• 한국과학교육학회지
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• 제11권2호
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• pp.67-77
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• 1991

In this paper, current research papers on Physics Problem Solving were analyzed according to the types of research purpose, method, subject and content of Physics, by using 3 Proceedings and 4 kinds of Journal, that is, the International Workshop(1983, Paris, France) and Conference (1983, Utrecht, The Netherlands) and Seminar(1987, Cornell University, U. S. A.) on Physics Education, and Journal of Research in Science Teaching (1984-1990) and Science Education (1986-1990). and Inter national Journal of Science Education(l987-1988) and Cognitive Science(1989-1990). There were 98 research papers on Problem Solving and among them 37 papers on Physics Problem Solving were selected for analyzing. The results of analysis are as follows; 1) The studies on Model of Novice Student were 22(59%), And those on Model of Desired Preformance, on Model of learning and on Model of Teaching were all much the same. 2) The theoretical studies were 10(27%), and the experimental ones 27(73%). Among the experimental studies, there were 16(59%) by using the written test, and 7(26%) by using the thinking aloud method. 3) The studies about university students as subjects were 20(54%). Probably, it seems the reason that most of researchers on Physics Problem Solving were professors of university or graduate students. 4) Among the various fields of Physics, the studies on Mechanics were 24(63%) and those on E1ectromagnetics 6(16%). or graduate students.

• 한국간호교육학회지
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• 제20권4호
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• pp.482-490
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• 2014

Purpose: This research compares self-leadership, team efficacy, problem solving processes and task satisfaction in response to teaching methods applied to nursing students, and determines whether variations exist. Method: This research experiments before and after the training of a nonequivalent group. The subjects were 36 learners of action learning methods and 39 learners of nursing course methods, and the research took place from October through December 2012. Results: Prior to the training, the general features and measurable variables of the two groups of subjects were similar, and self-leadership, team efficacy, problem solving process and task satisfaction in both groups were elevated compared to pre-training. In particular, in comparison with the nursing course, there was a notable difference in scores, the action learning method receiving high scores in the problem solving process (t=2.92, p=.005) and task satisfaction (t=2.54, p=.013) Conclusion: It is recommended that educators not only conduct the practice training course for teaching methods, but also incorporate action learning.

• 인터넷정보학회논문지
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• 제15권1호
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• pp.143-156
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• 2014

스마트교육은 21세기 학습자 역량 신장을 목표로 삼고 있으며, 그중에서 특히 문제해결력 향상을 강조하고 있다. 이러한 스마트교육은 스마트기기의 발전과 폭발적인 보급의 영향이 그 기저를 차지하고 있으며, 시대의 변화에 따라 스마트 테크놀로지를 활용한 문제해결력이 요구된다. 문제해결학습은 학생들의 문제해결력 향상에 초점을 맞추어 사용된 모형으로 본 연구에서는 문제해결력 향상을 극대화하기 위해 스마트기기를 활용한 교수 학습 활동 중심의 문제해결학습 모형을 구안하고 이를 학교 현장에 적용하였다. 그 결과 스마트기기의 활용이 문제해결에 많은 도움이 되었다는 긍정적인 반응을 얻을 수 있다. 본 연구를 통해 스마트교육이 추구 하고자 하는 목표를 달성하는데 기여하고, 향후 학교 현장에서 성공적인 스마트교육이 되기 위한 기초 연구가 되기를 기대한다.

• 한국수학사학회지
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• 제22권3호
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• pp.113-130
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• 2009

수학 문제해결 교육에 가장 많은 영향을 끼친 것은 폴리아(G. Polya)의 이론이다. 폴리아가 제시하는 발견술은 수학 문제해결 과정을 명시적으로 세분화여 드러내고 정리한 것이다. 이와는 달리, 수학 문제해결 과정의 암묵적 차원을 강조하고 있는 폴라니(M. Polanyi)의 이론은 폴리아의 이론과 상보적 관계에 있는 것으로 조명될 필요가 있다. 이 글에서는 폴라니의 인식론을 개관하고, 이를 바탕으로 하는 그의 문제해결 교육 이론을 고찰한다. 지식과 앎을 개인의 마음의 총체적 작용으로 보는 폴라니는 문제해결에 있어서 지적, 정서적 부분과 함께 헌신과 몰두를 강조한다. 또한 명시적 앎 이면에 있는 묵식에 있어서 교사의 역할을 중시한다. 이와 같은 폴라니의 관점은 현재 우리나라 학생들의 수학 문제 해결 양상을 이해하고 문제점을 파악하는 데에도 의미 있는 시사를 제공한다.

