• Journal of Gifted/Talented Education
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• v.14 no.2
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• pp.19-47
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• 2004

본 연구의 목적은 구성주의 유아과학프로그램을 만 5세의 유아에게 일정기간 동안 경험하게 한 다음 그러한 경험이 유아의 창의성과 문제해결력에 긍정적인 효과가 있는지 알아보고자 함이다. 이를 위해 만 5세 유아 39명을 대상으로 구성주의 유아과학프로그램이 창이성과 문제해결력에 효과가 있는지 알아 본 결과 본 구성주의 유아과학프로그램을 경험한 유아들은 일반 유아교육기관의 과학프로그램을 경험한 유아들보다 창의성, 과학적 문제해결력이 향상되었으며 성별에 따른 차이 없이 모두 창의성과 문제해결력이 향상되었다. 이상의 연구 결과를 종합해 볼 때, 구성주의 유아과학 프로그램은 유아의 창의성과 문제해결력을 신장시키기 위해 보다 적절하다고 할 수 있다.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.149-160
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• 1998

The purpose of this study was to analyze the 6th national secondary science curriculum and classroom practices to collect the basic data for developing secondary science program focusing on creative problem-solving ability. The creative problem-solving ability was conceptualized as an active process of producing new solutions to problems and consisted of five components: general knowledge, domain-specific knowledge, motivation, divergent thinking and critical thinking. The research questions were generated as follows: (1) Whether creative problem-solving elements-domain specific knowledge(declarative knowledge and inquiry methods) were included or not in the 6th secondary science curriculum, textbooks and teacher's guide? If so, how are they represented? (2) Whether the teachers tried to enhance divergent and critical thinking of their students. Through content analyses, observations and interviews, these research questions were answered as follows: (1) Inquiry methods, which are important to develop creative problem-solving abilities in science, were underestimated in comparison with declarative knowledge. In other words. inquiry methods were regarded only as tools to understand the scientific concepts and principles. (2) It was hard to find the situations which teachers provided opportunities for divergent and critical thinking to their students. Based on these results, the followings were recommended: (1) Inquiry methods should be regarded as a goal not as a tool and be used to acquire inquiry methods themselves. (2) Teachers should not stick to the prescribed inquiry methods prescribed in the textbook, but to give opportunities for thinking various kinds of inquiry methods to improve divergent and critical thinking.

• Journal of the Korean Chemical Society
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• v.55 no.6
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• pp.1042-1055
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• 2011

The purpose of this study was to compare the conceptual and algorithmic problem solving ability on Boyle's law and Charles's law according to cognitive levels and characteristics of students in middle school 1st grade students. For this study, questionnaire items of conceptual and algorithmic problem solving ability were developed. and the problem solving ability according to cognitive levels and characteristics of students was compared. The long-term memory effect in conceptual and algorithmic problem solving ability according to cognitive levels was investigated, and problem solving process were analyzed by questionnaire items. In the results of this study, conceptual problem solving ability was higher than algorithmic problem solving ability in all cognitive levels. There was statistically significant difference in concrete operational period and transitional period students. In comparison of the long-term memory effect in conceptual and algorithmic problem solving ability, formal operational period students had the long-term memory effect. There was no statistically significant difference in the conceptual and algorithmic problem solving ability according to private education among the characteristics of students. But there was statistically significant difference in the problem solving ability according to experiences of the scientific activities and hopes to related scientific careers. From results of analysis of problem solving process, it is known that the students had a tendency to just remember macroscopic phenomena and to solve the problems without understanding the concepts. Therefore, teaching and learning strategy is necessary to replace unscientific concepts by the scientific concepts through identifying students's unscientific concepts in advance.

• Journal of Science Education
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• v.33 no.2
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• pp.290-303
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• 2009

The purpose of this study was to analyze communication, problem solving and self-directed learning of elementary and secondary scientific gifted students. In addition, this study investigated correlation on the subdomains of communication, problem solving and self-directed learning. The subjects of this study were 252 students(97 elementary students and 155 secondary students) who had been enrolled at Center for Science Gifted and Talented Education. Elementary and secondary scientific gifted students' self-directed learning skill was the highest score among core abilities. The result of analysis on self-directed learning subdomain presented the highest score in basic self control of elementary students. The secondary scientific gifted students showed the highest score in effort attribution to result. Subdomains of core capacity has very high correlation. This fact shows very high correlation among core abilities. The results of this study are suggesting that the systematical life skills education based on concrete factors is effective to improve communication, problem solving and self-directed learning of scientific gifted students.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.649-657
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• 2014

The purpose of this study was to develop a teaching strategy focused on science writing and to investigate its effects on enhancing students' problem solving ability. A teaching strategy using science writing enhancing problem solving ability (REWS model) was designed. The REWE model consisted of four stages: 1) Sensing and Stating of Scientific Problem by Reading (R stage), 2) Exploring Problem (E stage) 3) Explaining by Writing (W stage), 4) Integrated problem-solving (S stage). 135 10th grade of students were assigned to one experimental group and one control group. Students in the experiment group were taught by REWE model. Students in control group were taught by traditional lecture-based instructions. The program was implemented over a semester. The results indicated that the experimental group presented statistically meaningful improvement in critical thinking necessary to solve problems (p<.05). This study suggests that science writing can be effective for improvement of problem solving ability.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.4
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• pp.1604-1611
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• 2013

The purpose is to figure out the effects of education for environmental pollution prevention through forest experiences on children's nature-friendly attitudes and scientific problem solving ability. To achieve this, an experiment was conducted on total 44 kindergarten children in a class for 5-year-olds, who are classified into experimental group of 22 children(12 male children, 10 female children) and comparative group of 22 children(13 male children, 9 female children), in a C farming village. The results are as follows. First, the change of children's nature-friendly attitudes by group showed that education for environmental pollution prevention through forest experiences had an effect on the improvement of children's nature-friendly attitudes. Second, the change of children's scientific problem solving ability by group showed that education for environmental pollution prevention through forest experiences had an effect on the improvement of children's scientific problem solving ability. This implies that children's forest activities are useful in improving their nature-friendly attitudes and scientific problem solving ability.

