Earticle

최근 들어 다수의 기업들은 성과창출 방안으로 코칭전략을 도입하고 있다. 이를 보다 효과적인 결 과로 이끌어 내기 위해서는 기업의 혁신행동 중 하나인 코칭 행동이 최종 직무만족에 어떤 영향을 미치는지 분석하는 것이 중요하다. 따라서 본 연구의 목적은 코칭활동의 문제해결과 학습촉진이 직무만족과 혁신행동에 어떠한 영향을 미치는지에 대해 실증적 분석하고자 케이티앤지에 근무하는 210명을 대상으로 구조방정식을 활용하여 분석하였다. 검증 결과, 문제해결이 혁신행동에 미치는 영향은 유의미하지 않아 기각되었고, 문제해 결과 직무만족의 관계, 학습촉진과 직무만족의 관계. 학습촉진과 혁신행동의 관계, 직무만족과 관계 모두 통 계적으로 유의함을 밝혔다. 본 연구는 선행연구에서 부족했던 각 변인간의 영향요인을 실증 분석하였고, 코칭 행동의 문제해결과 학습촉진은 직무만족과 혁신행동에 미치는 영향요인들을 분석하여 급변하는 환경에 대응 하고, 조직의 경쟁우위 확보를 위해 구성원 및 관리자의 태도 변화를 꾀하는 한편, 이와 함께 업무 과정의 변 화를 추진하여 조직의 목표인 성과창출이라는 소기의 목적을 달성할 수 있도록 시사점을 제공한다.

Recently, many companies have introduced a coaching strategy as a way to create performance. In order to lead to more effective results, it is important to analyze how coaching behavior, which is one of corporate innovation behaviors, affects final job satisfaction. Therefore, the purpose of this study was that conducted the structural equation for 210 people working at KT&G to empirical analysis on how problem solving and learning promotion of coaching activities affect job satisfaction and innovative behavior. As a result of the analysis, the effect of problem resolution innovative behavior was rejected because it was insignificant, and it was stated that the relationship between problem resolution and task satisfaction, the relationship between task satisfaction, the relationship between learning promotion and innovative behavior, and the relationship between task satisfaction and innovative behavior were both statistically significant. This study empirically analyzed the factors influencing each variable who lacked prior research examples, and analyzed the factors affecting job satisfaction and innovative behavior to respond to rapidly changing environments and change the attitude of members and managers to secure competitive advantage in the organization, while also providing theoretical and practical implications to achieve the desired goal of creating performance, which is the goal of the organization.

사회과의 지도 학습은 지도 자체에 대한 이해와 지도를 활용하여 각종 추론 능력 및 관계 파악 능력을 배양한다는 두 가지의 목적을 지니고 있다. 그러나 기존의 연구는 학습 내용이 지도 자체에 대한 이해에만 치우쳐 있으며 학습자와 학습 내용간의 상호작용은 이루어지고 있으나 이를 안내하는 교사와의 상호작용이나 학습자간의 상호작용은 미흡한 실정이다. 따라서 본 논문에서는 학습자 중심의 지도 학습을 할 수 있고, 상호작용을 통한 협동학습이 강조되는 구성주의를 적용한 웹 기반의 지도 학습 시스템을 설계하고 구현한다. 본 논문에서 제안하는 시스템의 특징은 다음과 같다. 첫째, 학습자가 자기 스스로 지도의 기본 요소를 학습하고, 각 단계에서 평가를 거쳐 피드백 할 수 있도록 하며, 전체 학습을 마친 후 학습 내용을 객관식으로 평가할 수 있도록 구현한다. 둘째, 웹을 기반으로 학습자의 흥미를 유발하여 참여를 유도하였으며 게시판과 채팅 기능을 통해 교사와 학습자간, 학습자와 학습자간의 상호작용을 강화한다. 셋째, 유용한 과제를 제시하고 문제 해결 학습 모형을 적용하여 지도 활용 학습이 가능하도록 구현한다.

There are two main purposes in learning map in the subject of social studies in understanding the map itself and growing the ability of construing connection and situation and reasoning by applying the map. However, the map learning leans to understanding the map itself in existing materials. Although there is an interaction between learners and the context, there is hardly any interaction between learners or between teachers. Therefore, this paper designs and implements the web-based map learning system using the constructivism to make the cooperative study possible through the interaction and to be able to teach the map learning based on learners. The characteristics of the system suggested in this paper are as below. First, learners study the basic factors of the map by themselves and enable them to give feedbacks after the evaluation. Also, it embodies to evaluate the context of study as a multiple question after studying the whole thing. Second, the participation is induced by bringing the interests of learners based on the web and the interaction between teacher and learner as well as between learners is strengthened by the bulletin board and chatting function. Third, the study of utilizing map is embodied by means of applying the study model of solving problems and suggesting useful tasks.

