• Communications of Mathematical Education
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• v.8
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• pp.121-135
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• 1999

본 연구는 초등학교 수학의 연산 영역에 있어서, 문제설정활동의 두 가지 방법(문제꾸미기, 문제만들기) 중 어느 방법이 4학년 아동의 수학적 문제해결력에 더 효과적인지 알아보고, 아동의 학습능력수준과 성별에 따라 수학적 문제해결력의 신장에 더 유용한 문제설정방법을 찾아보는데 그 목적이 있었다. 그 결과 '문제꾸미기'에 의한 문제설정방법이 학습 수준이 상 ${\cdot}$중위 집단에서 유용한 방법이며, 문제해결력 요소 중 문제구성력과 전략적용력을 신장시킬 수 있다는 방법이라는 것을 알 수 있었고 남녀성별에 따른 유의미한 차이는 없었다. 이런 연구 결과로 주어진 문제를 조건과 내용을 바꾸는 다소 쉬운 문제설정 방법보다는 어떤 상황만 제시하고 그 상황 속에서 문제를 만들어보는 문제꾸미기의 문제설정 방법이 문제해결력의 신장에 도움이 됨을 알 수 있었다.

• Journal of Convergence for Information Technology
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• v.10 no.8
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• pp.173-178
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• 2020

In the near future, as artificial intelligence and computing network technology develop, collaboration with artificial intelligence (AI) will become important. In an AI society, the ability to communicate and collaborate among people is an important element of talent. To do this, it is necessary to understand how artificial intelligence based on computer science works. An algorithmic education focused on problem solving and learning is efficient for computer science education. In this study, the results of an assessment of computational thinking at the beginning of the semester, a satisfaction survey at the end of the semester, and academic performance were compared and analyzed for 28 students who received algorithmic education focused on problem-solving learning. As a result of diagnosing students' computational thinking and problem-solving learning, teaching methods, lecture satisfaction, and other environmental factors, a correlation was found, and regression analysis confirmed that problem-solving learning had an effect on improving lecture satisfaction and computational thinking ability. For algorithmic education, if you pursue a problem-solving learning technique and a way to improve students' satisfaction, it will help students improve their problem-solving skills.

• Proceedings of the Korean Society of Computer Information Conference
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• 2016.01a
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• pp.327-328
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• 2016

프로그래밍 교육은 프로그래밍에 필요한 지식 교육부분과 문제해결능력과 연관된 프로그래밍 전략을 교육하는 부분이 함께 필요하다. 프로그램 작성 기술을 교육하는 과정은 단순한 지식 습득과정이 아니므로 수업과정에서 학습자 스스로 문제해결능력을 배양할 수 있는 유도과정이 필요하다. 이러한 특성의 프로그래밍 수업의 대표적인 수업방식은 실습방식으로, 실제 수업에서 학습자들의 서로 다른 수준을 고려하면서 실습수업을 효과적으로 운영하기에는 수업시간에 대한 제약이 많이 발생한다. 본 연구에서는 프로그래밍 교육에서 사전 프로그래밍 과제를 활용하여 주어진 학점과 시간 안에서 실습 중심의 학습 효과를 높일 수 있는 교수 학습 모델을 제시한다. 이를 통해 프로그래밍 언어 교육 과정에서 발생하는 제한된 실습수업 시간으로 인해 학습자 스스로가 문제해결능력을 배양할 수 있도록 유도하는 수업을 실시하는데 발생하는 어려움을 해결하여, 학습자가 문제해결능력을 향상시키고 좋은 프로그램 작성 기준에 적합한 프로그램 개발 능력을 배양하는 결과를 얻을 수 있었다.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.5
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• pp.187-203
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• 2022

As the economic, social, and environmental problems of the local community reach a serious level, our society is realizing the need to foster young talents who discover opportunities in local issues through entrepreneurship education and create social values through creative challenges. However, entrepreneurship education programs are generally focused on commerciality, so customized education programs to solve regional problems are insufficient. Therefore, this study aimed to develop a community problem-solving entrepreneurship curriculum. In this study, a competency based curriculum model was applied to develop the curriculum, and regional problem-solving entrepreneurship competencies were derived through expert advice from a total of 10 people. In the process, the Delphi methodology was additionally used to reduce the possibility of errors in the competency model. As a result of the study, a total of 23 regional problem-solving entrepreneurship competencies were confirmed, and knowledge(K) - skill(S) - attitude(A) by competency consisted of 5, 9, and 9, respectively. By applying this to Dunham's problem-solving six-step model, modular learning support measures were developed in the order of phase 1(problem discovery), phase 2(problem analysis), phase 3(plan), phase 4(measure), and phase 5(evaluation). This study is meaningful in that it integrated theory and practice by developing specific entrepreneurship curriculum and learning support measures based on the theoretical model devised in social welfare. In addition, it has implications in that it developed a regional problem-solving entrepreneurship competency model based on expert advice and proposed a specific curriculum based on this.

• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.113-122
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• 2018

Collaboration and assistance among peer learners are essential factors for successful learning outcomes. However it is important to investigate students' preferences for computer problem solving methods and interrelationships, since students tend to solve problems more and more by themselves. This is because of the importance of giving appropriate instructions to students. In this context, this paper shows the analysis of the preferred methods and interrelationships of studnets' preferences upon encountering difficulties during computer usage by collecting data from 231 students in K national university of education. As a result, the result shows that students tend to solve problems without asking as they have higher abilities in computer usage, which was also shown to increase along with their grade levels. Furthermore, it showed that students who have family members and relatives, and who are using the internet are more satisfied with their problem solving. Lastly, it is possible to grasp the computer problem solving network within the department by using social network analysis, so it can be used as reference data for selecting the peer learners, which will help to operate the customized computer education practice.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.19-25
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• 2004

초등학교에서 고학년으로 갈수록 수학에 대한 흥미가 떨어지고 수학을 기피하는 학생들을 많이 볼 수 있다. 그러한 아동들의 대부분은 수학에 대한 어려움을 많이 호소하고 있는데 특히 비정형화된 문제들을 대할 때엔 그 현상은 더욱 심각하다. 초등학교 수학 교과서의 마지막 단원은 '문제 푸는 방법 찾기' 단원인데, 이 단원에 제시된 문제들은 대체로 비정형화된 문제들이다. 정형화된 문제에 익숙한 아동들은 이러한 비정형 문제들을 해결하는 데에 상당히 어려움을 나타내곤 한다. 본교에서는 이러한 아동들의 어려움을 해결할 수 있는 방안으로 협력학습을 택하였다. 또래들과의 상호작용 속에서 비정형화된 문제에 보다 친숙하게 접근하고 해결해 나가는 과정을 반복하다 보면 수학에 대한 흥미를 되찾게 되고, 문제 해결력과 수학적 사고력이 향상될 것으로 기대된다.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.163-186
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• 2004

구성주의에 기반한 7차 교육과정에서 교사 중심의 수업에서 학생 중심의 수업으로 전환을 강조하고 있다. 또한 지식을 객관적인 존재라는 의식에서 벗어나 학생들 스스로에 의해 구성되어진다는 것을 강조하고 있다. 이러한 시점에서 교실 수업의 개선은 당연한 흐름이며 교사들의 의식 전환 또한 당연한 것이다. 7차 교육과정에서 문제해결력을 바탕으로 한 수학적 힘의 신장을 강조하고 있다. 이러한 시대적 요청에 부응하는 교수법의 개발에 있어서 문제해결력과 창의적 사고력 학습법에 대한 연구는 필연적이다. 따라서 본 연구의 목적은 어떤 문제설정 방법이 문제해결력과 창의력을 향상시키는데 보다 더 효과가 있는지 알아보는데 그 목적이 있다.

• Journal of Educational Research in Mathematics
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• v.21 no.3
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• pp.295-311
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• 2011

The importance of problem solving in mathematics education has been emphasized and many studies related to this issue have been conducted. But, studies of problem solving in the aspect of affect domain are lacked. This study found the changing pattern of emotions that occur in process of a problem solving. The results are listed below. First, students experienced a lot of change of emotions and had a positive emotion as well as negative emotion during solving problems. Second, students who solved same problems through same methods experienced different change patterns of emotions. The reason is that students have different mathematical beliefs and think differently about a difficulty level of problem. Third, whether students solved problems with positive emotion or negative emotion depends on their attitude of mathematics. Fourth, students who thought that a difficulty level of problem was relatively high experienced more negative affect than students who think a difficulty level of problem is low experienced.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.716-724
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• 2021

The purpose of this study is to examine the effect of coded education on creative problem solving ability on academic high school students. The subjects of the study were 24 students (14 male, 10 female) in the 1st to 3rd grade students voluntarily desiring coding education at the 'J' high school in Chungju, Chungcheongbuk-do. For the experimental group, the intervention program was conducted 10 times a month for 5 months. In the intervention program, pre and post test were conducted to investigate the effects of creative problem solving ability by using the scratch program. The results of the study are as follows. First, after examining the creative problem solving ability of the experimental group after the coding training, it was statistically significant as the average score increased. Second, coding education was suitable for achieving the sub-goal of the creative experience activity of' increasing the ability to reasonably and creatively solve everyday problems'. In particular, it was found that it is effective in improving self-confidence and independence.

• Education of Primary School Mathematics
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• v.17 no.1
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• pp.57-75
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• 2014

Problem Solving has been emphasized for recent decades, and many research case studies have been used to improve students' Problem Solving abilities. However, the gap of students' abilities can be easily shown after enrollment into school in spite of scholar's attempt to reduce students' level of differentiation. Besides, it is clear that teachers have been too readily assisting students' and not allowing them to acquire the process of Problem Solving, and this may be due to impatience. Therefore, students seem to show signs of the dependent tendency towards teachers and other materials. This tendency easily allows students' to depend on teaching resources without attempting any developmental mechanism of Problem Solving. The presupposition of this study is that every student must solve a problem without any assistance, and also this study is to provide new cognitive strategies for both teachers and students who want to solve their problems by themselves through the process of visible Problem Solving. After applying the student-based problem-solving model by this study, it was found to be effective. Therefore this will lead to the improvement of the Problem Solving and knowledge acquisition of students.