효율적·비효율적 문제 해결자의 기술적 문제 해결 과정 비교 분석 = (A)comparative analysis of effective and ineffective problem solver's technological problem solving process

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate characteristics which are related with effective solution of technological problems. For this, an effective problem solver and an ineffective problem solver have been compared in terms of the problem solving process with a population of students who are enrolled in College of Engineering, C University in Daejeon.
Thirty eight (38) participants were requested to solve a problem related with water tower which is included in a category of type of design. A problem was individually solved by an investigator and subject in a separate place. After the problem was solved, a retrospective interview was done. The activities, and think aloud that were observed during the problem solving were tape-recorded. After all individual problems are solved against 38 cases, 6 persons in which no decent think aloud was detected were excluded. Then, 32 participants were hierarchized by height of water tower and classified into three groups; high, middle, and low. Those (8 persons) categorized as high group were named as effective problem solvers while those (8 persons) included in low group were named as ineffective problem solvers. Then, they (16 persons) were chosen as the subject of analysis. After the problem solving process against 16 participants was made out in protocol form, two coders did the coding based on the protocols and recorded video clip.
Based on the coded data, frequency and time consumed by problem solving activity, frequency and time consumed by problem solving stage, and moving frequency between problem solving stages were analyzed. Then, effective and ineffective problem solvers were compared based on the result of the analysis. In order to verify the difference between the two groups, Mann-Whitney U test was conducted. Besides, SPSS was used for statistical analysis. As a result, the comparative analysis has turned as follows:
A. Frequency and Time Consumed by Problem Solving Activity
In terms of a sum of frequency by total problem solving activities, it has turned out that an effective problem solver was higher than an ineffective problem solver. The result of problem solving activities by problem solving stage has turned out as follows:
1) Understanding
Identifying a problem was begun by reading a problem in all cases. In terms of specifying a problem, effective problem solving group was higher than ineffective problem solving group. A participant told what he understood to himself or an investigator. In terms of frequency and time consumed, an effective problem solver was higher than an ineffective problem solver in both identifying and specifying a problem.
2) Exploring
In identifying a material, there was no difference between the two groups in terms of frequency and time consumed. While a use of material was decided after investigation on the characteristics of the material in case of effective problem solver, however, the material was just examined with the naked eye and a use of material was uncertain in case of ineffective problem solver. Besides, exploring a problem solution was rarely done with prior knowledge. Actually, exploring a problem solution with prior knowledge was done by one person only among effective problem solvers. Exploring a problem solution was conducted in all cases. In terms of frequency and time consumed, effective problem solver was turned out higher than ineffective problem solver. Sketching a problem solution was not often. However, simple free-hand sketch was mostly found. Modeling a problem solution was found in all cases and effective problem solver was higher in terms of frequency and time consumed. Refining a problem solution was found in 2 effective problem solvers only and rarely conducted in exploring stage.
3) Trying Out
Making was done in both effective and ineffective problem solvers. It turned out the highest among a total of 17 activities in terms of frequency and time consumed. In making activity, effective problem solver was higher in terms of frequency while ineffective problem solver was higher in terms of time consumed. In case of effective problem solver, identifying a problem cause was conducted in all cases. Besides, frequency and time consumed turned out higher than ineffective problem solver. In case of revising, it was conducted in all cases but one ineffective problem solver. Frequency and time consumed turned out pretty same. However, ineffective problem solver was lower than effective problem solver in terms of time consumed for revising, compared to time consumed for making.
4) Evaluating
In evaluating a problem solution, effective problem solver turned out higher then ineffective problem solver in terms of frequency and time consumed. The evaluating a model was not conducted in all cases. Evaluating a problem cause was briefly done against 4 effective problem solvers only. In evaluating a prototype, effective problem solver was higher in terms of frequency and time consumed. In evaluating a result, however, ineffective problem solver was higher in terms of frequency and time consumed. In evaluating a prototype , effective problem solver was the highest in terms of frequency and time consumed while ineffective problem solver was the highest in terms of frequency and time consumed in case of evaluating a result.
B. Frequency and Time Consumed by Problem Solving Stage
In both groups, a time was consumed in order of Trying Out - Exploring - Evaluating - Understanding. No difference was found between the two groups in terms of frequency in Understanding stage. Even though effective problem solver was slightly higher in terms of absolute time consumed, a ratio of total time consumed was pretty similar between groups. In Exploring stage, effective problem solver was higher in terms of frequency and time consumed. In Trying Out stage, both groups were pretty same in terms of frequency and absolute time consumed. In terms of ratio of total frequency and total time consumed, however, ineffective problem solver was higher. In evaluating stage, effective, problem solver was higher in terms of frequency and time consumed.
C. Moving Frequency between Problem Solving Stages
In Understanding stage, moving to Exploring stage was often observed in both groups. In Exploring stage, moving to Trying Out stage was often found in both groups. In terms of moving frequency to Evaluating stage, effective problem solver was higher. In Trying Out stage, moving to Evaluating stage was often observed in both groups. In Evaluating stage, moving to Exploring stage was often found in case of effective problem solver while moving to Trying Out stage was often observed in case of ineffective problem solver. In terms of moving to Exploring stage, especially, effective problem solver was higher.
In terms of bilateral moving between stages, a difference was found between two groups in moving between Exploring and Evaluating stages. Effective problem solver showed higher moving frequency.
D. Effective Problem Solver's Characteristics in Technological Problem
An effective problem solver differs from an ineffective problem solver in terms of problem solving frequency, identifying a material, modeling a problem solution, identifying a problem cause, evaluating a result, time consumed in exploring stage, trying out frequency, and moving between exploring and evaluating stages.
Based on the result above, this paper can be concluded as follows:
First, an effective problem solver differs from an ineffective problem solver in terms of time consumed during problem solution modeling a problem solution and identifying a problem cause and frequency and time consumed during evaluating a result.
Second, an effective problem solver differs from an ineffective problem solver in terms of frequency and time consumed during exploring and frequency during trying out.
Third, an effective problem solver differs from an ineffective problem solver in terms of moving frequency between exploring and evaluating stages.
Fourth, an effective problem solver finds a lot of interactions between problem solving activities and decides a use of materials after investigation on their characteristics. Besides, it specifies a problem solution and pays attention to the problems that occur during exploring and solving process. A lot of time is consumed for exploring and there are a lot of interactions between exploring and evaluating stages.