An efficient boundary-based optimization technique is applied in the numerical computation of free surface flow problems, by reformulating them into the equivalent optimal shape design problems. While the sensitivity in the boundary method has mainly been calculated using the boundary element method (BEM) as an analysis means, the finite element method (FEM) is used in this study because of its popularity and easy-to-use features. The advantage of boundary method is that the design velocity vectors are needed only on the boundary, not over the whole domain. As such, a determination of the complicated domain design velocity field, which is necessary in the domain method, is eliminated, thereby making the process easy to implement and efficient. Seepage and supercavitating flow problem are chosen to illustrate the accuracy and effectiveness of the proposed method.

This study sought to identify social problems in Busan and find solutions through Busan-type appropriate technology. To this end, in-depth interviews with expert FGI (5 times), in-depth interviews with socially disadvantaged and marginalized groups (elderly, disabled, youth), and in-depth interviews with caregivers/expert groups were conducted. A demand survey was conducted to solve social problems in Busan using appropriate technology. In addition, a demand survey was conducted among the elderly, the disabled, and young people, and found various problems in housing, medical care, and information transmission. We have derived an appropriate technology to solve this problem. First, improving housing, strengthening and disseminating access to medical technology, information transmission. It should help ease interpretation (elder problem). Second, appropriate technology should be used to improve citizens' awareness, guarantee the right to movement, and facilitate emergency medical requests (disability issues). Third, appropriate technology should be applied to make use of vacant houses and use sustainable energy to make housing stable and enjoyable work (youth problem).

This study explores how experiential knowledge (EK) and received knowledge (RK) are integrated in pre-service language teachers’ written reflections to solve pedagogical problems, adopting constantcomparative analysis method outside of Grounded Theory. For this end, forty-one entries of reflective journals, written for problem solving by seven pre-service English teachers in Korea, were collected in a course entitled ‘English Language Teaching Theory into Practice’. One month after the course ended, each entry was re-reflected by the participants to identify whether it inclucded their EK and RK. All the statements in each entry, which had been reported to include EK or RK explicitly or implicitly, were repeatedly read until themes related to problem solution emerged. The results show that EK and RK can be significant resources in the practice of reflection for problem solving. However, the results also indicate the difference: EK is more applicable for the statements of a basis of problem determination or of a cause of a problem while RK is more employed to state a solution to a problem. Implications of this study were presented and discussed.

In the recent years, non-preemptive job shop scheduling problems have been applied to a wide variety of academic and industrial fields. In comparison, preemptive job shop scheduling problems have received almost no attention in the both fields. Motivated by the needs of a specific application, we presented an algorithm for dealing with preemptive job shop scheduling problem. First, we considered constraint programming techniques to preemptive scheduling problems. Second, we applied genetic algorithm to these problems. In proposed genetic algorithm, we developed a new concept for representing of genetic algorithm. In case study, we applied the proposed algorithm to several job shop problems. Experiment results show that the proposed algorithm considered by preemptive problems outperforms non-preemptive case and other conventional algorithms.

본 연구의 목적은 통계적 방법을 활용해 산술과 대수 영역에서 초등 예비교사들의 문장제 문제해결 능력과 그들이 선호하는 전략, 그리고 평가 능력을 알아보는 것이다. 연구의 결과, 첫째, 초등 예비교사들은 대수의 문장제 문제해결에서 뿐만 아니라 산술 문항에서도 논리적이고 절차적인 대수적 문제해결 행태를 보였지만, 산술문항에서 선호하는 문제해결 전략은 식세우기 전략과 표만들기 전략이었다. 둘째, 수학교육과 영어교육을 심화 전공하는 초등 예비교사들의 평가 점수는 유의수준 ${\alpha}=0.05$에서 유의미한 차이가 나타났지만, 1학년과 4학년 초등 예비교사 집단의 평가 점수는 유의수준 ${\alpha}=0.05$에서 유의미한 차이가 나타나지 않았다. 이 결과는 초등 예비교사들의 문장제 문제해결, 적합한 전략의 선택, 평가에서 단계별 향상을 위한 산술과 대수 영역의 정교하고 구조화된 예비교사교육이 필요함을 시사한다.

