• Journal of the Korean earth science society
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• v.30 no.1
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• pp.141-151
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• 2009

Inquiry has been emphasized in science classrooms, but the problems shown in the inquiry are somewhat different with ones that students usually meet and experience in everyday life. The purpose of this study is to investigate how attitudes toward the task and thinking skills affect students' problem solving process, especially, the way of creating a problem space and elaborating problem solving strategies when they have little schema. The difference in students' problem solving strategies of Lego Robotics class, one of the summer programs for $4^{th}-6^{th}$ grade gifted students, which is new to them, was investigated. The results are as follows: (1) The difference in attitudes toward the task, or selection and identification of the missions, and the perception of operators, affected creating a different problem space. (2) Different level of thinking skills, or analytical and flexible thinking, efficient elaborative skill, and application of schema affected a different level of elaboration of the problem space and resulted in asuccess rate of problem solving. (3) Different initial problem space resulted in different problem solving strategies. But without thinking skills, students could not elaborate problem solving strategies efficiently. Several instructional recommendations to promote scientific inquiry were suggested based on the results.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.511-536
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• 2017

The present study aims to investigate ways in which pre-service secondary mathematics teachers anticipate 1) students' responses to specific mathematical tasks which are chosen or devised by the participating pre-service teachers as requiring students' higher cognitive demand and, 2) their roles as math teachers to scaffold students' mathematical thinking. To achieve the goal, we had our pre-service teachers to engage in an adapted version of Spangler & Hallman-Thrasher(2014)'s Task Dialogue writing activity whose focus was to develop pre-service elementary teachers' ability to orchestrate mathematical discussion. 14 pre-service teachers who were junior at the time enrolled in the Mathematics Teaching Method Course were subjects of the current study. In-depth analysis of both Task Dialogues which pre-service secondary mathematics teachers wrote and audiotapes of the group discussions while they wrote the dialogues suggests the following results: First, the pre-service secondary teachers anticipated how students would approach a task based on their own teaching experiences. Second, they were challenged not only to anticipate more than one correct students' responses but to generate questions for the predicted correct-responses to bring forth students' divergent thinking. Finally, although they were aware that students' knowledge should be the crucial element guiding their decision-making process in teaching, they tended to lower the cognitive demands of tasks by providing students with too much guidance which brought forth the use of procedural knowledge. The study contributes to the field as it provides insights as to what to attend in designing teacher education course whose goal is to provide a foundation for developing pre-service teachers' ability to effectively orchestrate mathematical discussion.

• Health and Mission
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• s.4
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• pp.46-49
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• 2005

빈곤과 질병은 인류의 역사만큼 오래된 전통(?)이며 어떻게 보면 앞ㆍ뒷면과 같아서 빈곤의 악순환(vicious cye of poverty)이라는 연결고리 속에서 긴밀하게 연결되어 있다. 이러한 사실은 의료문제의 해결이 빈곤문제의 해결을 위해 기여할 수도 있고, 의료 문제의 악화가 빈곤문제의 심화를 초래할 수도 ......

• Journal of the Korean earth science society
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• v.25 no.8
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• pp.647-655
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• 2004

PISA (Program for International Student Assessment) 2003, the second cycle of PISA, collected data with respect to students' cross-disciplinary problem solving capabilities. Problem solving is defined as the ability to use cognitive processes to solve real cross-disciplinary problems. For the purpose of PISA 2003 assessment, three problem types were chosen: Decision Making, System Analysis and Design, and Trouble Shooting. For this paper a preliminary analysis on Korean students' responses to the PISA 2003 problem-solving items was conducted. The quantitative analysis mainly focused on the difficulties of the PISA 2003 items, while the quantitative analysis dealt with students' responses to open-ended items, which helped understand Korean students' cognitive style and reasoning processes. According to the item analysis result, Korean students had difficulty in representing their answers with pictures or graphs, and interpreting long and complex text. They also showed low achievement with relatively unfamiliar topics or tasks. The paper concluded with several suggestions on improve the quality of science education.