목차 (Table of Contents)

• 목차 = i
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 3. 연구의 문제 = 4
• 4. 용어의 정의 = 4
• 5. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 기술적 문제해결의 개념과 정의 = 6
• 가. 문제와 문제해결의 정의 = 6
• 나. 기술적 문제해결의 개념 = 8
• 다. 기술적 문제해결 과정 = 11
• 라. 기술적 문제해결 과정 분석 체제 = 20
• 2. 문제해결 과정 관련 변인 = 24
• 3. 응답 원안 분석 방법 = 27
• 가. 응답 원안 분석 방법의 개념 = 29
• 나. 언어 보고 응답 원안 분석 기법의 유형 = 30
• Ⅲ. 연구 방법 = 32
• 1. 연구 대상 = 32
• 2. 도구 = 34
• 가. 기술적 문제 = 34
• 나. 코딩 시스템 = 35
• 3. 연구 절차 = 42
• 가. 예비 실험 = 42
• 나. 본 실험 = 42
• 4. 자료 수집 = 44
• 가. 비디오 녹화 = 44
• 나. 응답 원안 작성 = 44
• 다. 코딩 = 45
• 5. 자료 분석 = 45
• 가. 문제해결 결과의 분석 = 45
• 나. 문제해결 단계와 활동의 분석 = 46
• 다. 통계 분석 = 47
• Ⅳ. 연구 결과 = 48
• 1. 사례별 결과 = 48
• 2. 기술적 문제해결 과정의 분석 = 49
• 가. 문제해결 활동별 빈도 및 소요 시간 = 49
• 나. 문제해결 단계별 빈도 및 소요 시간 = 80
• 다. 문제해결 단계 이동 = 84
• 3. 효율적인 기술적 문제해결자의 특성 = 93
• Ⅴ. 요약, 결론 및 제언 = 98
• 1. 요약 = 98
• 2. 결론 = 102
• 3. 제언 = 103
• 참고문헌 = 104
• ABSTRACT = 115
• 부록 1. 급수탑 만들기 문제 = 121
• 부록 2. 급수탑 만들기 결과 = 122
• 부록 3. 사례별 문제해결 활동 변화 = 126
• 부록 4. 사례별 문제해결 단계 변화 = 130