• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.565-581
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• 2016

Intuition in the mathematical problem solving has been stressed the importance with the logic because intuition is the cognition that give significant clue or idea to problem solving. Fischbein classified intuition by the origin; primary intuition and secondary intuition And he said the role of the personal experience and school education. Through these precedent research, we can understand the social influence. This study attempt to investigate social intuition model of Haidt, moral psychologist that has surfaced social property of intuition in terms of the mathematical problem solving. The major suggestions in problem solving and the education of intuition are followed. First, I can find the social property of intuition in the mathematical problem solving. Second, It is possible to make the mathematical problem solving model by transforming the social intuitionist model. Third, the role of teacher is important to give the meaningful experience for intuition to their students. Fourth, for reducing the errors caused by the coerciveness and globality of intuition, we need the education of checking their own intuition. In other words, we need intuition education emphasized on metacognition.

• Journal of Engineering Education Research
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• v.20 no.5
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• pp.34-42
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• 2017

This study aimed to identify the causal relationships among self-regulated learning strategy, problem solving efficacy, task value and learning outcome, and mediation effect of self-regulated learning strategy in engineering capstone design course. The data were collected from 363 university students who enrolled in capstone design courses and analyzed using structural equation modeling method. The results were: first, problem-solving efficacy and task value exerted significant effects on self-regulated learning strategy. Second, self-regulated learning strategy exerted significant effects on learning outcome, but problem-solving efficacy and task value did not. Third, problem-solving efficacy and task value showed significant indirect effects on learning outcome, which confirmed that self-regulated learning strategy fully mediated between two exogenous variables and learning outcome.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.4
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• pp.508-516
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• 2019

Purpose: This study was conducted to examine the effects of jigsaw cooperative learning on the communication ability, problem solving ability, critical thinking disposition, self-directed learning ability and cooperation of nursing students. Methods: A one-group, pre-post design was utilized with 92 nursing students as subjects. The data were analyzed using descriptive statistics and paired t-tests using SPSS/WIN 24.0. Results: The scores on problem solving ability, self-directed learning ability and cooperation were significantly increased after the education intervention. Conclusion: These findings indicate that cooperation learning is an effective intervention for improving problem-solving, self-directed learning ability, and cooperation in nursing education.

• Journal of Engineering Education Research
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• v.23 no.3
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• pp.13-19
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• 2020

The purpose of this study is to develop and apply a make-a-thon program based on engineering problem solving for science high school students and to analyze the changes of participating students. Through the consultation of teachers and experts, a team-based and student-driven engineering problem-solving-oriented make-a-thon program was developed. And, the program operated using KAIST's human and material resources for 51 students. Students composed of 12 teams studied 12 topics through an engineering problem-solving process, and the overall program satisfaction was very high, on average 4.62. Through this program, students' creative leader competency have been positively changed, especially in cognitive characteristics (diffusion thinking, problem solving ability) and social characteristics (pursuit of social values). Attitudes toward engineering also changed positively, especially in terms of difficulty of engineering, interest in engineering, gender role in engineering, and engineering and occupational factors. In conclusion, it was confirmed that this program is very effective for science high school students with high demand for engineering education.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.289-298
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• 2001

The effect of the instructional approach that asked students to check their problem-solving processes through a paired think-aloud problem solving after presenting molecular-level pictures and a four stage-problem solving strategy was investigated. Four high school classes (N = 191) were randomly assigned to St group (using Strategy individually), SL group (Solver Listener), St-SL group (using Strategy-Solver Listener), and control group. Although the test scores of the St-SL group on strategy performing ability were significantly higher than those of the control group, there was not significant difference for the scores in the multiple-choice algorithmic problems. Regarding the subcategories of strategy performing ability test, students' ability of understanding given of problems and deriving the proper physical quantity was improved, but their ability of setting up subgoals and reviewing their solving process was very low. The preference to the strategy of the St-SL group was more positive than that of the St group.

• The Mathematical Education
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• v.48 no.2
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• pp.141-148
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• 2009

The article discusses roles of analysis in problem solving, especially the problem posing. The author shows the procedure of analysis like the presentation of the hypothesis, the reasoning for the necessary conditions and the sufficient condition. Finally the author suggests that the analysis should be reviewed in the school mathematics.

• Journal of The Korean Association For Science Education
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• v.15 no.1
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• pp.80-91
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• 1995

This study aims to identify the differences in chemical problem solving process of college students when the amount of information, problem context and the reasoning level were varied. Four students were participated and each student solved the problem by think-aloud method and then interviewed individually. Problem solving stage, ratio of time for each solving stage, solving strategy, misconceptions, and errors were identified and discussed related to the characteristics of problems. And, the relationships of students' belief system about chemistry & chemistry problem solving and problem solving characteristics were also identified.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.193-202
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• 2009

The purpose of this study was to investigate undergraduates' characteristics of problem-solving process through analysis of the response patterns on problem-solving laboratory. For this purpose, 18 freshmen taking a problem-solving-type general chemistry laboratory had been interviewed for the analysis of the characteristics of problem-solving process. According to the results, the students' responses have been classified into five types; trying to solve problems using new factors, trying to solve problems by finding missing factors in manual, recognizing problem-situations but just repeating the given process, not recognizing problem-situations but trying to solve doubts generated during execution, satisfying about results, and taking no further action. These results can be used as materials to suggest the role model of the students' laboratory execution and to look back on each students' execution.

• Journal of Gifted/Talented Education
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• v.18 no.1
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• pp.1-21
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• 2008

The purpose of this study was to develop problem-solving inquiries for the science gifted and to analyze the effects of problem-solving inquiries. The problem-solving inquiries were composed of scientific knowledge, scientific inquiry skills and creative thinking. The problem-solving inquiries were applied to the science gifted attending the institute of the gifted education. The test of science-creative problem solving (TSCPS) was used to know effects of improvement of science-creativity and the result of TSCPS showed the improvement of science creativity. The analysis of student-student dialogues during experiments showed that the type of dialogue was different on the type of problem-solving inquiry. The dialogue of convergent thinking was frequently showed up on the problem-solving inquiry needed logical thinking whereas that of divergent thinking on the problem-solving inquiry needed idea generation. The problem-solving inquiries had a positive effects on the improvement of the science-creativity.

• Journal of The Korean Association For Science Education
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• v.14 no.2
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• pp.143-158
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• 1994

This study aims to identify the characteristics of gas phase problem solving of college freshmen. Four students were participated in this study and solved the problem by using think-aloud method. The thinking processes were recorded and transferred into protocols. Problem solving stage, the ratio spended in each solving stage, solving strategy, misconceptions, and errors were identified and discussed. The relationships between students' belief system about chemistry problem solving and problem solving characteristics were also investigated. The results were as follows: 1. Students felt that chemical equation problem was easier than word problem or pictorial problem. 2. When students had declarative knowledge and procedural knowledge required by given problem, their confidence level and formula selection were not changed by redundunt information in the problem. 3. When the problem seemed to be difficult, students tended to use the Means-End or Random strategy. 4. In complicated problems, students spent longer time for problem apprehension and planning. In familiar problems, students spent rather short time for planning. 5. Students spent more time for overall problem solving process in case of using Means-End or Random strategy than using Knowledge-Development strategy.