• Title, Summary, Keyword: Problem Solving

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An Analysis of the Correlation of Engineering Education Major College Students' Technological Problem Solving Tendency between Technological Problem Solving Capability (공학 교육 전공 대학생의 기술적 문제 해결 성향과 기술적 문제 해결력 간의 상관 관계 분석)

  • Jo, Han-Jin;Kim, Taehoon
    • Journal of Engineering Education Research
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    • v.16 no.6
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    • pp.38-44
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    • 2013
  • This study has the purpose to identify the correlation of engineering education major college students' technological problem solving tendency between technological problem solving capability. To that end, the technological problem solving tendencies of 79 students enrolled in engineering education related department in college of education, 'C' University located in Daejeon metropolitan city were examined, and the correlation of technological problem solving tendency between technological problem solving capability was analyzed through measurement of technological problem solving capability. As for the correlation among problem solving confidence a sub-element of technological problem solving tendency and technological problem solving capability, positive correlation was found in result 3, result 4 and result average. As for the correlation among approach-avoidance tendency a sub-element of technological problem solving tendency and technological problem solving capability, positive correlation was found in result 5 and result average. As for the correlation among self-control recognition degree the sub-element of technological problem solving tendency and technological problem solving capability, positive correlation was found in result 1, result 3 and result average. As for the correlation among problem solving tendency and technological problem solving capability, positive correlation was found in result 3, result 4, result 5 and result average.

Everyday science problem solving processes of high ability elementary students in science: Analysis of written responses (초등 과학 우수 학생의 일상적 맥락의 과학 문제 해결 과정: 서답형 문항에 대한 응답 분석)

  • 김찬종
    • Journal of Korean Elementary Science Education
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    • v.17 no.1
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    • pp.75-87
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    • 1998
  • The problem solving processes of elementary school children who are talented in science have been seldom studied. Researchers often resort to thinking aloud method to collect data of problem solving processes. The major purpose of the study is investigating high ability elementary school students' problem solving processes through the analysis of written responses to science problems in everyday context. 67 elementary students were participated Chungcheongbuk-do Elementary Science Contest held on October, 1997. The written responses of the contest participants to science problems in everyday context were analyzed in terms of problem solving processes. The findings of the research are as follows. (1) High ability elementary students use various concepts about air and water in the process of problem solving. (2) High ability elementary students use content specific problem solving strategies. (3) The problem solving processes of the high ability elementary students consist of problem representation, problem solution, and answer stages. Problem representation stage is further divided into translation and integration phases. Problem solving stage is composed of deciding relevant knowledge, strategy, and info..ins phases. (4) High ability elementary students' problem solving processes could be categorized into 11 qualitatively different groups. (5) Students failures in problem solving are explained by many phases of problem solving processes. Deciding relevant knowledge and inferring phases play major roles in problem solving. (6) The analysis of students' written responses, although has some limitations, could provide plenty of information about high ability elementary students' problem solving precesses.

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A Study on the Mathematical Problem Solving Teaching based on the Problem solving approach according to the Intuitive and the Formal Inquiry (직관적·형식적 탐구 기반의 문제해결식 접근법에 따른 수학 문제해결 지도 방안 탐색)

  • Lee, Daehyun
    • Journal for History of Mathematics
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    • v.32 no.6
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    • pp.281-299
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    • 2019
  • Mathematical problem solving has become a major concern in school mathematics, and methods to enhance children's mathematical problem solving abilities have been the main topics in many mathematics education researches. In addition to previous researches about problem solving, the development of a mathematical problem solving method that enables children to establish mathematical concepts through problem solving, to discover formalized principles associated with concepts, and to apply them to real world situations needs. For this purpose, I examined the necessity of problem solving education and reviewed mathematical problem solving researches and problem solving models for giving the theoretical backgrounds. This study suggested the problem solving approach based on the intuitive and the formal inquiry which are the basis of mathematical discovery and inquiry process. And it is developed to keep the balance and complement of the conceptual understanding and the procedural understanding respectively. In addition, it consisted of problem posing to apply the mathematical principles in the application stage.

The Effects of Problem Solving Interaction with Puppetry on Interpersonal Cognitive Problem Solving Skills (인형극을 통한 문제해결 상호작용이 대인문제해결 사고에 미치는 효과)

  • Kim, Hyun Kyung
    • Korean Journal of Child Studies
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    • v.14 no.2
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    • pp.49-63
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    • 1993
  • The purpose of this study was to investigate the effects of problem solving interaction through puppetry on interpersonal problem solving thinking. The subjects were 60 children, ranging in age from 69 to 72 months. All subjects were randomly assigned to one of three experimental groups: the control group with no treatment, the puppetry group, the puppetry problem solving interaction group. The treatment covered 4 weeks. The instrument was based on Shure and Spivack's(1974) Preschool Interpersonal Problem Solving (PIPS) test. The data were analyzed with paired t-test, one-way ANOVA, Tukey test, percentage, and Kendall's ${\tau}$. There were significant differences among the three groups in the frequency of solving interpersonal problems. The problem solving interaction with puppetry group was the most effective on Interpersonal Cognitive Problem Solving Strategies. These results showed that problem solving interaction with puppetry is effective in cultivating young children's interpersonal problem solving thinking.

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An Analysis on COntentns Related to Problem Solving in 7th Elementary Mathematics Curriculum in Korea (제 7차 초등학교 수학과 교육과정에서의 문제해결 관련 내용의 분석)

  • 박교식
    • School Mathematics
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    • v.3 no.1
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    • pp.1-23
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    • 2001
  • In this paper, contents related to problem solving in 7th elementary mathematics curriculum analyzed in five aspects: problem solving stages, problem solving strategies, problems, problem posing, and assessment on problem solving abilities. From the results and processes of analysis, following conclusions are obtained: First, it is difficult to say the contents related to problem solving in 7th elementary mathematics curriculum are prepared organically. Second, it is difficult to say that contents related to problem solving in 7th elementary mathematics curriculum reflect results of recent researches.

