• 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.

• Journal of Korean Clinical Nursing Research
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• v.18 no.3
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• pp.402-412
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• 2012

Purpose: The purpose of this study was to explore influencing factors of dysfunctional beliefs and emotion regulation strategy for nurses' problem solving ability. Methods: This study was a cross-sectional design with a sample of 745 nurses from 1 university hospital located in Gyeonggido. The scales were Dysfunctional Beliefs Test (70 items), Emotion Regulation Strategy Questionnaire (25 items) and Social Problem Solving Inventory (52 items). The data were analyzed using SPSS 17.0 employing ANOVA, pearson correlation coefficients and multiple regression analysis. Results: The mean score for problem solving ability was 11.26 points. Influencing factors for nurses' problem solving ability were identified as 'active regulation style' in emotion regulation strategy and 'negative concept of social self' in dysfunctional beliefs. Conclusion: It is plausible to assume that dysfunctional beliefs which are vulnerability factors in cognitive variables and emotion regulation strategy affect nurses' problem solving ability.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.105-114
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• 2014

The purpose of this study was to develop a teaching strategy focused on problem solving process and explore its effects on science creative problem solving ability, science process skills, science academic achievements and scientific attitudes of students after applying it. Teaching strategy focused on problem solving process employed brainstorming and PMI thinking strategies. The participants were the third grade students of both an experimental class(26 students) and a comparative class(25 students) at the S elementary school located in Goyang-City, Kyonggi Province. The developed strategy was applied to the experimental class for 9 periods of 'Separation of mixture' unit. The results of the tests on the science creative problem solving ability, the science process skills, scientific achievement and scientific attitude were statistically higher in the experimental class.

• 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.

• The Mathematical Education
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• v.44 no.4 s.111
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• pp.565-586
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• 2005

The purpose of this paper is to analyze the selection difference of mathematical problem solving strategy by mathematical learning style, that is, the intellectual, emotional, and physiological factors of students, to allow teachers to instruct the mathematical problem solving strategy most pertinent to the student personality, and ultimately to contribute to enhance mathematical problem solving ability of the students. The conclusion of the study is the followings: (1) Students who studies with autonomous, steady, or understanding-centered effort was able to solve problems with more strategies respectively than the students who did not; (2) Student who studies autonomously or reconfirms one's learning was able to select more proper strategy and to explain the strategy respectively than the students who did not; and (3) The differences of the preference to the strategy are variable, and more than half of the students were likely to select frequently the strategy 'to use a formula or a principle' regardless of the learning style.

• 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.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.286-294
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• 2007

This study investigated the relationship between elementary school students' creative problem solving skills in terms of science and cognitive strategies. Creative problem solving in science was measured by 4 variables; appropriateness, scientific ability, concreteness, and originality. Cognitive strategies were measured by 6 variables; surface(rehearsal), deep(elaboration and organization), and metacognitive strategies(planning, monitoring, and regulating). The KEDI Creative Problems Solving Test in Science(Cho et al., 1997) and the Motivated Strategies for Learning Questionnaire(Pintrich & DeGroot, 1990) were administered to 72 subjects. Data were analyzed by means of Pearson's correlation and multiple regression analysis. Our findings indicated a positive correlation between creative problem solving in science and cognitive strategies. The surface cognitive strategy (rehearsal) positively predicted the total score, the scientific ability's score, the concrete score, and the original score of creative problem solving in science. The deep cognitive strategy(organization) positively predicted the appropriate score and the metacognitive strategy(planning) positively predicted the original score of scientific creative problem solving skills.

• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.19-26
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• 2003

The purpose of this study is twofold: (i) to argue the importance of problem solving strategy in education and (m to propose an efficient way to use the problem-solving strategy, which is based on the survey to find out how well elementary school teachers recognize the importance of the strategy. Forty elementary school teachers participated in the survey. The result of the survey shows that they do not use various strategies when they solve problems. It also shows that the rate of wrong answers the teachers get when solving problems is pretty high because they adopt a wrong strategy. It is prerequisite that teachers recognize the importance of the strategy when solving problems and put into practice various strategies in order to help their students improve their problem-solving abilities.

• Journal of The Korean Association For Science Education
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• v.8 no.1
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• pp.43-55
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• 1988

This study intended to find the differences between expert's and novice's thinking processes when they solve physics problems. Five physics professors and twenty sophomore students in a physics department were participated in the study. The researcher investigated their thinking processes in solving three physics problems on NEWTON's law of motion. The researcher accepted so called "Thinking Aloud" method. The thinking processes were recorded and transfered into protocols. The protocols were analysised by problem solving process coding system which was developed by the researcher on the basis of Larkin's problem solving process model. The results were as follows: (1) There was no difference of time required in solving physics problem of low difficulty between expert and novices; but, it takes 1.5 times longer for novices than experts in solving physics problems which difficulties are high and average. (2) Novices used working forward strategy and working backward strategy at the similiar rate in solving physics problems which difficulties were average and low. while Novices mo mostly used working backward strategy in solving physic problems which difficulty was high. Experts mostly used working forward strategy in solving physics problems whose difficulties was average and low, however experts used working forward strategy and working backward strategy at the similiar rate in solving physics problem which difficulty was high. (3) Novices usually wrote only a few information on the diagram of figure they drawn, on the other hand experts usually wrote almost all the information which are necessary for solving the problems. (4) Experts spent much time in understand the problem and evaluation stage than novices did, however experts spent less time in plan stage than novices did. (5) Physics problems are solved in sequence of understanding the problem, plan, carrying out the plan, and evaluation steps regardless of problem difficulty.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.519-526
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• 2000

In this study, the effects of visual organization and cooperative learning in problem-solving strategy were investigated. Three classes (N=127) at a high school were assigned to SV (Strategy-Visual organization) group, SVC (Strategy-Visual organization-Cooperative learning) group, and control group. After instructions, students' multiple-choice problem-solving ability, strategy performing ability, anxiety about chemistry learning, perception of involvement, and motivation to learning science were examined. Although multiple-choice problem-solving ability was not different significantly, there was a significant main effect in strategy performing ability. The scores of the SV and SVC groups were significantly higher than those of the control group, especially in the subcategories of problem understanding and recalling related principles. In the tests of perception of involvement and motivation to learning science, the scores of the SV and SVC groups were also significantly higher than those of the control group. However, problem-solving strategy using visual organization could not alleviate anxiety about chemistry learning.