The purpose of this study is to analyze that The arithmetic and algebraic word problem solving skill, strategy preference, and assessment ability of elementary preservice teachers is investigated using a statistical methodology. The research findings are as follows. First, elementary preservice teachers demonstrated logical and delicate problem solving behaviors in arithmetic and algebraic word problem solving. And elementary preservice teachers prefer to create a formula and table strategy in problem solving of the arithmetic question. Second, there was meaningful difference in the math and english elementary preservice teachers' appreciations with significant level of 0.05. And there was not meaningful difference in the 1 and 4 grade elementary preservice teachers' appreciations with significant level of ${\alpha}=0.05$. Results of the study suggest that teachers education course need to improve elementary preservice teachers' word problem solving skill, strategy preference, and assessment ability in the arithmetic and algebraic.

본 연구에서는 공간능력의 성차와 공간검사 문제풀이 과정에서 사용하는 방략의 성별 차이를 확인하기 위해 5가지의 유형의 공간과제(도형완성, 부분찾기, 3차원 심상회전, 2차원 심상회전, 전개도 접기)와 문항별 방략 선택지를 제시하여 공간과제 문제풀이 및 이 과정에서 나타나는 방략 사용에 대한 반응을 수집하였다. 대학생 및 대학원생 1063명으로부터 수집한 자료를 분석한 결과, 공간검사 총점에서는 유의한 성차가 나타나지 않았으나 3차원 심상회전 과제에서 남자가 여자에 비해 평균 검사점수가 높게 나타났고, 공간검사의 각 과제유형별 문제풀이 방략의 사용은 각 과제유형별로 양상이 조금씩 다르게 나타났다. 2차원 심상회전과 전개도접기 문제풀이에서는 여자가 남자에 비해 총체적 방략을 더 많이 사용하였고, 도형완성에서는 여자가 남자보다 분석적 방략을 더 많이 사용하였다. 3차원 심상회전에서는 여자가 남자보다 통합적 방략을 더 많이 사용하였으며, 모든 과제에서 남자는 여자에 비해 한눈에 보고 답을 찾는 방법을 더 많이 사용한 것으로 나타났다. 공간능력을 측정하는 검사에서 문제풀이 방략이 각 과제유형별로 성별에 따라 다르게 나타난 결과는 이제까지 공간능력 검사에서 나타난 성차의 원인을 파악하는데 중요한 단서를 제공할 것이다.

The purpose of this study was to investigate gender differences in spatial ability and in the types of strategies used in solving spatial tasks. To accomplish this, a measure was constructed which included a spatial ability test with five different problem types: picture completion, embedded pieces, 3-D mental rotation, 2-D mental rotation, and form development. Each item was followed by a question that asked subjects to select which among the following five strategies they employed: holistic, analytic, combined, intuitional, and other. A total of 1063 participants consisting of undergraduate and graduate students completed the test. Results showed men performed better in one out of five of the problem types. Gender differences were also found in the use of strategies for each problem category: In 2-D and form development types, women used more holistic strategies than men. In picture completion tasks, women relied more heavily on an analytic strategy. In 3-D mental rotation, women used more holistic approach than men, and men used the intuitional strategy more frequently than women. The gender differences found in the use of strategies for solving different problems provides important clues for identifying causes of the gender differences described in previous research in the studies of spatial ability. In addition, we found that certain strategies were more frequently used in certain types of problems. These findings suggest new possibilities for strategy training intended to enhance spatial ability in educational settings.

본 연구는 균열선단에서 응력특이성을 갖는 탄성균열문제를 해석하기 위한 이동최소제곱 유한차분법을 제시한다. 응력특이성을 유발하는 균열선단 주변장을 모형화하기 위해 근사식에 선단주변함수를 내재적으로 도입하여 이동최소제곱 근사의 틀을 그대로 유지하면서 실제 미분계산을 거의 하지 않고 미분근사를 할 수 있는 이동최소제곱 Taylor 다항식 근사의 장점을 살렸다. 균열문제 정식화시 시간소모적인 적분과정이 필요한 약정식화 대신 해석영역에 배치된 절점에서 지배 미분방정식에 대한 차분식을 직접 구성하는 강정식화를 적용하여 계산 효율성을 향상시켰다. 균열문제 해석을 통해 내적확장된 이동최소제곱 유한차분법이 응력 특이성을 내포한 선단주변 변위장을 정확히 묘사할 수 있을 뿐만 아니라 응력확대계수를 정확히 계산 할 수 있음을 보였다.