• 정보화사회
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• s.118
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• pp.18-20
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• 1997

서기 2000년 문제해결을 위한 접근 방법은 우선 고객의 입장에서 2000년 연도표기 문제의 인식을 하고, 비즈니스와 시스템, 어플리케이션의 측면에서의 영향평가를 거쳐 계획을 수립하고, 대응전략의 선정 및 전략계획을 수립하는 것이다.

• Communications of Mathematical Education
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• v.14
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• pp.349-370
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• 2001

21C 사회는 실생활의 많은 현상들과 문제들을 수학적으로 해결하기 위한 능력을 요구하고 있다. 따라서, 21C가 요구하는 수학교육의 역할도 실생활에서 접하는 현상 또는 문제들의 수학적 모델을 구성하여 해를 구하고, 그 결과를 실생활에 비추어 해석하는 경험을 제공하고 그 능력을 발전시키는 것을 포함한다고 하겠다. 따라서, 본 연구는 수학적 모델링이 수학에 대한 사회적 요구를 달성할 수 있는 효과적인 하나의 방법이 될 것이라는 믿음을 가지고, 수학적 모델링 활동을 중학교 수학 교육의 중심 제재인 함수의 지도에 활용하기 위한 구체적 실천방안을 논의한다. 이를 위해 연구문제를 '1. 일선 수학 교사들은 수학적 모델링의 개념을 어느 정도 파악하고 있으며 그 활용가치와 활용 가능성에 대해 어떻게 판단하고 있는가?', '2. 중학교 함수 영역의 수학적 모델링 수행 과제와 그에 따른 구체적 평가 기준안을 개발한다.’로 설정하고, 연구문제 1을 해결하기 위해 임의로 선택된 서울과 경기도의 현직 수학교사 47명을 대상으로 설문조사를 실시하였으며, 연구문제 2를 해결하기 위해서는 설문결과에서 얻은 현장의 요구를 바탕으로 중학교 함수 영역의 수학적 모델링 수행과제와 구체적인 평가 기준안을 개발한 후, 개발된 과제와 평가 기준안은 현직교사 3인의 자문을 얻어 내용 타당도와 신뢰도를 검증하였다.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 2009.05a
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• pp.101-106
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• 2009

수학적 사고의 입장에서 중등학생들이 수학적 문제해결에 논리적 사고와 직관적 사고가 어떻게 작용하는지를 연구하는 것은 수학교육에서 중요하고도 흥미로운 과제의 하나이다. 본 연구의 주된 목적은 중등학교 영재학생을 대상으로 이러한 문제를 조사하는 것이다. 특히 이들 중등영재학생들의 논리적 사고와 직관적 사고에 대한 선호도와 논리적 문제의 문제해결능력 사이의 관계를 조사한다.

• Journal of Gifted/Talented Education
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• v.2 no.1
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• pp.213-237
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• 1993

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2021.11a
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• pp.229-229
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• 2021

국제항해 상선 해기사의 수급차질의 원인을 진단하고 현상황 지속시 예상되는 문제젬을 도출한 후 이러한 문제를 해결하기 위한 방안으로서 수급대책과 추진하여야 할 과제를 제시하였다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.6
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• pp.2543-2547
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• 2011

This paper suggests a new method for team-based learning which is focusing on the individual job assignment to solve the possible problems of free riders, dysfunctional conflicts, and hostility among students. Especially, it examines that if a method using job assignment could reduce the adverse effects of peer evaluation. This study was executed during one semester. Each team was organized with seven members and an independent job among seven different jobs was assigned to each member. At the end of the semester, it was examined that if individual job assignment had solved the possible problems of free riders, dysfunctional conflicts, and hostility among students. Finally, this study found that a new method of team-based learning using a job assignment lessened a problem of free riders, and reduced dysfunctional conflicts and hostility among students comparing with the peer evaluation method. The suggested method in this paper, which focuses on the job assignment of team project, could improve the efficiency of team-based learning in education course.