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Analysis on Science Problem Solving Process of the Elementary Science Gifted Students (초등 과학 영재의 과학 문제 해결 과정 분석)

  • Lim, Cheong-Hwan;Lim, Gui-Sook
    • Journal of Korean Elementary Science Education
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    • v.30 no.2
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    • pp.213-231
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    • 2011
  • The purpose of this study was to investigate knowledge types which the elementary science gifted students would use when solving a science problem, and to examine characteristics and types that were shown in the science problem solving process. For this study, 39 fifth graders and 38 sixth graders from Institute of Education for the Gifted Science Class were sampled in one National University of Education. The results of this study were as follows. First, for science problem solving, the elementary science gifted students used procedural knowledge and declarative knowledge at the same time, and procedural knowledge was more frequently used than declarative knowledge. Second, as for the characteristics in the understanding step of solving science problems, students tend to exactly figure out questions' given conditions and what to seek. In planning and solving stage, most of them used 3~4 different problem solving methods and strategies for solving. In evaluating stage, they mostly re-examined problem solving process for once or twice. Also, they did not correct the answer and had high confidence in their answers. Third, good solvers had used more complete or partially applied procedural knowledge and proper declarative knowledge than poor solvers. In the problem solving process, good solvers had more accurate problem-understanding and successful problem solving strategies. From characteristics shown in the good solvers' problem solving process, it is confirmed that the education program for science gifted students needs both studying on process of acquiring declarative knowledge and studying procedural knowledge for interpreting new situation, solving problem and deducting. In addition, in problem-understanding stage, it is required to develop divided and gradual programs for interpreting and symbolizing the problem, and for increasing the understanding.

An Analysis on Teachers′ Role in Teaching Mathematical Problem Solving (수학적 문제해결 지도에서 교사의 역할에 대한 분석)

  • 전평국;정인수
    • Education of Primary School Mathematics
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    • v.7 no.1
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    • pp.1-14
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    • 2003
  • The purpose of this research is to explore teachers' role actions in teaching mathematical problem solving and to analyze the influences of the teachers'role actions on their students' activities and beliefs about problem solving. The results obtained in this study suggested that the teachers' role actions brought qualitative differences to students' activities, and students' beliefs about mathematical problem solving were consistent with the perspective held by their teachers. Therefore, teachers should help students build up desirable beliefs about problem solving. They should understand teaching mathematical problem solving and play proper roles in various situations of teaching mathematical problem solving.

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A Study of Mathematical Problem Solving in Korea (우리나라에서의 수학적 문제해결연구)

  • 김부윤;이영숙
    • The Mathematical Education
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    • v.42 no.2
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    • pp.137-157
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    • 2003
  • Mathematical Problem solving has had the largest focus in the spread of mathematical topics since 1980. In Korea, most of the articles on problem solving appeared 1980s and 1990s, during which there were special concerns on this issue. And there is general acceptance of the idea that the famous statement "Problem solving must be the focus of school mathematics"(NCTM, 1980, p.1) in Agenda for Action, reflected in the curriculum of Korea. In a historical review focusing on the problem solving in the National Curriculum of Mathematics, we can infer that the primary goal of mathematics instruction should be to have students become competence problem solver. However, the practices of mathematics classroom and the trends of research in mathematical problem solving have oriented to ′teaching about problem solving′ and ′teaching for problem solving′. The issue of teaching via problem solving′ remain unsolved in the community of mathematics education and we need much more attention to this issue.

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Establishing a Theoretical Rationale for Mathematical Problem Solving in Early Childhood Education (유아 수학에서의 문제해결에 대한 이론적 고찰)

  • Kim, Eun-Jung;Lee, Jeongwuk
    • Korean Journal of Child Studies
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    • v.28 no.4
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    • pp.319-331
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    • 2007
  • This review of literature establishes a contemporary meaning of mathematical problem solving including young children's mathematical problem solving processes/assessments and teaching strategies. The contemporary meaning of mathematical problem solving involves complicated higher thinking processes. Explanations of the mathematical problem solving processes of young children include the four steps suggested by $P{\acute{o}}lya$(1957) : understand the problem, devise a plan, carry out the plan, and review/extend the plan. Assessments of children's mathematical problem solving include both the process and the product of problem solving. Teaching strategies to support children's mathematical problem solving include mathematical problems built upon children's daily activities, interests, and questions and helping children to generate new approaches to solve problems.

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Feedback Order and Problem-Solving Experience in Competitive Problem-Solving : An Empirical Analysis of Online Innovation Contests (경쟁적 문제 해결 과정에서 피드백 순서와 문제 해결 경험 : 온라인 혁신 경진 대회의 실증 분석)

  • Mun, Hee Jin;Chung, Yerim;Park, Kyung Min
    • Journal of the Korean Operations Research and Management Science Society
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    • v.38 no.1
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    • pp.29-44
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    • 2013
  • This study suggests that as receiving feedback is moved back, the effectiveness of problem-solving increases. Utilizing data from innovation contests in which a number of problem solvers compete with each other, we answer questions such as whether the order of receiving first feedback affects problem-solving effectiveness and how problem-solving experience moderates the relationship between the first feedback order and problem-solving effectiveness. Empirical results based on data collected from Kaggle, an online platform for innovation contests, showed that the order that contest participants receive the first feedback increases problem-solving effectiveness. Furthermore, the more prior experience of contest participants accentuates the suggested relationship between the order of receiving the first feedback and problem-solving effectiveness.