• Korea journal of population studies
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• v.28 no.1
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• pp.313-343
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• 2005

오늘날 환경문제는 범지구적이며 인류의 생존 자체를 위협할 만큼 심각하다. 산업화가 환경문제 발생의 근원적 원인이다. 하지만 자연관, 자연에 대한 지식 증가, 기술개발, 경제성장과 불평등 등도 환경문제 발생의 중요한 원인들이다. 인구는 사회가 성립하는 데 필요한 요소이지만 환경문제 발생의 한 원인이 되기도 한다. 그 이유는 인구가 지탱되는 데 필요한 의식주는 전적으로 자연자원에 의존하고 있는데 인구의 크기는 자연이 감당할 수 있는 용량을 초과했기 때문이다. 이러한 관점은 인구와 환경의 관계에서 인구를 하나의 집합체로 보고 양적으로 접근한다. 그러나 환경문제 발생원으로서는 인구는 질적 차원에서도 접근할 필요가 있다. 즉 집합체로서의 인구를 구성하는 개별 행위자들이 일상생활에서 얼마나 친환경적 행동을 하는 가라는 점도 파악돼야 한다. 왜냐하면 절대 인구수가 같더라도 전체로서의 인구를 구성하는 개별 행위자들의 자연관, 생활양식 등에 따라 자연에 전개하는 행동이 다르고 결국 자연에 가해지는 영향(impact)이 다르기 때문이다. 집합체로서의 인구가 환경문제 발생원인으로 의히마는 바는, 자연자원의 공급량을 훨씬 초과해 추출한다는 점과 자연이 흡수 처리할 수 있는 능력 이상으로 생산${\cdot}$유통${\cdot}$소비과정에서 과도하게 폐기물을 발생시킨다는 점이다. 반면 개별 행위자로서의 인구가 환경문제 발생원인으로 의미하는 바는 풍요성과 편리성을 극대화시키고 일상생활에서 친환경적이지 않은 행동을 무분별하게 한다는 점이다. 이런 맥락에서 이 연구는 환경문제의 본질을 먼저 논의했고 환경문제 발생 메커니즘에 인구가 어떤 방식으로 적용하는 지를 두 가지 차원 - 집합체로서의 인구와 개별 행위자로서의 인구 - 에서 논의하였다.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.1053-1071
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• 2014

Problem posing is used to develop the creativity program and adaption for the gifted, and to screen the gifted students in the selection process. However existing creativity assessment factors(fluence, flexibility, originality) has been recognized to have it's limitation to assess the mathematical creativity. To improve the creativity assessment, we propose new set of assessment factors for mathematical creativity test through problem posing. For this study, we let 19 mathematically gifted students to pose two good mathematical problems for a limited time after solving a certain problem so called a reference problem. A week late, we let the subjects, pre-service teachers, and experts to evaluate the problems posed by the subjects, and leave the reasons for evaluating highest mark and lowest mark. With this date, we propose fluence, flexibility, originality, anti-similarity, complexity, elaboration as the set of mathematics creativity assessment factors.

• Review of KIISC
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• v.30 no.3
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• pp.5-10
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• 2020

본 논문에서는 특정 격자문제와 관련하여 고전계산 알고리즘에 비해 지수적으로 빠르게 문제를 해결하는 최신 양자계산 알고리즘들을 소개한다. 먼저 물리적, 전산학적 문제들을 대수적으로 정형화하는 숨은 부분군 문제의 개념을 소개하고, 양자계산 알고리즘이 효율적으로 해결하는 숨은 부분군 문제들을 통하여 기존 암호체계에 영향을 줄 수 있는 양자계산 알고리즘의 부류에 대해 알아본다. 아울러 격자문제와 관련이 있는 다항시간 양자계산 알고리즘의 연구에 대한 전반적인 성과를 정리하고, 격자문제에 기반한 post-quantum cryptography가 갖추어야 할 기본 요건에 관하여 논한다.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.315-335
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• 2010

The goal of this research was to study the effects of the Mathematical Problem Generating Program on problem solving ability and learning attitude. The experiment was carried out between two classes. One class was applied with the experimental program (treatment group), and the other continued with normal teaching and learning methods (comparative group). In this study, two 5th grade elementary classes participated in Seoul city. In this study, the students were tested their problem solving abilities by the IPSP test and learning attitude by the Korean Education Development Institute (KEDI) before and after use of the program. The collected results were t-tested to find any meaningful changes. The results showed the followings. First, use of the mathematical generating program showed meaningful progressive results in problem solving ability. Second, the students that used the program showed positive results in learning attitude. In conclusion, learning mathematics using the problem generating method helps students deeper understand and solve complex problems. In addition, problem solving abilities can be improved and the attitude towards mathematics can be changed while students are using an active and positive approach in problem solving processes.

