• Communications of Mathematical Education
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• v.28 no.1
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• pp.131-154
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• 2014

The purpose of this study was to examine the effect of essay writing-centered mathematics instruction on problem solving and mathematical deposition in the elementary school. For the present study, two 6th grade classes with equivalent achievement in terms of problem solving and mathematical disposition based on the pretest. A total of 15 mathematics lessons focused on writing activities were administered to the experiment group for two months, while the textbook-based traditional lessons were given to the comparison group. Both quantitative and qualitative methods were adopted to analyze the data. The results of the present study showed that essay writing-centered mathematics teaching is statistically superior that the textbook-based mathematics teaching with respect to students' problem solving and mathematical disposition. In addition, it was evidenced that essay writing-centered mathematics instruction makes an influence on students' perceptions toward essay-based assessment in a positive way.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.653-674
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• 2023

The development of mathematical problem solving ability and the making(transforming) mathematical problems are consistently emphasized in the mathematics curriculum. However, research on the problem making methods or the analysis of the characteristics of problem making methods itself is not yet active in mathematics education in Korea. In this study, we concretize the method of deductive problem making(DPM) in a different direction from the what-if-not method proposed by Brown & Walter, and present the characteristics and phases of this method. Since in DPM the components of the problem solving process of the initial problem are changed and problems are made by going backwards from the phases of problem solving procedure, so the problem solving process precedes the formulating problem. The DPM is related to the verifying and expanding the results of problem solving in the reflection phase of problem solving. And when a teacher wants to transform or expand an initial problem for practice problems or tests, etc., DPM can be used.

• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.2
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• pp.1-6
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• 2012

This paper introduces a model of practice education for creative problem solving, using five steps on CPS. Learners can get the motivation about development of creative thinking and problem solving skill through the theory of CPS. Furthermore, they can apply problem solving skill to various problem. As a result of the study, the learners could realize the importance of the problem definition and the creative problem solving method. We proposed a guideline about five steps of CPS method and a method about idea evaluation. So, we established the education model about leaners can get the creative problem-solving skill more efficiently.

• Journal of Gifted/Talented Education
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• v.18 no.1
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• pp.1-21
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• 2008

The purpose of this study was to develop problem-solving inquiries for the science gifted and to analyze the effects of problem-solving inquiries. The problem-solving inquiries were composed of scientific knowledge, scientific inquiry skills and creative thinking. The problem-solving inquiries were applied to the science gifted attending the institute of the gifted education. The test of science-creative problem solving (TSCPS) was used to know effects of improvement of science-creativity and the result of TSCPS showed the improvement of science creativity. The analysis of student-student dialogues during experiments showed that the type of dialogue was different on the type of problem-solving inquiry. The dialogue of convergent thinking was frequently showed up on the problem-solving inquiry needed logical thinking whereas that of divergent thinking on the problem-solving inquiry needed idea generation. The problem-solving inquiries had a positive effects on the improvement of the science-creativity.

• Proceedings of the Korean Information Science Society Conference
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• 2001.10a
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• pp.586-588
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• 2001

회로분할 기법은 VLSI 설계뿐만 아니라 많은 분야에서 응용될 수 있어 오랫동안 연구가 행해졌다. 대부분의 회로분할 휴리스틱에서 Fiduccia-Mattheyses(FM) 방법을 핵심 기술로 사용하고 있다. 회로 분할 문제는 또한 다른 컴비네토리얼 문제에서처럼 해 공간에서 최적해를 찾는 문제로 볼 수 있는데. GWW(Go With the Winners) 방법은 해 공간을 검색하는 성공적인 패러다임 중의 하나이다. 본 논문에서는 “GWW” 패러다임을 FM 방법에 접목시켜 회로를 분할하기 위한 휴리스틱을 제안한다. MCNC 벤치마크 회로를 이용하여 전형적인 FM 방법에 의한 결과와 “GWW”패러다임을 접목하여 얻은 결과를 비교하였다. 실험결과는 매우 고무적이다.

• Journal of the Korean association of regional geographers
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• v.19 no.4
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• pp.764-774
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• 2013

In this study we reviewed how acid rain as the global environmental problems was dealt with geography textbooks from Korea and England. The results are as follows. First, unlike geography textbooks from England, the concept and criteria of acid rain are not explained exactly in Korea geography textbooks. Second, whereas the cause of acid rain was explained with natural and artificial factors in geography textbooks from England, in Korea the artificial factors only were explained. But if the artificial factors only will be introduced to students, they may misunderstand about the acid rain. Third, the results and policies of acid rain were provided in geography textbooks from Korea and England. But whereas they were deal with separately in Korea, in textbooks from England they were provided with their patterns and concrete cases. So it is necessary to provide the exact concept, results and processes of the global environmental problems structurally in geography textbooks. And it is necessary to provide the results and their policies of the global environmental problems with concrete cases for students' understanding and sympathy about them. If the concepts and causes of global environmental problems are not understood previously, it is possible to stimulate only the moral and ethical aspects too much when the results and policies of them is introduced in geography textbooks.

