• Journal of the Korean Society of Earth Science Education
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• v.5 no.2
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• pp.213-223
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• 2012

This study explored practicing elementary school teacher's beliefs of scientific inquiry and scientific inquiry teaching methods. Defining teacher's beliefs as a broad construct, we tried to examine the teachers' understandings about the scientific inquiry and scientific inquiry teaching method. This study drew on interview data from 10 elementary teachers in busan and changwon area of korea. Conclusions of this study include; First, we found that elementary teacher's beliefs of inquiry were represented variously. And they considered that inquiry is the important goal of science education. They though that the goal of science education is development of Scientific inquiry skills, Scientific thinking skills, development of Creativity and problem solving ability, increasing interest about science, understanding of the basic concepts of science and apply of real-life. second, most of the teachers though that Scientific inquiry is scientists activities, they defined 'the process of creation of new knowledge', 'the process of deriving theory', 'solving process of intellectual curiosity', 'Problem-solving process'. third, they considered that teaching method of scientific inquiry is open inquiry activities. however, they thought that there are many difficulties to actually apply. Understanding teachers' beliefs has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

• Journal of the Korean earth science society
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• v.35 no.4
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• pp.267-276
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• 2014

The purpose of this study is to investigate the effects of problem-solving inquiry teaching using concept sketches on conceptual changes about plate tectonics and science-related attitudes. The subjects of this study were two classes of second-year students of K high school located at Anseong in Gyeonggi Province. Before instruction, a conceptual test was conducted to survey student's preconceptions about plate tectonics. The control group took a traditional lesson, while the experimental group was applied to problem-solving inquiry teaching using concept sketches. After the inquiry instruction, TOSRA (Test of Science-Related Attitudes) was administered to find out changes in science-related attitudes of the two groups. The results of this study are as follows. The experimental group understood concepts of plate tectonics better than the control group, which means that problem-solving inquiry teaching using concept sketches was more effective in students' conceptual understanding. Science-related attitudes of the experimental group showed a significant change in the categories of 'normality of scientists', 'pleasure of science lessons', and 'interests on science as a hobby'. In conclusion, the instruction of problem-solving inquiry using concept sketches produced students' positive changes in conceptual understanding about plate tectonics and science-related attitudes.

• Journal for History of Mathematics
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• v.32 no.6
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• pp.281-299
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• 2019

Mathematical problem solving has become a major concern in school mathematics, and methods to enhance children's mathematical problem solving abilities have been the main topics in many mathematics education researches. In addition to previous researches about problem solving, the development of a mathematical problem solving method that enables children to establish mathematical concepts through problem solving, to discover formalized principles associated with concepts, and to apply them to real world situations needs. For this purpose, I examined the necessity of problem solving education and reviewed mathematical problem solving researches and problem solving models for giving the theoretical backgrounds. This study suggested the problem solving approach based on the intuitive and the formal inquiry which are the basis of mathematical discovery and inquiry process. And it is developed to keep the balance and complement of the conceptual understanding and the procedural understanding respectively. In addition, it consisted of problem posing to apply the mathematical principles in the application stage.

• Education of Primary School Mathematics
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• v.15 no.2
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• pp.107-134
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• 2012

The purpose of this study is to investigate the effectiveness of two teaching methods of word problems, one based on mathematical modeling learning(ML) and the other on traditional learning(TL). Additionally, the influence of mathematical modeling learning in word problem solving behavior, application ability of real world experiences in word problem solving and the beliefs of word problem solving will be examined. The results of this study were as follows: First, as to word problem solving behavior, there was a significant difference between the two groups. This mean that the ML was effective for word problem solving behavior. Second, all of the students in the ML group and the TL group had a strong tendency to exclude real world knowledge and sense-making when solving word problems during the pre-test. but A significant difference appeared between the two groups during post-test. classroom culture improvement efforts. Third, mathematical modeling learning(ML) was effective for improvement of traditional beliefs about word problems. Fourth, mathematical modeling learning(ML) exerted more influence on mathematically strong and average students and a positive effect to mathematically weak students. High and average-level students tended to benefit from mathematical modeling learning(ML) more than their low-level peers. This difference was caused by less involvement from low-level students in group assignments and whole-class discussions. While using the mathematical modeling learning method, elementary students were able to build various models about problem situations, justify, and elaborate models by discussions and comparisons from each other. This proves that elementary students could participate in mathematical modeling activities via word problems, it results form the use of more authentic tasks, small group activities and whole-class discussions, exclusion of teacher's direct intervention, and classroom culture improvement efforts. The conclusions drawn from the results obtained in this study are as follows: First, mathematical modeling learning(ML) can become an effective method, guiding word problem solving behavior from the direct translation approach(DTA) based on numbers and key words without understanding about problem situations to the meaningful based approach(MBA) building rich models for problem situations. Second, mathematical modeling learning(ML) will contribute attitudes considering real world situations in solving word problems. Mathematical modeling activities for word problems can help elementary students to understand relations between word problems and the real world. It will be also help them to develop the ability to look at the real world mathematically. Third, mathematical modeling learning(ML) will contribute to the development of positive beliefs for mathematics and word problem solving. Word problem teaching focused on just mathematical operations can't develop proper beliefs for mathematics and word problem solving. Mathematical modeling learning(ML) for word problems provide elementary students the opportunity to understand the real world mathematically, and it increases students' modeling abilities. Futhermore, it is a very useful method of reforming the current problems of word problem teaching and learning. Therefore, word problems in school mathematics should be replaced by more authentic ones and modeling activities should be introduced early in elementary school eduction, which would help change the perceptions about word problem teaching.