This study presents a moving least squares (MLS) finite difference method for solving elastic crack problems with stress singularity at the crack tip. Near-tip functions are intrinsically employed in the MLS approximation to model near-tip field inducing singularity in stress field. employment of the functions does not lose the merit of the MLS Taylor polynomial approximation which approximates the derivatives of a function without actual differentiating process. In the formulation of crack problem, computational efficiency is considerably improved by taking the strong formulation instead of weak formulation involving time consuming numerical quadrature Difference equations are constructed on the nodes distributed in computational domain. Numerical experiments for crack problems show that the intrinsically enriched MLS finite difference method can sharply capture the singular behavior of near-tip stress and accurately evaluate stress intensity factors.

최근 갈등문제에 대한 연구가 사회 전반적으로 많이 이루어져 오고 있다. 본 연구도 부산의 옛 물류센터였던 한진CY 부지를 계획 변경하여 지역경제 활성화를 시키기 위한 지자체와 주민들 간의 갈등 문제를 다루고 있다. 갈등 문제의 가장 큰 요소로 공정성, 투명 절차성, 일조권과 조망권에 대한 입장 차이를 가지고 있다. 이러한 문제를 해결하기 위해 갈등상황에서 당사자들이 지니는 갈등 프레임은 어떤 구조와 특징을 가지고 있는지에 대한 문제를 다양한 이해집단(주민자치위원회, 부녀회, 상인회, 일반주민 등)의 인터뷰를 통해 이해집단 간의 구조가 내포하고 있는 개별적 특성 분석과 인식차이를 비교분석을 위해 인지적 프레임으로 표현하는 언어를 바탕으로 언어네트워크 분석을 통해 구체화하고, 언어네트워크분석(semantic network analysis) 기법을 활용한 가치 프레임분석을 실시하였다. 그 결과, 한진CY 부지의 활용방안으로 각 이해당사자들에 의한 통합된 협의체(각 이해당사자) 기구 신설을 통한 정기적인 모임으로 문제에 대한 해결방안을 마련함 으로써 문제점을 파악 및 해결해 나가야 할 것이다. 즉, 문제의 실체에 대한 상이한 인식 차이로 인해 이해당사자 모두가 신뢰할 수 있는 인물의 선정과 이를 매개로 상호간의 정보교환이 필요할 것이라 판단된다.

Recently, a lot of research on conflict issues has been conducted in society as a whole. This study also deals with the conflict between local governments and residents to revitalize the area by changing the Hanjin CY site, which was the old logistics center in Busan. As the biggest factor in the conflict problem, there are differences in positions on fairness, transparent procedure, and the right to sunlight and the right to view. To solve this problem, the value frame analysis was conducted using the language network analysis technique through interviews of various understanding groups on the problems of what structure and characteristics the parties have in the conflict situation. As a result, as a way to utilize the Hanjin CY site, problems should be identified and resolved by establishing a solution to the problem through regular meetings through the establishment of an integrated consultative body (each stakeholder) organization by each stakeholder. In other words, due to the difference in perception of the substance of the problem, it is judged that it is necessary to select a person whom all stakeholders can trust and to exchange information with each other through this.

2012년 UN이 발표한 전자정부 준비지수(E-Government Readiness Index)에 따르면 우리나 라는 지난번에 이어 연속 1위를 차지하였다. 그러나 IMD가 발표한 국가 경쟁력 지수에 의하면 우리 나라의 국가경쟁력 지수는 3년 연속 20권에 머물고 있다. 특히, 2012년에는 정부효율성 부분이 2011 년 대비 3단계 하락한 25위로 내려앉았고 정보화와 영향이 있는 인프라는 3년간 20위인 상황이다. 이 는 정보화의 발전이 정부업무 효율에 영향을 주지 못하고 있다는 반증일 수 있다. 본 연구에서는 이 러한 현상을 정보화 라이프 싸이클 관점에서(기획-예산-구축·운영-평가) 분석하였다. 그 결과 각 단 계별 정보의 연계 및 합리적인 추적관리 부재와 체계적인 계획에 따른 정보화관리가 미흡한 것으로 나타났다. 이를 해결하기 위해 아키텍처적인 방법을 활용해 개선방안을 제시하였다.

