• The Journal of Korean Association of Computer Education
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• v.22 no.3
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• pp.37-54
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• 2019

The main purpose of STEM education is to understand methods of inquiry in each discipline to develop convergent problem solving skills. To do this, we must first understand the problem-solving process that is regarded as an essential component of each discipline. The purposes of this study is to understand the relationship between the problem solving in science (S), engineering (E), mathematics (M), and computational thinking (CT) based on the comparative analysis of problem solving processes in each SEM discipline. To do so, first, the problem solving process of each SEM and CT discipline is compared and analyzed, and their commonalities and differences are described. Next, we divided the CT into the instrumental and thinking skill aspects and describe how CT's problem solving process differs from SEM's. Finally we suggest a model to explain the relationship between SEM and CT problem solving process. This study shows how SEM and CT can be converged as a problem solving process.

• IT SoC Magazine
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• s.2
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• pp.34-38
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• 2004

실리콘 처리 기술의 고속화 요구와 유무선 환경에서 동영상 통신이 가능한 비디오 폰, 영상 회의 시스템, 이동 통신용 단말기 등의 전자 제품 사용자의 급증은 시스템을 하나의 칩에 집적화하는 SoC(System-On-a-Chip) 설계 기술을 요구하고 있다. 칩의 복잡도와 SoC 제품의 생산성 차이가 계속적으로 증가함에 따라 현재의 IC 설계 방법으로는 SoC 제품의 성능과 요구의 변화를 만족시킬 수 없다. 칩의 면적을 최소화하고 성능을 최대화하며 게이트 수준의 최적화를 통한 기존의 셀 기반 설계 방법으로는 설계의 생산성 문제를 해결할 수 없다. 이러한 문제를 해결 위한 새로운 설계 방법인 IP 재사용을 기반으로 한 플랫폼 기반 설계가 제시되었다. 플랫폼 기반 설계는 SoC 제품을 빠르게 개발하기 위한 응용 기반 통합 플랫폼과 재사용이 가능한 IP(Intellectual Property) 이용한 플랫폼 기반 설계(Platform-Based Design) 방법이다. 새로운 설계 방법은 90% 이상의 IP 재사용을 통해서 설계 시간을 단축하며, 시스템 수준에서의 최적화를 통해서 제품의 시장 경쟁력(Time-to-Market)의 문제를 해결하기 위한 방법이다.

• Journal of the Korean School Mathematics Society
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• v.21 no.4
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• pp.303-326
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• 2018

Fraction has difficulties in learning because of the diversity of meanings, the ways of presenting contents and teaching methods in elementary school mathematics. Therefore, the various strategies of teaching of fraction concept is proposed as an alternative. The problem of equal sharing problem is that children can experience the concept of fractions naturally in the context of everyday distribution. Even before learning formal fractions, children can solve them in various ways based on their own experiences. The purpose of this study is to investigate the degree of problem solving and problem solving strategies for children in 2nd, 4th, and 6th grades in elementary school. As a result of the research, the percentage of correct answers increased as the grade increased, but the grade levels showed a difference depending on the numbers given to the problems. Also, there were differences in the problem solving strategies according to the grade levels. Also, according to the numbers presented in the problem, the percentage of correct answers was high in items that were easy to divide, and the percentage of correct answers was low in items that were difficult to divide. When children solved the problems, they were affected by the strategies they could use immediately according to the number presented in the problem, and their learning experiences were also affected.

• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.21-28
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• 2016

As the Programming education is organized in Elementary Education Curriculum by the 2015 Revised Curriculum, The study of teaching and learning methods are needed. In this study, we applied the Pair Programming in programming teaching and learning methods that can be applied at Elementary school level. The result of applying creative problem solving ability of the proposed teaching strategy appeared significant difference. Also it showed that a significant difference in the effectiveness of the completed programs and The Gap between Men and Women.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.563-581
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• 2016

Studies on meta-affect in problem solving tried to build similar structures among affective elements as the structure of cognition and meta-cognition. But it's still need to be more systematic as meta-cognition. This study defines meta-affect as the connection of cognitive elements and affective elements which always include at least one affective element. We logically categorized types of meta-affect in problem solving, and then observed and analyzed the real cases for each type of meta-affect based on the logical categories. We found the operating mechanism of meta-affect in mathematical problem solving. In particular, we found the characteristics of meta function which operates in the process of problem solving. Finally, this study contributes in efficient analysis of meta-affect in problem solving and educational implications of meta-affect in teaching and learning in problem solving.

