• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.4
• /
• pp.336-344
• /
• 2019

The Ministry of Education (2015) announced the "2015 Revised Curriculum for Elementary and Secondary Schools" and announced that SW (Software) training for elementary and junior high school students to develop Computational Thinking will be gradually introduced from 2018. In addition, 'problem solving' and 'programming' have become important areas. Furthermore, the ability to analyze and utilize big data is becoming more emphasized. We developed and applied the statistical - Python programming convergence curriculum based on the idea that convergence education combining information and mathematics, programming and statistical literacy is needed according to current trends. Before and after the experiment, problem solving ability test and programming / mathematical interest test were conducted and compared with the corresponding sample t-test. According to the analysis results, there were significant differences in the pre- and post-test on problem solving ability, programming interest and mathematical interest at the significance level of 0.05.

• Journal of the Korean School Mathematics Society
• /
• v.23 no.1
• /
• pp.129-158
• /
• 2020

In this study, we presented two geometric tasks to three 11th grade students to identify the characteristics of the images that the students had at the beginning of problem-solving in the problem situations and investigated how their images changed during problem-solving and effected their problem-solving behaviors. In the first task, student A had a static image (type 1) at the beginning of his problem-solving process, but later developed into a dynamic image of type 3 and recognized the invariant relationship between the quantities in the problem situation. Student B and student C were observed as type 3 students throughout their problem-solving process. No differences were found in student B's and student C's images of the problem context in the first task, but apparent differences appeared in the second task. In the second task, both student B and student C demonstrated a dynamic image of the problem context. However, student B did not recognize the invariant relationship between the related quantities. In contrast, student C constructed a robust quantitative structure, which seemed to support him to perceive the invariant relationship. The results of this study also show that the success of solving the task 1 was determined by whether the students had reached the level of theoretical generalization with a dynamic image of the related quantities in the problem situation. In the case of task 2, the level of covariational reasoning with the two varying quantities in the problem situation was brought forth differences between the two students.

• Journal of the Korean Chemical Society
• /
• v.44 no.4
• /
• pp.356-362
• /
• 2000

Students' protocols obtained from audio/video taping of small cooperative group problem solving processes were analyzed in the aspectsof verbal behaviors. The frequencies of the behaviors were com-pared by students' previous achievement level. Students' involvement in the verbal interaction for each level of students in each small group were also investigated. High-ability students ebility students and medium-or low-ability students.No significant differences were found in the subcategories of 'receiving information' or 'asking'. 0nly 3 small groups among 12 groups studied were found tobe bal-anced in students' involvelment. lnvolvement of medium-ability studentstended to be lower than that of high-and low-abilit students.

• Journal of Technology Innovation
• /
• v.24 no.3
• /
• pp.107-137
• /
• 2016

By analyzing a nationwide survey on Korean publics, this study examines the social determinants of public support for three types of scientific research-basic research aimed at pure knowledge, applied research toward industrial application, and research for social problem-solving which aims to enhance ordinary citizens' quality of life. The present study finds the differential effects of social- and political value orientations on the level of public support for respective types of research. As ones have more progressive in their subjective political orientations, they are more likely to support research for social problem-solving than other types of research, while conservatives tend to support basic research and those with neo-liberal ideology tend to support applied research. The Korean public also tends to perceive research for social problem-solving as a counter to basic research while it has been developed against the conventional emphasis on applied research in Korea. Also, the level of support for research for social problem-solving increases with the higher level of trust in scientific authority and expertise, while it has been developed against expertism and included public engagement in science as an important element. Finally, those who have lower income tend to support for research for social problem-solving than other types of research. The implications of these findings are discussed.

• 한국정보교육학회:학술대회논문집
• /
• 2004.08a
• /
• pp.242-249
• /
• 2004

미래사회를 대비하기 위하여 7차 교육과정에서는 창의력과 문제해결력 신장을 그 목표로 하고 있다. 그러나 학교에서의 컴퓨터 교육과정은 지나치게 기능 위주의 내용이나, 단순 컴퓨터 활용교육만을 강조하고 있어 이러한 취지를 잘 살리지 못하고 있다. 이와 같은 문제를 해결하기 위해 컴퓨터 프로그래밍에 대한 관심이 점점 증대되고 있다. 컴퓨터 프로그래밍은 그 자체가 문제 해결 과정을 포항하고 있기 때문이다. 그러나 프로그래밍을 초등학생들이 배우면서 프로그래밍의 기초인 이진법과 이진연산을 쉽게 이해하지 못해 어려움을 많이 겪고 있다. 게다가 이진법은 디지털화의 중심기술로서, 향후 미래사회를 이해하는데 매우 중요한 부분으로 자리 잡아 그 자체로도 큰 중요성을 가지게 되었다. 이에 본 연구에서는 학생들 수준에 맞춰 프로래밍의 기초와 이진법, 이진연산을 학습할 수 있는 교육 방안을 개발하기 위해 'LED 소자를 이용한 프로그래밍의 기초교육 방안'을 설계하여, 고차원적인 문제해결력과 창의성을 기르는 컴퓨터 교육의 한 모델을 제시하였다.

