• Education of Primary School Mathematics
• /
• v.2 no.1
• /
• pp.3-13
• /
• 1998

In mathematics education we have focused on how to improve the problem-solving ability, which makes its way to the new direction with the introduction of meta-cognition. As meta-cognition is based on cognitive activity of learners and concerned about internal properties, we may find a more effective way to generate learners problem-solving power. Its means that learners can regulate cognitive process according to their gorls of learning by themselves. Moreover, they are expected to make active participation through this process. If specific meta problems designed to develop meta-cognition are offered, learners are able to work alone by means of their own cognition and regulation while solving problems. They can transfer meta-cognition to the other subjects as well as mathematics. The studies on meta-cognition conducted so far may be divided into these three types. First in Flavell(［3］) meta-cognition is defined as the matter of being conscious of one's own cognition, that is, recognizing cognition. He conducted an experiment with presschoolers and children who just entered primary school and concluded that their cognition may be described as general stage that can not link to specific situation in line with Piaget. Second, Brown(［1］, ［2］) and others argued that meta-cognition means control and regulation of one's own cognition and tried to apply such concept to classrooms. He tried to fined out the strategies used by intelligent students and teach such types of activity to other students. Third, Merleary-Ponty (1962) claimed that meta-cognition is children's way of understanding phenomena or objects. They worked on what would come out in children's cognition responding to their surrounding world. In this paper following the model of meta-cognition produced by Lester (［7］) based on such ideas, we develop types of meta-cognition. In the process of meta-cognition, the meta-cognition working for it is to be intentionally developed and to help unskilled students conduct meta-cognition. When meta-cognition is disciplined through meta problems, their problem-solving power will provide more refined methods for the given problems through autonomous meta-cognitive activity without any further meta problems.

• Journal of Digital Convergence
• /
• v.17 no.3
• /
• pp.331-340
• /
• 2019

The purpose of this study was to examine the effects of student-generated questions (SGQs) partially applied in a pathology course on learning motivation, communication abilities, and problem-solving skills in nursing students. A one-group pretest-posttest design was employed to conduct this study with 106 nursing students taking the pathology course in a university-setting. Data were analyzed using a Wilcoxon signed-rank test in SPSS version 20. The results showed that communication and problem-solving skills were significantly improved at the end of the semester compared to the beginning. The findings imply that SGQs could be an effective means to improve nursing students' skills of communication and problem solving. To equip nursing students with such core competencies, teaching-learning methods combined various strategies should be developed and applied to nursing education.

• Human Ecology Research
• /
• v.60 no.2
• /
• pp.187-209
• /
• 2022

The objective of this study was to conduct a 'Theory of Home Economics Education' class using online problem-based learning(PBL) for prospective home economics(HE) teachers. The aim was to enable teachers to analyze the learning experience in the classroom, and to prepare operational strategies for online PBL on this basis. In order to achieve this, online PBL was applied to 31 students participating in the 'Theory of Home Economics Education' at the Department of HE in a university in Seoul, and the results were collected from the learning process. This also involved a reflective journal, a survey on the learning experience and the impacts was conducted. Moreover, analysis was undertaken on the learning activities, learning difficulties, and improvements. The main research results are as follows. Firstly, students accessed Webex, an online video conferencing program, and performed two PBL tasks: 'Making Home Economics Promotion Materials' and 'Presenting Teaching Strategies to Improve Learner's Immersion in Online Classes'. Secondly, learners established their own identity of HE learned about the HE class plans themselves. They also encountered realistic experience as HE teachers and learned communication and collaboration skills. Furthermore, they acquired creative problem-solving and self-directed learning ability, community consciousness, as well as the attitude of consideration and respect. Thirdly, students lacked knowledge of learning content and encountered difficulty in solving data research, analysis processes, and unstructured problems. They were affected by a lack of time and encountered problem in communicating with other team members in an online environment. As an improvement in online class operation, it was considrered necessary to reduce the learning burden by securing time and reducing the number of assignments, as well as to explain active interaction with instructors and PBL.

• Education of Primary School Mathematics
• /
• v.11 no.2
• /
• pp.121-139
• /
• 2008

This study analyzed problem presenting and solving activities in elementary school mathematics class to enhance insights of teachers in class for providing real meaning of learning. Following research problems were selected to provide basic information for improving to sound student oriented lesson rather than teacher oriented lessons. Protocols were made based on video information of 5th grade elementary school 'Na' level figure and measurement area 3. Congruence of figures, 4. Symmetry of figures, and 6. Areas and weight. Protocols were analyzed with numbering, comment, coding and categorizing processes. This study is an qualitative exploratory research held toward three teachers of 5th grade for problem solving activities analysis in problem presenting method, opportunity to providing method to solve problems and teachers' behavior in problem solving activities. Following conclusions were obtained through this study. First, problem presenting method, opportunity providing method to solve problems and teachers' behavior in problem solving activities were categorized in various types. Second, Effective problem presenting methods for understanding in mathematics problem solving activities are making problem solving method questions or explaining contents of problems. Then the students clearly recognize problems to solve and they can conduct searches and exploratory to solve problems. At this point, the students understood fully what their assignments were and were also able to search for methods to solve the problem. Third, actual opportunity providing method for problem solving is to provide opportunity to present activities results. Then students can experience expressing what they have explored and understood during problem solving activities as well as communications with others. At this point, the students independently completed their assignments, expressed their findings and understandings in the process, and communicated with others. Fourth, in order to direct the teachers' changes in behaviors towards a positive direction, the teacher must be able to firmly establish himself or herself as a teaching figure in order to promote students' independent actions.