• Journal of the Korean Chemical Society
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• v.55 no.2
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• pp.290-303
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• 2011

The purpose of this study was to introduce the practical model on the enhancement of the divergent and convergent thinking skills through inquiry instruction in science class. In this study, the creative thinking skill has been defined by divergent thinking skill as the narrow sense. In the science field, the problem solving thinking skill is just same as the inquiry thinking skill. Also, the problem solving thinking skill has been defined by convergent thinking skill as the critical thinking skill. This new instruction had been used for the college student in the class of general chemistry laboratory for the one semester. The first results had been founded that the students' divergent thinking skill had been increased significantly. Especially, the skills of recognition of problems, the skills of making hypothesis, and the skills of transformation and interpretation of data had been increased significantly. The second results had been founded that the students' convergent thinking skill had been increased significantly. Especially, the skills of making hypothesis, the skills of transformation and interpretation of data, and the skills of making conclusion and generalization had been increased significantly. The third results had been founded that the students' the creative and problem solving thinking skill had been increased significantly. Especially, the rest of all skills exception the skill of control variables had been increased significantly.

• Journal of the Korean Chemical Society
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• v.44 no.1
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• pp.68-73
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• 2000

In this study, tlhe relationships of high school students' abilities to solve chemistry problems with cognitive variables (logical thinking ability, mental capacity. and learning strategy) and affective variables(self-efficacy, self-concept of ability, learning goal, and attitude toward science) were investigated. The proportion of variance due to the variables for algorithmic and conceptual problem solving ability was studied by a multiple regression analysis. The results indicated that, among the cognitive variables, the logical thinking ability significantly predicted the algorithmic problem solving ability, and the learning strategy was the best predictor of conceptual problem solving ability although not significant. Among the affective variables studied, the self-concept of alility was the significant predictor of both algorithmic and conceptual problem solving abilities. The seif-efficacy was significantly correlated with conceptual problem solving ability, but it had no predictive power.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.401-424
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• 2008

A science program based on constructivism was adopted to 24 preschoolers during 13 classes in a semester. Performance in TTCT and science problem solving tasks were measured before and after the program. When their performance was compared with that of the control group in the same educational centers, it was shown that they outperformed in both creativity measures and science problem solving tasks. There was no gender difference in the effect of this science program.

• Journal of The Korean Association For Science Education
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• v.8 no.2
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• pp.43-52
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• 1988

과학교육에서의 문제해결력의 강조는 그 긴 역사를 가지고 있으나, 인지 심리학에서의 정보처리 모형을 사용한 문제해결과정의 분석이 사용되면서 그 교수가능성이 높아지고 있다. 본 연구는 하나의 탐색연구로써 학습자들이 물리문제를 해결하려는 과정에서 그 문제를 자기나름으로 이해하여 만든 내적표상과 동원한 해결방안이 문제해결에 어떤 관련이 있는지를 알아내보려고 한다. 물리전공 박사과정 학생 3명을 전문가로, 고등학생 2명과 대학 1년생 4명, 모두 6명을 초보자로 삼아 역학내용을 다룬 세 문제를 소리내어 푸는 과정을 개인별로 녹음하여 그 문제해결과정들을 분석하였으며, 학생들의 사고수준을 알기위해 사고 수준검사가 실시 되었다. 주로 질적 분석을 사용했으나 그 결론을 뒷받침하기위해 비모수통계방법이 사용되었다. (유의수준 . 10) 밝혀진 결론은 다음과 같다. 1) 내적표상은 피험자와 문제에 따라 각각 달랐다. 초보자들은 모두 한가지 표상을 세 문제에 걸쳐 계속 사용한데 반해, 2명의 전문가는 문제에 따라 다른 표상을 사용하였다. 이러한 표상의 형태에 따라 문제해결결과가 달랐다. 즉,일-에너지 표상형태를 사용한 피험자가 더 나은 결과를 얻는것으로 나타났다. 2) 문제해결방안에 있어서는 전문가들은 세문제에 걸쳐 계속하여 지식-개발 방안을 사용하였으나 초보자들은 문제에 따라 다른 방안들을 동원하였다. 지식-개발 방안을 사용한 경우가 다른 것들에 비해 더 나은 결과를 얻는 것으로 나타났다. 3) 사고 수준검사(하위검사 또는 전체)의 접수와 문제해결과정 변인들-특히 내적표상의 형태, 문제해결방안의 종류, 목표확인 그리고 문제 해결력-간에는 유의미한 관련이 있는 것으로 나타났다. 4) 그외 속도와 가속도 개념의 혼동, 마찰력 개념의 부정확 등이 공통적으로 범하는 실수였다. 본 연구가 과학교육 실제에 주는 함의로는 내적표상, 문제해결방안의 훈련을 통한 문제해결력의 향상을 들 수 있겠으며 이를 위한 세부연구가 실행되어야 할 것이다.