• Journal of KIISE
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• v.42 no.3
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• pp.341-360
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• 2015

While architectural patterns provide software development solutions by providing schemas for structural organizations of software systems based on empirical knowledge, Jackson's problem frames provide a method of analyzing software problems. Problem frames are useful to understanding the software development problem, by putting emphasis on the problem domain, rather than on the solution space. Research exists that relates problem frames and software architecture, but most of this research uses problem frames only to understand given problems. Moreover, none of the existing research derives architectural patterns by considering both problem frames and quality attributes. In this paper, we propose a software architecture design method for pattern-based architecture design, by matching problem frames and architectural patterns. To that end, our approach first develops the problem model based on the problem frames approach, and then uses it to match with candidate architectural patterns, from the perspectives of both functionality, and quality attributes. Functional matching uses the problem frame diagram to match the problem model of an architectural pattern. We conduct a case study to show that our approach can systematically decide the right architectural patterns, and provide a basis for fine-grained software architecture design.

• Journal of Digital Convergence
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• v.18 no.3
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• pp.363-376
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• 2020

Recent studies have investigated anger or anger-related problems in adolescents from various perspectives. However, understanding of anger expression types or the role of mediating variables in relation to anger and anger expressions have been disregarded. The purpose of this research was to understand the relationships between adolescents' anger, problem solving ability, and three types of anger expressions (anger-in, anger-out, anger-control) and to focus on the mediator function of problem-solving ability. Participants comprised 596 adolescents (283 males and 313 females). Anger was significantly related to all three types of anger expressions. Adolescents who showed high anger levels tended to indicate high anger-in and anger-out expressions but low anger-control expression, while controlling for age and gender. The findings also provided evidence for the mediator role of problem-solving ability on the relationship between anger and anger-control expression. From the results of this study suggestions and limitations were also discussed.

• Journal of the Korea Convergence Society
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• v.7 no.2
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• pp.33-41
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• 2016

This study was convergence study conducted to examine the effects of problem-based learning(PBL) on self-directed learning ability, problem solving skills, academic self-efficacy, motivation toward learning in adult nursing care. This study was one-group pretest-posttest design. 51 students in the second year were recruited. After the PBL education, The participants showed much improvement in two areas of problem solving skills(t=3.30, p=.002) and Motivation toward Learning(t=3.004, p= .004). In the case of self-directed learning ability(t=1.451, p= .153) and academic self-efficacy(t=-1.04, p= .304), these have not showed a statistically significant change. The results indicate that the PBL education is effective in improving some areas of students' learning competency. Further study is needed to develop PBL programs for various clinical topics and evaluate the effectiveness on the learning outcomes.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.383-407
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• 2013

As an alternative of making students active and independent under the passive learning conditions in school math classes, many researchers have paid much attention to problem posing and done a lot of research on it. Above all, Brown and Walter proposed What I f Not strategy as a means of problem posing. In this strategy, during the process of posing problems, the transformation of their attributes is inevitably made, and so after problem posing, the process is finished by explaining the problem. But only the simple transformation of attributes could pose wrong problems. It suggests that it is very important to recognize the relationship which leads to organic connection between attributes in order to pose the right problem. However, many other studies of problem posing haven't focused on this fact. Thus, this study tried to design a model of problem posing to help recognize inherent knowledge in the problem and then pose the right problem by adding an activity of meaning analysis. We concretely showed a model of problem posing emphasizing the analysis of meaning by means of an example, thereby examining the meaning of the model. This study expects students to have the chance to understand the true meaning of problem posing and to be active learners after all.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1285-1299
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• 2013

Nurturing students' scientific creativity is considered an important element in science education in Korea. The study aims to explore patterns displayed by well-known scientists in their quest for problem finding. Each case of scientists' course of problem solving is described in terms of historical background, a process of problem finding, and a process of problem solving. There are five patterns from ten scientists which are as follows: Pattern 1 is that scientists find problems from insufficiencies and/or errors from explanation of theories at the time and the related cases are A. Lavoisier, G. Mendel, and J. Watson. Pattern 2 shows that scientists find a problem because of strange phenomena unexplained by theories at the time, and here important case studies are E. Rutherford and W. R$\ddot{o}$ntgen. Pattern 3 demonstrates that scientists find a problem from analogical reasoning between known theories and unknown science phenomena. The cases include S. Carnot and T. Young. Pattern 4 points to the fact that scientists find a problem while they utilize a newly invented experimental instrument. Here, G. Galilei is an important example. Pattern 5 establishes that scientists happen to find a problem while they conduct research projects. The works of M. Faraday and J. Kepler are prominent case studies related to this pattern.

• 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.