• Journal of The Korean Association For Science Education
• /
• v.33 no.7
• /
• pp.1285-1299
• /
• 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 Digital Convergence
• /
• v.18 no.6
• /
• pp.311-321
• /
• 2020

The purpose of the study is to verify the effectiveness the Freshman Preliminary Health Administrators(FPHA)' Empathic Problem Solving Ability(EPSA) through the application of Medical Service Design Thinking(MSDT) conducted by undergraduate school of SNS hospital marketing education. The pre-post questionnaire survey was conducted on 39 students in the freshman year of the Department of Health Administration after applying MSDT for 15 weeks from September to December, 2019 at a college in Daegu. MSDT was positive influenced on the improvement of Empathic Imagine, Empathic interest, Empathic awakening of the FPHA' EPSA. In the analysis of key common words, the use of neutral and negative words was low, while the use of positive words was high. In order to systematically equip Empathic problem solving job competency in the age of artificial intelligence, it is meaningful to develop a program for the freshmen curriculum and to conduct a analysis of the structured and unstructured data to verify its effectiveness. Additional program development research is needed for the application of theoretical subjects.

• Communications of Mathematical Education
• /
• v.31 no.3
• /
• pp.257-277
• /
• 2017

The purpose of this research is divide into two kinds. First, develop the mathematical modeling program for mathematically gifted students focused on Voronoi diagram and Delaunay triangulation, and then gifted teachers can use it in the class. Voronoi diagram and Delaunay triangulation are Spatial partition theory use in engineering and geography field and improve gifted student's mathematical connections, problem solving competency and reasoning ability. Second, after applying the developed program to the class, I analyze gifted student's core competency. Applying the mathematical modeling program, the following findings were given. First, Voronoi diagram and Delaunay triangulation are received attention recently and suitable subject for mathematics gifted education. Second,, in third enrichment course(Student's Centered Mathematical Modeling Activity), gifted students conduct the problem presentation, division of roles, select and collect the information, draw conclusions by discussion. In process of achievement, high level mathematical competency and intellectual capacity are needed so synthetic thinking ability, problem solving, creativity and self-directed learning ability are appeared to gifted students. Third, in third enrichment course(Student's Centered Mathematical Modeling Activity), problem solving, mathematical connections, information processing competency are appeared.

• Journal of Science Education
• /
• v.38 no.2
• /
• pp.231-243
• /
• 2014

The purpose of this study was to compare the duplication problem of achievement standards between science and other subjects in the 2009 Revised National Curriculum and to search for solutions and implications for this problem. From the results of this study, we found that the achievement standards of practical arts, social studies, physical education and ethics were overlapped with science's ones. The duplication of content elements for 'our body and health', 'living things and environment', 'biodiversity' and 'natural disaster' categories was not high, that is, their achievement standards were relatively well-differentiated and reflected the intrinsic characteristic of each subject under common topics. But, in case of 'reproduction and development' and 'world of technology' categories, the problem of duplications was serious. In order to cope with this problem, we need to consider solutions such as merging or integrating the achievement standards of related subjects. The relevant experts should conduct in-depth discussion and negotiation, and develop achievement standards more consistent with the identity of each subject.

• The Journal of Korean Association of Computer Education
• /
• v.19 no.6
• /
• pp.25-32
• /
• 2016

This study aims to suggest app programming education plan by analyzing the effects of app programming education using m-bizmaker on the creative problem solving ability in specialized high school students. Currently, The South Korean government is preparing to conduct SW education in primary and secondary schools. Developing smartphone apps that are familiar to students can be seen as a very effective tool of SW educational measures. In general, app development can only be achieved through specialized training on how to use the app programming language. So, many students think the app programming is difficult areas before creating apps because tired of learning how to an app programming language. As a result of applying app programming education using m-Bizmaker, which is one of the app authoring tools, to the class, it is desirable as an app programming education plan. And according to survey results, it has been proved that the app programming education plan using m-Bizmaker is effective to improve creative problem solving ability.

• The Journal of Korean Institute of Communications and Information Sciences
• /
• v.36 no.8A
• /
• pp.691-701
• /
• 2011

In rotatable directional sensor networks, maximizing network lifetime while covering all the targets and forwarding the sensed data to the sink is a challenge problem. In this paper, we address the Maximum Directional Cover Tree (MDCT) problem of organizing the directional sensors into a group of non-disjoint subsets to extend the network lifetime. Each subset in which the directional sensors cover all the targets and forward the sensed data to the sink is activated at one time. For the MDCT problem, we first present an energy consumption model which mainly takes into account the energy consumption for rotation work. We also develop the Directional Coverage and Connectivity (DCC)-greedy algorithm to solve the MDCT problem. To evaluate the algorithm, we conduct simulations and show that it can extend the network lifetime.