According to the E-Government Readiness Index announced by UN in 2012, the Republic of Korea ranked top again following the last time. However, according to the national competitiveness index announced by IMD, that of the Republic of Korea has still ranked in the world’s top 20 for three successive years. In particular, the area of government efficiency took the 25th place in 2012, descending three steps compared to that in 2011, and the area of infrastructure related to informatization has been ranking 20th for three years. This phenomenon can prove that the Republic of Korea’s informatization is not producing good outcome, and the investment in informatization is not creating good effects. This phenomenon was analyzed in terms of a life cycle of informatization in this study. As the result, it was revealed that structural problems remain in each step, the linking of information in each step is insufficient, reasonable trace management is absent ,and information management depending on systematic plan is lacking. To solve these problems, improvement measures through architecture consideration were suggested.

목적 : 본 연구는 척수손상 환자를 대상으로 RPS Form을 적용하여 작업치료에서의 임상적 평가의 효용성을 알아보고, 적용 사례를 단계적으로 설명하여 실제 사용 방안을 제시하고자 하였다. 연구방법 : 31세의 척수손상 남성 환자를 대상으로 RPS Form을 적용한 평가와 중재를 제공하였다. 또한 임상전문 가 6인과 RPS Form의 효용적 측면에 대하여 논의하였다. 결과 : RPS Form은 척수손상 환자의 신체구조 및 기능, 활동 및 참여 이외의 환경적 요소까지 효율적으로 평가할수 있었고, 논리적인 결정을 내릴 수 있어 임상에서 적용하기 유용하였다. 환자의 중재에 대한 반응, 또한 긍정적이었다. 결론 : RPS Form은 건강에 대한 ICF의 재활관리 서비스를 한 장의 평가지로 시각화하여 사용이 간편하고, 그 내용 이 분명하여 임상적 추론을 주도하기에 용이하였다. 또한 타 재활 전문영역과의 원활한 팀 접근과 함께 근거기반의 작업치료를 제공할 수 있었다. 따라서 RPS Form의 폭넓은 적용을 위해서는 임상의 각 질환별 특징을 반영한 ICF Core sets의 첨부가 필요할 것으로 사료된다.

Objective : This study was performed to verify the comprehensive perspective based on the ICF-model and logical clinical thinking of Rehabilitation Problem Solving(RPS) Form. Methods : The patient was a 31-year-old man who injured spinal cord. A plan of care was to address impairment, activity limitation and participation restrictions by using RPS Form. And we discussed about clinical utilities of RPS Form with 6 clinical experts. Results : After the intervention, subject participated in computer lecture more often and for longer duration. And he expressed positive attitude about intervention. Experts mentioned agreeable opinion about using RPS Form in clinic. Conclusions : RPS provides a visual simpleness and clearness and it also guides logical thinking in clinical practice. Therefore RPS Form can be used to enhance multidisciplinary patient management and assists in clarifying clinical roles as part of a multidisciplinary team. The case report demonstrates that the RPS Form can be a viable strategy for occupational therapy.

본 연구의 목적은 분수의 나눗셈 문장제 해결 과정의 문제 이해 단계 및 문제 해 결 단계에서 보이는 오류의 유형과 그 내용을 분석하여 분수의 나눗셈 문장제 해 결 지도에 대한 시사점을 얻는 것이다. 이를 위해 초등학교 6학년 학생 21명에게 분수의 나눗셈 문장제 해결 검사지를 적용하고, 학생들이 작성한 답안지와 이에 대 한 개별 면담 결과를 종합하여 문제해결 과정에서 보인 오류의 유형과 그 내용을 분석했다. 그 결과 오류 유형별로 내용이 다양했으며, 수학 성취 수준별로 문제 이 해 단계와 문제 해결 단계에서 보인 오류 유형과 그 내용의 특징은 상이했다. 이를 바탕으로 분수의 나눗셈 문장제 해결 지도에 대한 시사점을 제안한다.

The purpose of this study is to obtain implications for teaching fractional division word-problems solving by analyzing the types and contents of errors seen in the problem understanding and problem solving stages of the fraction division word-problems solving process. For this purpose, a 10-question test sheet was applied to 21 6th-grade elementary school students, and the answer sheets written by the students and the results of individual interviews were combined to analyze the types and contents of errors shown in the word-problems solving process. As a result, 67.53% of the errors in the process of solving the fractional division word-problems were found in the problem understanding stage. And the characteristics of the error types and its contents were different by students’ achievement level. Based on this, implications for teaching fractional division word problem solving were proposed.

