 탐색과 자발적인 시도 기회가 풍부하게 제공되어야 할 함의를 제공하였다.

Objective: This study shows creative problem solving process of infants aged 0-2 through a touchscreen task. Methods: We presented problem solving tasks with smart-phones to 140 infants between 9 and 33 months old and collected problem solving indicators to examine the creative problem solving process. Results: The study found that some of the problem solving indicators had a correlation with time indices, number of attempts, effective attempt ratio(EAR) and monthly age. There was a gender gap in problem solving indicators, and problem solving indicators were strongly interrelated, and the number of entry pattern(NEP) was important in a creative problem solving success. Conclusions: And through the results of NEP which predicted success in problem solving, this study showed the importance of the role of divergent thinking and generative factors in the infant’s creative problem solving process. These results suggest the need to provide infants with ample opportunities for free navigation and spontaneous attempts in the nurturing environment and education scene.

이 연구는 학생들이 설계과정을 통한 문제해결을 과정에서 브레인스토밍이 어떤 역할을 하는지 확인한 현장사례 연구이다 . 사례연구를 수행하기 위해 학생들이 작성한 문서자료(학습활동지, 서술형 설문지, 설계과정자료[스케치, 구상도, 부품도 ])를 살펴보았고, 질적조사(qualitative research) 방법 중에 하나인 문서자료를 의존함으써 발생할 수 있는 부족함을 보완 하기 위해 학생들과 면담을 병행하여 실시하였으며 이를 통해 얻은 연구 결과 값은 아래와 같다. 첫째, 브레인스토밍이 활발하게 나타나는 시기는 문제를 확인하고 해결책을 찾기 위한 초기단계와 제작을 통해 문제의 조 건을 만족하지 못하는 투석기가 제작된 시기였으며, 브레인스토밍의 문제해결 기여정도를 살펴본 결과 A팀은 85%, B팀은 74%의 영향을 미치는 것으로 확인되었다. 둘째, 브레인스토밍은 설계과정을 통한 문제해결 과정에서 소단위 문제해결과 중단위 문제해결 역할을 동시에 수행하였다 . 또한 브레인스토밍과 설계과정의 하위 영역인 제작(실험, 관찰, 측정)과정은 서로 밀접한 관련이 있으며 제작실패로 인한 원인분석, 제작 오류로 인한 재설계, 문제의 조건을 만족 시키지 못할 경우 상위단계로 피드백 작용을 하면서 서로 영향을 주고받고 있다.

This study is a field case study of students’ problem-solving process in the course of design in order to identify the role of brainstorming in the design process. The study reviewed documents prepared by students, such as activity worksheets, essay-type survey papers, works and their photos, student activity photos and other design data (sketches, conceptual drawings, part drawings), while conducting interviews with students to supplement its dependence on document review, a qualitative research method. The results of the study are as follows:First, the brainstorming process occurred most actively in the beginning step when students first spotted a problem and tried to come up with a solution, as well as when they completed the making process with a catapult that did not meet the conditions of the problem. In terms of how contributive the brainstorming sessions were to problem solving, it was observed that brainstorming influenced the problem solving process with the percentage of eighty five for team A, and seventy four for team B. Second, brainstorming played roles in both small unit and medium unit problem solving in the problem solving process through design process. Furthermore, brainstorming as part of the design process and making process, which is the lower domain of the design process (experiment, observation, and measurement), influenced each other by feed backing to the previous step when conditions of the problem failed to meet, and when redesigning was executed due to idea design, quality of catapult, cause analysis, and production errors.

Purpose: The purpose of this study was to identify the change of critical thinking disposition and problem solving process in students who experienced problem-based learning. Method: This research design was one group pre-post test design. Twenty-five nursing students who participated in ‘'Nursing Process' course with two PBL packages for a semester in 2004 were the subjects of this study. The data were analyzed by repeated measures of ANOVA, and content analysis. Result: The problem defining in problem solving process was improved significantly, but there was no significant difference in the critical thinking disposition. Conclusion: The results of this study suggest that PBL has a positive effect on nursing students' problem solving process, But for a more significant effect on a continuous base for critical thinking of nursing students, faculties should use web based and simulation-based education for self directed learning along with clinical situation-based scenarios.