• Proceedings of the Korea Water Resources Association Conference
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• 2021.06a
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• pp.196-196
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• 2021

상수관망은 많은 관을 통해 물의 수요가 있는 곳으로 물을 공급해주는 역할을 하는 사회기반 시설물이다. 상수관망 설계의 요점은 두 가지로 구분할 수 있다. 첫 번째 요점은 다양한 종류의 관배치로 인한 상수관망 설계안의 많은 경우의 수이다. 두 번째 요점은 상수관망 내 절점의 최저 요구수압 등의 제약조건이다. 두 가지 요점이 있는 상황에서 상수관망 설계비용의 최소화를 위한 상수관망 최적설계는 많은 계산이 요구된다. 많은 계산이 요구되기 때문에 상수관망 최적설계에 최적화 기법을 적용할 수 있다. 본 연구에서 상수관망 최적설계를 위해 적용된 최적화 기법은 Hybrid Rate(HR)를 개선한 Hybrid Vision Correction Algorithm(HVCA)이다. HVCA는 Vision Correction Algorithm(VCA)을 기반으로 추가적인 전역탐색을 실행하는 Centralized Global Search(CGS)의 적용 및 자가적응형 매개변수인 Hybrid Rate(HR)를 적용하여 사용성과 성능을 개량한 알고리즘이다. HVCA의 기존 HR은 선형적으로 증가하는 형태이다. 선형적으로 증가하는 HR로 인해 HVCA는 최적해 탐색과정에서 지역해에 빠지는 문제가 발생하였다. HVCA의 문제를 해결하기 위해 HR을 비선형적으로 증가하는 형태로 개량하였다. HR이 개량된 HVCA를 수자원공학 문제인 상수관망 최적설계 문제에 적용하여 결과를 비교하였다. 적용결과 HR이 개량된 HVCA가 기존의 HVCA보다 낮은 설계 비용을 나타내었다. 상수관망 최적설계 적용결과를 바탕으로 HR이 개량된 HVCA는 상수관망 최적설계 이외의 수자원공학 문제에도 적용가능할 것이다.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.526-532
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• 2005

The purpose of this study was to analyze physics problem solving processes to qualitative and quantitative problems in the area of 'Force and Motion' in high school science. The students who have already learned the area of 'Force and Motion' during the first semester of 10th grade have taken physics test to choose students who have basic knowledge of physics. Eight students were selected. After explaining the purpose and the procedure of this study, think-aloud method was instructed to the students, and the students practiced it. After that, the students solved three problems in each quantitative and qualitative type. Then, the questionnaire of belief system on physics and physics problem solving and the prerequisite knowledge test were administered. By recording the students' solving processes, protocol was made and analyzed. After solving problems, the students expressed their confidence, intimacy, and preference. Quantitative problems needed much time at planning step than qualitative problems did. Moreover, solving time was longer and repeating frequency was more than those of qualitative problems. It seemed because even though the students qualitatively knew the answer, they should determine the given quantitative conditions, consider formulae, and recall the specific numbers. Since the students usually got access to many quantitative items in their physics study, they were accustomed to solve problems by using formulae. In addition, they put confidence in formulae, so they tended to solve problems quantitatively. As the result, they preferred quantitative problems to qualitative problems.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.3
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• pp.143-161
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• 2023

The purpose of this study was to investigate whether students' creative problem-solving skills improve through project-based courses. Rather than measuring overall competencies, the focus was specifically on measuring the improvement of problem-solving skills. The study involved a literature review, the design of project-based courses, and the assessment and analysis of students' competencies before and after the courses. The results of the study are as follows: Firstly, the measurement of students' creative problem-solving skills before and after the project-based courses indicated an overall improvement in the five dimensions of problem identification, analytical thinking, flexible thinking, alternative generation, and a proactive attitude. Secondly, significant correlations were found among these five dimensions, particularly strong correlations were observed between problem identification and alternative generation, problem identification and analytical thinking, and analytical thinking and alternative generation. To generalize the findings of this study, further research is needed to apply similar approaches in different types of courses and across various universities and departments.

• School Mathematics
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• v.18 no.3
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• pp.541-569
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• 2016

The purpose of the study is to investigate elementary school students' creativity-integrated thinking ability and problem solving ability of core ability in 2015 revision curriculum of mathematics department. In addition, the relation between students' creativity-integrated thinking ability and problem solving ability was analyzed on problem solving process. As result, students' both abilities showed moderate level. Furthermore, students' creativity-integrated thinking ability and problem solving ability showed positive correlation.