• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.320-326
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• 2004

This study investigated whether algorithmic problem solving and conceptual problem solving influenced each other or not. Four classes of 12th grade (N= 112) that are equal in prior achievement were randomly assigned to group AC (Algorithmic-Conceptual problem) and group CA (Conceptual-Algorithmic problem). Students of group AC solved the conceptual problems after learning the related algorithmic problems, and those of group CA solved the same problems in reverse order. The results revealed that learning the algorithmic problems improved students' ability to solve the related conceptual problems, but learning the conceptual problems did not help students solve the related algorithmic problems. Regarding the confidence on problem solving, learning the algorithmic problems had little effect on the related conceptual problems. Learning the conceptual problems also had little effect on students' confidence on solving of the related algorithmic problems.

• Research in Mathematical Education
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• v.9 no.2 s.22
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• pp.125-133
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• 2005

This paper investigates student conceptual understanding and application on algebra using problem-based curricula. Seven principles which National Research Council announced were considered because these seven principles all involved in the development of a deep conceptual understanding. A problem-based curriculum itself provides a significant contribution to improving student learning. A problem-based curriculum encourages students to obtain a more conceptual understanding in algebra. From the results the national curriculum developers in Korea consider the problem-based curriculum.

• Research in Mathematical Education
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• v.8 no.2
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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.

• Korean Journal of Child Studies
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• v.28 no.1
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• pp.171-187
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• 2007

The 166 elementary school students of this study were divided into four groups by gender and degree of structure in problem situations. Written instruments ascertained intelligence, conceptual knowledge, science process skills, divergent thinking, intrinsic/extrinsic motivation, personality traits, and home environment. Results were that male students scored higher on problem finding in the ill-structured than in the moderately structured problem situation. In the ill-structured problem situation, personality traits, conceptual knowledge, and intrinsic motivation contributed to the scores of male students and home environment and conceptual knowledge contributed to the scores of female students. In the moderately structured problem situation, personality traits and intrinsic motivation contributed to the scores of all students, but science process skills contributed to the scores of female students only.

• The Journal of Information Systems
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• v.7 no.1
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• pp.181-208
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• 1998

In many literatures of model management, various schemes for representing model base schema have proposed. Ultimately, the goal is to arrive at a set of mutually supportive and synergistic methodologies and tools for the modeling problem domain and model base design. This paper focus on how best to structure and represent conceptual model of problem domain and schema of model base. Semantic concepts and modeling constructs are valuable conceptual tools for understanding the structural relationships and constraints involved in an model management environment. To this end, we reviewed the model management literature, and analyzed the constructs of modeling tools of data model management graph-based approach. Although they have good tools but most of them are not enough for the representation of structural relationships and constraints. So we wanted more powerful tools which can represent diverse constructs in a decision support modeling and model base schema design. For the design of a model base, we developed object modeling framework which uses Object Modeling Techniques (OMT). In Object Modeling Framework, model base schema are classified into conceptual schema, logical schema, and physical schema. The conceptual schema represents the user's view of problem domain, and the logical schema represents a model formatted by a particular modeling language. The schema design, this paper proposes an extension of Object Model to overcome some of the limitations exhibited by the OMT. The proposed tool, Extended Object Model(EOM) have diverse constructs for the representation of decision support problem domain and conceptual model base schema.

• Korean Journal of English Language and Linguistics
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• v.2 no.4
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• pp.471-494
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• 2002

May(1985) argued that the regress problem of antecedent-contained deletion (ACD) construction could be resolved easily by positing QR. But the proposal has some conceptual and empirical problems. To resolve the problems of QR account on ACD, Hornstein(1994) suggested a new approach viz. LF A-movement approach. In the Minimalist framework, an object raises to the [Spec, Agro] to check the accusative case. Through this movement, the regress problem can be resolved naturally without QR. But the LF A-movement account has the same conceptual problem as the QR approach. In addition to the conceptual problem, it has also empirical problems which were pointed out by Kennedy(1997). To solve the problems, I propose that the object raise to [Spec Agro] overtly as Koizumi(1993, 1995) and Lasnik(1995) insisted. In addition to the proposal, I adopt another assumption that only the copy of a quantifier could become a variable by the vehicle change, which was suggested by Brody(1995). With the above proposals, the unnatural QR operation could be dispensed with and the conceptual and empirical problems which were made concerning the LF A-movement approach could be resolved.

• Journal of The Korean Association of Information Education
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• v.11 no.1
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• pp.29-38
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• 2007

Computer programming in computer education draws much attention recently. Encouraged by the increased tendency of acquiring logical ability and creativity through learning, various attempts have been made to develop them through learning computer programming in the area of computer education as well. The fact that a computer program is the representation of a computer algorithm expressed in a computer language makes us realize that the devise of a logical method for a solution - i.e., the design of an algorithm - is the key to the solution of a problem. Recognizing the importance of computer algorithm would lead us to such a point that systematic investigations for directional establishment for algorithm education are necessary. We observe that researches on teaching computer algorithm have concentrated mostly on specific problems such as sorting and searching, which can be characterized as problem-dependent and individual. In this paper, the idea of conceptual algorithm is stated from the standpoint of conceptual types of problem-solving methods which are considered as problem-independent and collective. A novice approach to algorithm education based on the characteristics of types of conceptual algorithms is proposed for the purpose of developing systematic, problem-independent, algorithmic problem-solving capabilities of learners, which is widely different from the current methods of individual and problem-dependent algorithm education.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.79-87
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• 2005

We compared algorithmic problem solving and conceptual understanding of chemistry with three types (algorithmic, pictorial- and wordy-formatted conceptual) of problems. The familiarity, confidence, and preference to the three type of problems were also examined. The chemistry problem solving ability test was administered to 228 students from two top high schools in the province of Gyeonggi who were preparing the chemistry examination among the four optional subjects (biology, chemistry, earth science, physics) for enter university. After administrating the chemistry problem solving ability test, the degree of familiarity to some problems and the degree of confidence of their answers in a Likert scale were asked to the students. Besides, the students were asked to place preference to the type of problems in order. The students scored better on the algorithmic problems than on the conceptual problems (pictorial and wordy problems), and were also most familiar with the algorithmic problems. The students were more confident of their answers on both of types pictorial and algorithmic problems, and preferred pictorial problems rather than both of types algorithmic and wordy problems.

• Journal for History of Mathematics
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• v.17 no.3
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• pp.109-120
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• 2004

This study investigated three pre-service 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 pre- service 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.

• Communications of Mathematical Education
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• v.23 no.1
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• pp.129-144
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• 2009

The purpose of the study was to investigate the effects of the use of RNP curriculum based on Lesh translation model on third grade students' understandings of fraction concepts and problem solving ability. Students' conceptual understandings of fractions and problem solving ability were improved by the use of the curriculum. Various manipulative experiences and translation processes between and among representations facilitated students' conceptual understandings of fractions and contributed to the development of problem solving strategies. Expecially, in problem situations including fraction ordering which was not covered during the study, mental images of fractions constructed by the experiences with manipulatives played a central role as a problem solving strategy.