Purpose: This investigation examined the effect of PBL on the meta-cognition, critical thinking, and problem solving process. Method: The research design was pre-posttest with a none qui valent control group design. Scenarios for PBL sessions were developed on the basis of textbooks and patients' charts and tested for content validity. Seventy six nursing students who took a 'Nursing Process' course from two nursing schools participated in the experimental group and control group. The experimental group performed PBL during the semester. Meta-cognition and problem solving processes were assessed by questionnaires which were developed using pedagogics. Critical thinking was measured by the CCTST(California Critical Thinking Skill Test) Form 2000. The data was analyzed by repeated measure (pretest-posttest) MANOVA, and correlation analysis. Result: PBL improved the participants' meta-cognition and problem solving process but not critical thinking. The relationship between meta-cognition and the problem solving process was supported but the relationship between critical thinking and problem solving was not supported. Conclusion: These results suggest that PBL has a positive effect on nursing students' educational outcomes. To improve the problem solving ability of nursing students, PBL should be applied to more subjects in the nursing curriculum.

이 연구의 목적은 초등학교 발명영재 학생들이 문제의 구조화 정도에 따라 팀 문제해결 과정에서 학습 활동 추이를 비교 분석하여 규명하는 데 있다. 연구의 대상은 G 광역시 산하 G 초등학교 발명영재 학급에서 발명영재교육을 받고 잇는 5학년 학생 중 입학 성적을 기준으로 동질 집단 3팀을 구성하여 12명을 최종 연구의 대상으로 선정하였다. 실험 설계는 문제의 구조화 정도에 따른 팀 문제해결 과정을 독립 변인으로 하여 일주일에 2시간 씩 6주간 총 12시간 동안 실시하여 촬영한 동영상 18종에서 초등학교 발명영재의 학습 활동 빈도를 통해 추이를 비교 분석하였다. 연구의 결과 초등학교 발명영재는 문제의 구조화 정도에 따라 팀 문제해결 과정에서 전체적으로 팀 문제해결학습에서는 모형 제작과 해결 방안을 탐색하는 활동 빈도가 높음을 알 수 있다. 또한 박수진, 최유현(2014)의 연구 결과에서 세부화하여 학습 활동 추이를 분석한 결과 정보 수집 과정 중에서도 정보를 검색하는 단계와 실행 과정 중에서 모형 제작 단계에서 차이를 보일 뿐만 아니라 문제를 이해하거나 구체적 설계와 결과 발표에서도 유의한 차이를 보였으며 문제의 구조화 정도가 구조화 될수록 같은 활동의 빈도가 집중되고, 비구조화 될수록 세분화 및 다양화되는 추이를 알 수 있었다. 이러한 결과를 토대로 제언하면 발명영재교육에서 다양한 학습 활동 경험과 다양한 사고를 지원하기 위해서는 문제의 구조화 정도를 비구조화 할 필요가 있음을 알 수 있다. 또한 추후 연구에서는 문제해결 과정 학습 활동별 빈도에 따른 추이를 분석한 연구를 기반으로 학습 활동별 소요 시간에 대한 분석이 이루어져야 할 것이다.