This study is to develop a valid and reliable instrument for measuring students’ creative engineering problem solving propensity. The creative engineering problem solving is operationally defined in this study as a creative problem solving skill in an engineering context. To develop the instrument, first we define seven common constructs between engineering problem solving skill and creative problem solving skill through an intensive literature review; motivation, context, personal character, engineering design, engienering habits of mind, understandings of engineering and engineers, communication skill, and collaboration skill. Based on the seven constructs and the face validity test conducted by two in-service science teachers and 4 experts in science education research, 40 preliminary items were developed. Then the preliminary instrument was implemented in a science gifted highschool to measure the reliability of the instrument. From the 40 items, 34 items were selected through the initial reliability test by Cronbach’s α (>.75). Finally through the three times of factor analysis process, 28 items in five construct categories were selected; motivation (3 items), engineering design (6 items), engineering habits of mind (9 items), understandings of engineering and engineers (4 items), communication and collaboration skill (6 items). The factor analysis result showed that the reliability of each construct category was between .733 to .892., meaning that the instrument is reliable in terms of the higher structural validity (each item is categorized in an appropriate construct category). We expect that the creative engineering problem solving propensity instrument developed in this study can be used in various contexts for STEAM education research as a reliable and valid instrument

본 연구는 공학 설계를 적용한 과학 수업이 참여 학 생들의 창의공학적 문제해결성향에 미치는 효과를 알 아보기 위한 연구이다. 본 연구에서 사용된 공학 설계 를 적용한 과학 수업은 미국 미네소타대학과 퍼듀대학 에서 공동 제작한 10차시의 프로그램을 번역하여 사용 하였으며, P 광역시에 소재한 H 초등학교 6학년 24명 의 학생들에게 적용하였다. 본 연구의 주요 데이터는 연구 사전과 사후에 수집한 창의공학적 문제해결성향 검사지이다. 창의적 공학문제해결력 검사는 대응표본 t-검증과 계층적 군집분석을 통해 분석하였다. t-검증 결과 공학 설계를 적용한 과학 수업은 전반적으로 참 여 학생들의 창의공학적 문제해결성향에 긍정적인 효 과를 미치는 것으로 나타났다. 군집분석 결과 창의공 학적 문제해결성향은 2가지 군으로 분류할 수 있다는 것을 확인하였으며, 5명의 학생의 경우 사전과 사후에 유의미한 차이로 성향(분류군)이 바뀐 것을 확인할 수 있었다. 군집의 변화가 생긴 5명의 학생들을 인터뷰하 여 중심도 분석을 실시하고 하이브리드 분석 방법에 따라 해석한 결과, 학생들이 공통적으로 경험한 것은 ‘협업을 통한 문제해결’과 ‘반복실험(재설계)를 통한 문제해결’, 그리고 ‘과학 지식의 활용’으로 나타났으 며, 소수반응으로 ‘최선의 실험방법 선택’과 ‘과학과 공학의 차이’ 등이 나타났다.

This study is to investigate the effects and characteristics of science and engineering integrated lessons on elementary students' creative engineering problem solving propensity (CEPSP). The science and engineering integrated lessons used in this study was a 10 lesson-hours STEM program, co-developed by University of Minnesota and Purdue University. The program was implemented in the 6th grade science class of H Elementary School located in P Metropolitan city. The main data of this study are the pre-post CEPSP result and interview with 5 students collected before and after the research. The CEPSP result was analyzed by a paired-sample t-test and hierarchical cluster analysis. As a result of the t-test, it was found that overall, the program has a positive effect on the students’ CEPSP score. As a result of cluster analysis, it was confirmed that studnets' CEPSP could be classified into two groups (lower and higher score cluster). Five students whose, CEPSP score has significantly improved after the lessons were interviewed to find out what the characteristics of the program that contribute the significant change are. As a result of conducting centroid analysis of the interview transcription and the hybrid analysis method, it was found that the meaningful experiences that the five students commonly shared were 'problem solving through collaboration' and 'through repeated experiments (redesign)', problem solving' and 'utilization of scientific knowledge'. As minor reactions, 'choice of the best experimental method' and 'difference between science and engineering' appeared.