• 한국수학교육학회지시리즈D:수학교육연구
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• 제9권1호
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• pp.11-24
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• 2005

Problem solving is an important aspect of learning mathematics and has been extensively researched into by mathematics educators. In this paper we analyze the difficulties students encounter in various steps involved in solving problems involving physical and geometrical applications of mathematical concepts. Our research shows that, generally students, in spite of possessing adequate theoretical knowledge, have difficulties in identifying the hidden data present in the problems which are crucial links to their successful resolutions. Our research also shows that students have difficulties in solving problems involving constructions and use of symmetry.

• 한국수학교육학회지시리즈A:수학교육
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• 제50권4호
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• pp.467-487
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• 2011

The purpose of this study is to analyze of gifted students' improvement on mathematical attitude and problem-solving ability through project-based materials in science high school. For this study, research questions are established as follows. 1. Does the project-based materials-used instruction have a positive effect on improving problem-solving ability? 2. Does the project-based materials-used instruction have a positive effect on improving mathematical attitude? To solve these research questions, this study employed a survey and interview type investigation for gifted students' mathematical attitude and problem-solving ability. A subject of classes were randomly selected among the 11th grader in D science high school and designated one class as the experimental group and the other class as the control group. Twelve hours of the project-based materials-used instruction and the traditional textbook-oriented instruction had been carried out in each class. Findings on this study are as follows: First, the project-based material-used instruction is shown to be more effective in enhancing problem-solving ability than the traditional textbook-oriented instruction. Second, the project-based material-used instruction is shown to be more effective in improving mathematical attitude than the traditional textbook-oriented instruction.

• 한국수학교육학회지시리즈A:수학교육
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• 제38권2호
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• pp.159-164
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• 1999

The purpose of this paper is to find role of in and logic in creative problem solving process. Intuition and logic have played an important role in creative problem solving process. Nevertheless, Intuition has been treated less importantly than logic. Therefore, I intend to review the role of intuition, and then the relationship of intuition and logic, and the role of intuition and logic in creative problem solving process. Although intuition gives an important clue in problem solving process, it may sometimes cause an error. This fact gives an idea that intuition and logic have to be harmoniously cultivated. In fact, Intuition and logic have been playing a complementary role in creative problem solving process. A creative learner is regarded as a mathematician of his age. It must be through intuition and logic that he/she solves the problem creatively, just as a mathematician invents the new mathematical fact through unconscious and conscious process. In this respective, teachers also should make every effort to cultivate intuition and logic themselves.

• 한국초등과학교육학회지:초등과학교육
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• 제19권1호
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• pp.71-83
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• 2000

This study examined the influences of science project activities based on multiple intelligences on problem solving behaviors of elementary school children. Specifically, the influences of the project activities on the problem solving skills and propensities of the children were investigated. Forty-four fifth graders were selected for the study. They performed the projects and made their products of it during five months on the units of "Weather" and "Our Body" Criteria for assessment of problem solving abilities were determined. The patterns reflected in products of the project activities were examined, then the observation of the subjects' problem solving behaviors and the interviews were performed based on the criteria. The results were analyzed through both of qualitative and quantitative approaches. In these analyses, the implementation of the science projects was found to contribute to the improvement in all sub-factors of problem solving, specially, skills associated with the propensities of problem identification and of the collection, analysis, and synthesis of data significantly increased

• 한국수학교육학회지시리즈D:수학교육연구
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• 제8권2호
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• pp.81-93
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• 2004

This study investigated three preservice teachers' mathematical problem solving among hand-in-write-ups and final projects for each subject. All participants' activities and computer explorations were observed and video taped. If it was possible, an open-ended individual interview was performed before, during, and after each exploration. The method of data collection was observation, interviewing, field notes, students' written assignments, computer works, and audio and videotapes of preservice teachers' mathematical problem solving activities. At the beginning of the mathematical problem solving activities, all participants did not have strong procedural and conceptual knowledge of the graph, making a model by using data, and general concept of a sine function, but they built strong procedural and conceptual knowledge and connected them appropriately through mathematical problem solving activities by using the computer technology.

• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.615-623
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• 2011

The purpose of this study was to analyse of the effects on students' leaning types through the Creative Problem Solving Teaching Model in elementary science class. The results of this study were as follows; 1. experimental group in creative problem solving, scientific inquiry skills and academic achievement was higher than control group which was statistically significant (p<.05). 2. for the students' learning type the experimental group was distributed to accommodators (35.7%), divergers (25.0%), convergers (25.0%) and assimilators (14.3%). 3. after the program treatment, assimilator type group students in creative problem solving were higher than other type group students. 4. diverger and assimilator group students in academic achievement, diverger group students in scientific inquiry skills, and accommodator group students in scientific attitude were higher than other groups.

• East Asian mathematical journal
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• 제32권2호
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• pp.253-289
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• 2016

This study attempted to figure out new teaching method of mathematics teaching-learning by applying Polya's 4-level strategy to mild disability students at the H Special-education high school where the research works for. In particular, epilogue and suggestion, which Polya stressed were selected and reconstructed for mild disability students. Prior test and post test were carried by putting the Polya's problem solving strategy as independent variable, and problem solving ability as dependent variable. As a result, by continual use of Polya's program in mathematics teaching course, it suggested necessary strategies to solve mathematics problems for mild disability students and was proven that Polya's heuristic training was of help to improve problem solving in mathematics.

• International Journal of Advanced Culture Technology
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• 제8권2호
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• pp.239-245
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• 2020

With the recent revised curriculum, the importance of exploring children's play through new teaching media is increasing in kindergarten. In this study, it is to use the robot 'Bee-bot' for early children to uncover the changes that children have through free exploration and play. As a result of comparing the change of scientific problem-solving ability of 3, 4, and 5-year-olds, there were significant changes in all three sub-elements. We propose to us scientific problem-solving ability test tools, propose and apply ideas for problem-solving, conclusion on problem-solving Building. Through this, it was found that unplugged play using 'Bee-bot' is meaningful as a play environment and as a teaching medium for children aged 3, 4 and 5 years old.

• International Journal of Advanced Culture Technology
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• 제7권3호
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• pp.79-85
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• 2019

This study examined the effects of a robotics curriculum based on "Bee-Bot" on the scientific problem-solving ability on 5-year-old children. A robotics curriculum was also designed to enhance their scientific problem-solving ability. This study examined a 4-week robotics curriculum was conducted 12 times for 4 weeks. For this study, 14 children in kindergarten A in Korea were set up as a treatment group and 18 children in kindergarten B in Korea as a control group. It was found that children in the treatment group who engaged in the robotics curriculum using "Bee-Bot" performed better on scientific problem-solving tests. This finding indicates that an enhanced planning experience using "Bee-Bot" was beneficial for improving young children's scientific problem-solving ability. The implications for designing appropriate curricula using "Bee-Bot" robots for kindergarteners are addressed.

• 한국과학교육학회지
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• 제32권8호
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• pp.1333-1344
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• 2012

This study aimed to enhance creative problem solving skill by using the Creative Problem Solving (CPS) learning model which was developed based on creative problem solving approach and five essential features of inquiry. The key strategy of the CPS learning model is using real life problem situations to provide students opportunities to practice creative problem solving skill through 5 learning steps: engaging, problem exploring, solutions creating, plan executing, and concepts examining. The science content used for examining the CPS learning model was "matter and properties of matter" that consists of 3 learning units: Matter, Solution, and Acid-Base Solution. The process to assess the effectiveness of the learning model used the experimental design of the Pretest-Posttest Control-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At the same time, students at the same grade level in the control group learned by conventional learning model. The learning models and students' prior knowledge levels were served as the independent variables. The creative problem solving skill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in all aspects, the students' mean scores of creative problem solving between students in experimental group and control group were significantly different at the .05 level. Also, the progression of students' creative problem solving skills was found highly progressed at the later instructional periods. When comparing the creative problem solving scores between groups of students with different levels of prior knowledge, the differences of their creative problem solving scores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective in enhancing the students' creative problem solving skill.