The purpose of this study is to compare, analyze and to identify learning activity progress of elementary school prodigies of invention during team problem solving process depending on the structuralization level of problem(s). The target of the study are chosen among the fifth grade students who are receiving an education in prodigy of invention in G metropolitan city- affiliated G elementary school. Based on the grades at the time of entering the school, total of 12 students comprising 3 teams of identical groups were selected as the final target of the study. The experiment set team problem solving process depending on the structuralization level of problems as a single variable. The experiment ran for 2 hours per week for 6 weeks (total 12 hours) and filmed 18 video clips through which the progress through the frequency of learning activity of elementary school prodigies of invention was compared and analysed. The results revealed that the prodigies of invention tended to show higher activity frequency in building models and exploring solutions during the team problem solving process depending on the structuralization level of problems as well as in overall team problem solving learning experiences. Also, in the study results of Park Soojin and Choi Yoohyeon(2014), a subdivided analysis of learning activity progress revealed that the difference was shown in the information searching stage during the information collecting process and in the model building stage from the carrying out stage. A similar difference was shown in stages of problem understanding, specific planning and presentation of results. It was found that as the problems became more structuralized, the frequency of the same activities became more concentrated and as the problems became more de-structuralized, (the activities) became more subdivided and diversified. As the results of the foregoing, it can be concluded that in order for the education of prodigies of invention to support various learning activities and ways of thinking, there is need for de-structuralization of the level of problem(s). In addition, it is recommended that the future researches focus on analyzing the time taken per learning activity based on study(ies) that analyzed the progress depending on the frequency of learning activities of problem solving process.

The purpose of this study was to explore and describe the problem solving process of nursing students in a simulated clinical situation. Using grounded theory method, data were collected and analyzed from March to September, 2013. The participants were undergraduate students who had two times of experiences to participate in high-fidelity clinical simulation. Four major categories emerged from the data explained the phases of process which nursing students followed to solve their problems in the simulated clinical situation: ‘getting missions’, ‘feeling oppressed from the clinical situation designed for evaluation’, ‘performing missions and mobilizing strategies for being well received’, ‘self-reflections and professional growth’. The core category was ‘completing missions in order to be evaluated as a competent nursing student in the arraigned clinical situation.’

Purpose: This study aimed to explore the influence of knowledge, problem-solving processes, and self-efficacy on the clinical competency of nursing students in the home health nursing management of diabetes mellitus (DM). Methods: The subjects of this study were 136 nursing students. Data were collected from April 18 to April 29, 2022, and analyzed using the SPSS 23.0 program. Results: The total mean scores of nursing students' knowledge, problem-solving process, self-efficacy, and clinical competency in DM home health nursing management were 71.24, 3.92, 7.47, and 4.09, respectively. Clinical competency was significantly and positively correlated with the problem-solving process (r=.60, p<.001) and self-efficacy (r=.48, p<.001) but not with knowledge (r=.09, p=.311). The problem-solving process was also positively correlated with self-efficacy (r=.41, p<.001). Regression analysis revealed a 41.4% variance in the nursing student's clinical competency with problem-solving process (β=.47, p<.001) and self-efficacy (β=.28, p<.001). Conclusion: The results of this study provide valuable evidence for the development of educational interventions aimed at enhancing the clinical competency of nursing students in relation to home-visit healthcare services for DM management.

본 연구는 전문대학 신입생의 비판적 사고성향과 문제해결과정의 정도를 파악한 후 이들 간의 상관성과 문제해결과 정에 미치는 영향을 파악하고자 수행하였다. 연구대상은 전문대학에 재학 중인 1학년 215명이었고 자료수집은 구조화 된 설문지를 이용하여 2012년 11월 20일에서 12월 5일까지 수집하였고 SPSS 18.0으로 분석하였다. 연구결과, 전문대학 신입생의 비판적 사고성향은 연령, 대인관계에서 유의한 차이가 있었고, 문제해결과정은 연령, 대인관계, 전공만족도에 서 유의한 차이가 있었다. 전문대학 신입생의 비판적 사고성향과 문제해결과정간의 관계는 통계적으로 유의한 양의 상 관관계(r=.605, P<.001)를 나타냈다. 전문대학 신입생의 문제해결과정에 영향을 미치는 요인은 비판적 사고성향과 전공 만족도로 문제해결과정을 38% 설명하였다. 본 연구는 전문대학생의 비판적 사고성향이 문제해결에 미치는 영향에 대한 실증연구를 표준적인 방법론에 의거 체계적으로 수행하여 비판적 사고성향과 전공만족도를 높일 수 있는 합리적인 교 수학습 전략 및 교육과정 개발 방향을 제시하였다는 점에서 그 의의를 찾을 수 있다.