• Journal of The Korean Association For Science Education
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• v.11 no.2
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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.

• Journal of Science Education
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• v.35 no.2
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• pp.262-273
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• 2011

This research was aimed to develop and apply the molecular genetics teaching program based on the history of science and creative problem solving model (HS-CPS model) for gifted students. Based on the strategies of creative problem solving and scientific theory development, the HS-CPS teaching program were developed. This program was applied to 8 first and second graders of the special class for invention activity in a high school. Creative problem solving ability in science and the understanding of DNA and gene concept were tested in pre and post of 12 lessons. The results were as follows: First, creative problem solving ability in science was improved meaningfully. Second, HS-CPS teaching program was effective in the understanding of DNA and gene concepts. Third, the students responded positively to the program evaluation questionnaire.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.235-241
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• 2010

This paper has been studied about algorithm teaching methods for improving the problem-solving skills and creativity in rapidly changing information society. Especially the algorithms for teaching about computer is very important. Because it is effective learning content for finding the best solution to solve a problem and improve the students' logical thinking. However, teaching algorithms can be monotonous to children on account of using only computer and languages. So It needs to consider about the cognitive structure and level of elementary school students. Therefore, this study has the purpose to acquaint students with the principle of algorithm and improve problem-solving and creativity using games, not computer.

• Education of Primary School Mathematics
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• v.6 no.2
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• pp.85-91
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• 2002

The purpose of this study is to analyze elementary students' understanding the relationship between perimeter and area in geometric figures. In this study, the questionaries were used. In the survey, the subjects were elementary school students in In-cheon city. They were 86 students of the fifth grade, 86 of the sixth. They were asked to solve the problems which was designed by the researcher and to describe the reasons why they answered like that. Study findings are as following; Students have misbelief about the concept of the relationship between perimeter and area in geometric figures. Therefore, 1 propose the method fur teaching about the relationship between perimeter and area in geometric figures. That is teaching via problem solving.. In teaching via problem solving, problems are valued not only as a purpose fur learning mathematics but also a primary means of doing so. For example, teachers give the problem relating the concepts of area and perimeter using a set of twenty-four square tiles. Students are challenged to determine the number of small tiles needed to make rectangle tables. Using this, students can recognize the concept of the relationship between perimeter and area in geometric figures.

• 대한공업교육학회지
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• v.36 no.1
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• pp.167-190
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• 2011

The purpose of this study is to identify the effect of problem solving with task-based activities on understanding of major concepts and learning attitude in 'Applications of ICT' subject. In teaching the 4th class of 'Applications of ICT' subject, problem solving with reasoning task-based activities are used for the experimental groups and instructor-oriented teaching for the comparative groups. The results are as follows: First, no meaningful difference was found in the pretest result of concepts of ICT, while posttest found that the students with problem solving with reasoning task-based activities in experimental group marked average 5.87 point higher than the control group and showed meaningful difference at significance level p<.05. Dividing concepts about Information Communication Technology into four domains, there were no meaningful difference between two groups in the concept test about communication principles and methods and network, while the test results about the other two concepts, that is, expressions and patterns of information and compositions and types of communication network, showed the meaningful difference at significance level p<.05. Second, the research proved that the experimental group with problem solving with reasoning task-based activity teaching, compared to the control group with lecture, showed desirable change in learning attitude. From the results, the solving with reasoning task-based activity model is better teaching-learning method compared to lecture, revealing positive change in understanding major concepts of information and communication technology and learning attitude.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.1
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• pp.300-314
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• 2016

The purpose of this study was to examine the effects of small-group discussion and panel discussion as teaching and learning methods on college students' competencies of communication, problem-solving and leadership in a general education course. Participants were 52 college students, and they participated in the 13-session lessons. The data from questionnaires collected before and/or after the experiment were analyzed using a paired t-test and percent. The results were as follows. First, each 'total' competency in communication, problem-solving and leadership was increased statistically significant after the experiment. Second, in subdomains of each key competency, 'directed communication' and 'understanding the perspective of others' in communication, and 'divergent thinking', 'decision-making' and 'assessment' subdomains in problem-solving, and all subdomains in leadership were increased statistically significant after the experiment. Based on the results and students' opinions about discussions, the education implications for small-group discussion and panel discussion were discussed.