• 한국학교수학회논문집
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• 제1권1호
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• pp.165-174
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• 1998

This is the study on a teaching method for improving problem-solving ability in mathematics. If this method is performed step by step in solving problems, learners can approach problems in a variety of ways. This step-by-step teaching method will create some changes among learners. The purpose of this experiment was to determine what effects resulted from this method, especially which effects arose in the affective areas of learning math. For the experiment, learning materials were divided into 73 parts. And the subjects, who are low-leveled and have negative attitudes towards mathematics, were divided into two groups. One group was exposed to this method for four months (treatment group), and the other group(control group) was not. According to the result, though there were few changes, the treatment group came to be more interested in math than before and also negative attitudes towards math were reduced gradually, as compared with the control group. In this study, three factors were investigated: interest in math, attitudes toward math, and learning -achievement in math. Significant changes were found in two factors: interest in math and learning-achievement in math. No significant changes were found in the area of attitudes towards math. In conclusion, if this method is adopted and performed regularly, it is likely that the problem-solving skills will be improved and the negative attitudes towards math will be reduced.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제25권3호
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• pp.201-225
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• 2022

This paper details case study vignettes that focus on enhancing the teaching and learning of geometry and measurement in the elementary grades with attention to pedagogical practices for teaching through problem solving with rigor and centering equitable teaching practices. Rigor is a matter of equity and opportunity (Dana Center, 2019). Rigor matters for each and every student and yet research indicates historically disadvantaged and underserved groups have more of an opportunity gap when it comes to rigorous mathematics instruction (NCTM, 2020). Along with providing a conceptual framework that focuses on the importance of equitable instruction, our study unpacks ways teachers can leverage their deep understanding of geometry and measurement learning trajectories to amplify the mathematics through rigorous problems using multiple approaches including learning by doing, challenged-based and mathematical modeling instruction. Through these vignettes, we provide examples of tasks taught through rigorous problem solving approaches that support conceptual teaching and learning of geometry and measurement. Specifically, each of the three vignettes presented includes a task that was implemented in an elementary classroom and a vertically articulated task that engaged teachers in a professional learning workshop. By beginning with elementary tasks to more sophisticated concepts in higher grades, we demonstrate how vertically articulating a deeper understanding of the learning trajectory in geometric thinking can add to the rigor of the mathematics.

• 한국과학교육학회지
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• 제28권8호
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• pp.786-795
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• 2008

The purpose of this research is to propose a program for teaching and learning effective problem-solving for gifted students based on abductive inference. The role of abductive inference is important for scientific discoveries and creative inferences in problem-solving processes. The characteristics of creativity and abductive inference were investigated, and the following were discussed: (a) a suggestion for a new program based on abductive inference for creative outcomes, this program largely consists of two phases: generative hypotheses and confirmative hypotheses, (b) a survey of the validity of a program. It is typical that hypotheses are confirmed in phases through experiments based on hypothetic deductive methodology. However, because generative hypotheses of this hypothetic deductive methodology are not manifest, we maintained that abductive inference strategies must be used in a Creative Teaching-learning Program for gifted science students.

• 대한가정학회지
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• 제40권4호
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• pp.153-165
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• 2002

The purpose of this study was to examine the effect of socioeconomic status and the children's sex on mothers'teaching strategies and their children's responses during a cooperative problem-solving task. The subjects were 15 higher SES mothers and their 5-years-old children dyads. The mothers' teaching strategies and their children's responses were videotaped during a cooperative problem solving task and analyze using a scheme developed by Kermani and Brenner. The results of this study were as follows. First, the mothers with higher SES were more likely to promote 'independence' and less likely to 'verbal prompt'direct performance' than the mothers with lower SES. Second, the children from higher SES families were more likely to refuse their mothers' assistance. Third, the mothers of boys were more likely to use the 'direct teaching'and 'modify'strategies and less likely to use 'independence promoting'strategy than the mothers of girls. Finally, girls were more likely than boys to ask questions for assistance or assurance.

• 한국수학교육학회지시리즈A:수학교육
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• 제42권4호
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• pp.465-480
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• 2003

The main purpose of this work is to propose programs of mathematics education and mathematics history courses for the department of mathematics education of teacher training universities. Foundation of Mathematics Education, Mathematics Teaching and Learning Theories, Mathematics Problem Solving, Analysis and Evaluation of Mathematics Teaching Materials and Mathematics History are discussed in this article.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제13권3호
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• pp.181-195
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• 2009

Students' approaches to mathematical problem solving vary greatly with each other. The main objective of the current study was to compare students' performance with different thinking styles (divergent vs. convergent) and working memory capacity upon mathematical problem solving. A sample of 150 high school girls, ages 15 to 16, was studied based on Hudson's test and Digit Span Backwards test as well as a math exam. The results indicated that the effect of thinking styles and working memory on students' performance in problem solving was significant. Moreover, students with divergent thinking style and high working memory capacity showed higher performance than ones with convergent thinking style. The implications of these results on math teaching and problem solving emphasizes that cognitive predictor variable (Convergent/Divergent) and working memory, in particular could be challenging and a rather distinctive factor for students.