This study determined the correlation between College Life in Freshmen critical thinking disposition; problem sol ving process. It also examined the impact of critical thinking disposition on problem solving process. The data was collected from 215 Freshmen members. Descriptive statistics, t-test, ANOVA, scheffe test, pearson correlation anal ysis and multiple regression analysis were performed. Results: In critical thinking disposition, there were significants differences in age, interpersonal relationships. In multiple regression analysis, critical thinking disposition and major satisfaction were significants factors of problem process ability explaining 38% Conclusion: To enhance problem pro cess ability for freshmen, it is necessary to develop teaching program and curriculum

AI 기술의 발전은 교육에 바로 적용되어 학생의 학습 생활에 점차 보편화 될 것이다. 자연처 처리(NLP: Natural Language Processing) 기술의 지속적인 발전으로 상호작용은 더욱 활발해질 것이라 사료된다. 오렌지3 와 같은 데이터 분석을 통하여 챗GPT가 제시한 결과를 보다 통찰력 있게 검토할 수 있는 문제 해결 방식을 제 시한다. 일반적인 과학탐구의 문제 해결 방식 외에 첨단 기술들과 협업하여 생성형 인공지능인 챗GPT와 데이터 분석 프로그램인 오렌지3을 활용하여 문제 해결 과정을 수행하도록 지도할 수 있다. 본 연구에서는 생성형 인공 지능과 오렌지 데이터 분석을 활용한 과학 탐구 문제 해결 과정 사례를 제시하고 분석하였다. 제시한 문제 해결 과정을 학생들이 성공적으로 수행하기 위해서는, 챗GPT와 머신러닝 모델을 정확하게 활용하는 AI 리터러시와 데이터 리터러시 교육이 선행되어야 한다.

Development of AI technology will be applied directly to education and gradually become common in students' learning lives. It is believed that interaction will become more active with the continuous development of Natural Language Processing technology. Through data analysis such as Orange3, we present a problem-solving method that can more insightfully review the results presented by Chat GPT. In addition to the problem-solving method of general scientific exploration, it can be guided to perform the problem-solving process using Chat GPT, a generative artificial intelligence, and Orange3, a data analysis program, in collaboration with advanced technologies. In this study, examples of scientific inquiry problem-solving processes using generative artificial intelligence and orange data analysis were presented and analyzed. In order for students to successfully perform the proposed problem- solving process, AI literacy and data literacy education that accurately utilizes ChatGPT and machine learning models must be preceded.

본 연구는 예비교사가 셀프연구를 수행할 때 나타나는 반성적 문제해결과정을 알아보는 것에 목적이 있다. 이를 위하여 A 교육대학교의 4학년 학생들이 교육실습 중 수행한 셀프 연구 보고서를 분석하여 듀이와 Korthagen의 반성적 사고의 과정 모형을 기초로 예비교사들의 문제해결과정을 탐구하였다. 예비교사의 셀프 연구에서 나타나는 문제해결과정은 5단계로, 문제인식-문제의 원인 파악-문제해결의 실마리 찾기-문제 해결을 위한 노력-문제의 해결 및 개선 순으로 나타났다. 이러한 과정 중 ‘반성’은 문제인식, 문제의 구체화, 그리고 문제해 결을 위한 노력 단계에서 가장 많이 사용되었다. 특기할 만한 점은 문제해결의 실마리를 찾는 단계에서 예비교사들은 지 도교사의 조언에 가장 많이 의존하였으나, 문제의 원인파악 단계에서는 반성적 사고가 활발히 일어났다. 문제해결을 위한 노력 단계에서는 문제해결을 위한 시도와 좌절, 계획의 수정 후 재시도 등의 나선형 순환의 모습이 나타났으며, 이 과정에 서 새로운 학습이 일어났다. 즉, 예비교사는 새로운 교육학 지식을 습득하거나 기존의 지식을 적용하려는 노력을 하였다. 마지막 단계에서 문제가 해결되거나 개선되었을 때 예비교사들은 자신의 노력에 대한 만족감을 느꼈으며 교사로서의 자 신감 및 효능감도 향상되는 모습을 보였다. 결론적으로 교육실습 중 예비교사의 문제해결을 위한 중요한 요인은 예비교사 자신의 자기반성 능력과 교육학 지식, 그리 고 실습지도교사의 전문적 조언임을 알 수 있었다.