• Proceedings of the IEEK Conference
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• 2003.07d
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• pp.1275-1278
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• 2003

본 논문에서는 오차 역전파 알고리즘의 전역 최소값을 찾지 못하는 문제점에 대해서 설명하였고, 이 문제를 해결하기 위한 방법으로 유전자 알고리즘에 대해서 설명하였다. 오차 역전파 알고리즘은 기본적으로 경도 하강법을 따른다. 따라서 신경망의 각 가중값 행렬이 만드는 고차의 오차 평면이 대부분의 문제에서 다수의 국부 최소값들을 가지는게 일반적인데, 가중값의 변화가 한방으로 진행하기 시작하여, 오차가 증가되어지는 언덕이 학습 계수보다 크다면 더 이상 학습은 진행되지 않고 거기에서 빠져나가지 못한다. 따라서 초기의 위치가 중요한 역할을 하는데, 이 문제를 해결하기 위해서 유전자 알고리즘을 이용한 신경망 초기화 방법을 제안하였다. 끝으로, 간단한 실험으로 제안된 방법을 구현하고 결과에 대해서 논하였다

• Proceedings of the Korean Information Science Society Conference
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• 2000.10b
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• pp.51-53
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• 2000

기존의 진화 연산의 한계를 극복하기 위해서 탐색점 분포 학습 알고리즘(Estimation of Distribution Algorithm)이 부각되고 있다. 탐색점 분포 학습 알고리즘은 데이터의 분포를 파악하고, 파악된 분포를 이용해서 새로운 학습 데이터를 생성하는 일련의 과정을 통하여 최적화 문제를 해결하는 방법이다. 그런데, 기존의 탐색점 분포 학습 알고리즘들은 대부분 이진 벡터값을 가지는 최적화 문제들만을 대상으로 하고 있다. 본 논문에서는 비감독 확률 신경망 모델인 헬름홀츠 머신을 이용해서 데이터의 분포를 학습하여 연속 함수 최적화 문제를 해결하는 방법을 개발하였다. 테스트 함수들에 대해서 실수 표현형을 사용한 유전자 알고리즘과 결과를 비교하여 제안하는 방법의 우수성을 검증하였다.

• The Journal of Korean Association of Computer Education
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• v.12 no.4
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• pp.1-11
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• 2009

There are several studies in order to learn about programming language. This paper develops a peer agent system based on teaching and learning strategies in order to improve problem-solving ability. Problem-solving ability involves three components - content understanding, domain-dependent problem-solving strategies, and self-regulation. This paper shows the teaching and learning strategies about components of problem-solving for learning to program and the peer agent system uses the teaching and learning strategies. This study intents to analyze the educational effects of the peer agent system. The results show that the system has superior effects on problem-solving ability compared to traditional programming courses or pair programming courses. It means that the peer agent system is the effective educational system in improving student's problem-solving ability.

• The Journal of Korean Association of Computer Education
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• v.15 no.1
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• pp.1-11
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• 2012

Developing middle and high students' information literacy and creative problem-solving skills in this information-oriented society is very important and for this reason, the subject of informatics has been established. However, little research on creative problem solving literacy of informatics textbooks has been conducted. Therefore, the purpose of this paper is to quantitatively analyze whether 'problem-solving methods and procedures' parts in informatics textbooks in middle schools present creative problem solving literacy or not and in what degree. Data were quantitatively analyzed using the Gil-Su Choi method. The result of data analysis indicated that all the textbooks turned out to be correct range in the category of the "composition of various learning activities," but got out of range in some categories such as "problem-solving process reflection" and "problem-solving strategy proposal". Also a few textbooks haven't satisfied in important indexes and activities. So, we suggest that more 'problem-solving process reflection' and 'problem-solving strategy proposal' parts should be included in the informatics textbook and more various forms of learning activities be utilized well as the ratio of activities needed primary and high mental processes be kept the balance.

• Journal of the Korean Geographical Society
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• v.46 no.4
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• pp.534-553
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• 2011

Analogical thinking is a problem-solving strategy to use a familiar problem (or base analog) to solve a novel problem of the same type (the target problem). The purpose of this study is to provide new insight into geography teaching and learning by connecting cognitive science research on analogical thinking with issues of geography education and suggest that teaching with analogies can be a productive instructional strategy for geography. In this study, using the various examples of analogical thinking used in geography we defined analogical thinking, addressed the theoretical models on analogical transfer, and discussed conditions that make an effective analogical transfer. The major research findings include the following: a) the spatial analogy, indicating skills to find places that may be far apart but have similar locations, and therefore have other similar conditions and/or connections, can provide a useful way to design contents for place learning; b) representational transfer, specifying a common representation for two problems, can play a key role in solving geographic problems requiring data visualization and spatialization processes; and c) either asking learners to compare/analyze similar examples sharing common structure or providing them examples bridging the gap between concrete, real-life phenomena and the ideas and models can contribute to learning in geographic concepts and skills. The spatial analogy requiring both geographic content knowledge and visual/spatial thinking has the potential to become a content-specific problem-solving strategy. We ended with recommendations for future research on analogy that is important in geography education.