This study explores student teachers’ problem solving processes focusing on the role of reflection. Student teachers conducted self-study on their own research topics during their practicums. The problem solving process uncovered through the study occurred in five phases: Identifying the research problem, finding origins of the problem, finding clues to the solution of the problem, taking action to solve the problem, and resolving the problem or improving problematic issues. Reflection was involved in the phases of ‘identifying the research problem,’ ‘clarifying the problem,’ ‘taking action to solve the problem.’Student teachers mainly relied on the advice of coordinator teachers when searching for clues to solve their problems. In the ‘taking action to solve the problem’ phase, student teachers experienced frustration when their efforts produced unsuccessful results. They then revised their plans and reattempted them in the form of spiral circulation. This process led them to new knowledge. At the end of the process, the problems were solved or at least improved. The student teachers had greater self- confidence and self-satisfaction and viewed the results as rewards of their effort. The important factors for solving student teachers’ problems during their practicumsaretheirownabilities for reflection, acquired knowledge, and the coordinator teachers’ professional guidance.

본 연구는 수학영재학생들의 뇌선호유형에 따라 그들이 문제를 해결하는 과정에서 Schoenfeld의 문제해결 행동요인 4가지가 어떻게 활용되고 있는지를 분석하고 이를 통해 수학영재 수업 시 고려해야 될 뇌기능 분화와 관련된 교육적 시사점을 찾아보고자 하는 것이다. 연구 대상자는 BPI검사를 통해 좌, 우뇌별 선호도가 높은 6학년 영재학급 학생 4명이다. 분석 결과 좌뇌선호형 학생들의 경우 객관적이고 논리적인 판단을 좋아하는 좌뇌의 특성이, 우뇌선호형 학생들의 경우 주관적이고 직관적인 판단을 좋아하는 우뇌의 특성이 많이 관찰되었다. 또한 문제해결과정에 나타나는 Schoenfeld의 문제해결 행동요인도 뇌선호유형의 특성에 맞게 서로 다른 것들이 주로 선택되는 것을 확인하였다. 따라서 좌뇌선호형 학생들과 우뇌선호형 학생들이 각각 선택한 문제해결 행동요인을 분석하고 그들에게 상호 보완될 수 있는 문제해결 행동요인을 안내 및 제안해 줌으로써 뇌선호유형별 학생들의 문제해결지도에 활용할 수 있을 것이다.

The purpose of this study is to analyze selection of factors of Schoenfeld's problem solving behavior shown in problem solving process of mathematically gifted students based on brain preference of the students and to present suggestions related to hemispheric lateralization that should be considered in teaching such students. The conclusions based on the research questions are as follows. First, as for problem solving methods of the students in the Gifted Education Center based on brain preference, the students of left brain preference showed more characteristics of the left brain such as preferring general, logical decision, while the students of right brain preference showed more characteristics of the right brain such as preferring subjective, intuitive decision, indicating that there were differences based on brain preference. Second, in the factors of Schoenfeld's problem solving behavior, the students of left brain preference mainly showed factors including standardized procedures such as algorithm, logical and systematical process, and deliberation, while the students of right brain preference mainly showed factors including informal and intuitive knowledge, drawing for understanding problem situation, and overall examination of problem-solving process. Thus, the two types of students were different in selecting the factors of Schoenfeld's problem solving behavior based on the characteristics of their brain preference. Finally, based on the results showing that the factors of Schoenfeld's problem solving behavior were differently selected by brain preference, it may be suggested that teaching problem solving and feedback can be improved when presenting the factors of Schoenfeld's problem solving behavior selected more by students of left brain preference to students of right brain preference and vice versa.