• Communications of Mathematical Education
• /
• v.13 no.2
• /
• pp.701-715
• /
• 2002

창의성과 지능, 뇌 기능 분화의 관계와 수학 창의성과 지능과의 관계에 대해서는 많은 연구가 이루어지고 있으나 뇌 기능 분화와 수학 창의성, 수학 창의적 문제 해결력과의 관계를 규명은 미흡한 상태이고, Balka(1974)의 연구에서는 수학 창의성과 일반 창의성은 관계가 없다는 연구결과가 있다. 이러한 사실을 바탕으로 생각할 때 뇌 기능 분화와 창의성간의 상관관계의 연구에서 얻어진 결과가 수학 창의성과 관계가 있는지 살펴볼 필요가 있다. 본 연구에서 남녀에 따른 뇌기능 분화의 차이와 좌뇌, 우뇌와 전뇌의 수행 수준이 수학 창의적 문제해결력과는 어떠한 관계가 있는지 알아보기 위해 대구광역시 내에 있는 초등학교 5학년의 40명을 대상으로 뇌 기능 분화 검사, 창의성 검사를 실시하여 서로의 관계를 분석했다. 연구 결과 뇌의 기능 분화 발달은 좌뇌는 남자가 우뇌는 여자가 높았으나 통계적으로 의미가 없었고, 전뇌 집단이 수학 창의적 문제해결력이 가장 높았으므로 전뇌를 고루 발달시킬 수 있는 교수전략에 관한 연구들이 계속 되어져야 할 것이다.

• Communications of Mathematical Education
• /
• v.24 no.1
• /
• pp.159-175
• /
• 2010

In this paper we make a new problem solving model using the principle of the lever. Using the model we solved many word problems related with consistency. We suggest new problem solving method using the lever model and describe some characteristics of the method.

• Journal of The Korean Association For Science Education
• /
• v.19 no.4
• /
• pp.635-644
• /
• 1999

The effect of cooperative learning in a heuristic approach (four stage-problem solving strategy) that also emphasized molecular level representation was studied. Three high school classes (N=130) were randomly assigned to St group (using strategy individually), St-Co group (using strategy in cooperative group), and control group. After instruction, students' multiple-choice problem solving ability, strategy performing ability, and the perception of involvement were compared. Students' preferred instruction type was also examined. Although multiple-choice problem solving ability were not different significantly, a significant interaction between the treatment and the previous achievement level was found in strategy performing ability. Analysis of simple effects indicated that the medium-level students in the St group performed better than those in the St-Co group. In the perception questionnaire of involvement. however, the scores of the St group were significantly lower than those of the control group. The instruction type that students most preferred was also St-Co.

• Journal of the Korean School Mathematics Society
• /
• v.21 no.4
• /
• pp.419-443
• /
• 2018

The purpose of this study was to analyze the problem solving strategies of ordinary students, gifted students, pre-service teachers, and in-service teachers with the 'chicken and pig problem,' which has multiple strategies to obtain the solution. For this study, 98 students in the 6th grade elementary schools, 96 gifted students in a gifted institution, 72 pre-service teachers, and 60 in-service teachers were selected. The researcher presented the "chicken and pig" problem and requested them the solution strategies as many as possible for 30 minutes in a free atmosphere. As a result of the study, the gifted students used relatively various and efficient strategies compared to the ordinary students, and there was a difference in the most used strategies among the groups. In addition, the percentage of respondents who suggested four or more strategies was 1% for the ordinary students, 54% for the gifted students, 42% for the pre-service teachers, and 43% for the in-service teachers. As suggestions, the researcher asserted that various kinds of high-quality mathematical problems and solving experiences should be provided to students and teachers and have students develop multi-strategy problems. As a follow-up study, the researcher suggested that multi-strategy mathematical problems should be applied to classroom teaching in a collaborative learning environment and reflected them in teacher training program.

• Journal of the Institute of Convergence Signal Processing
• /
• v.22 no.3
• /
• pp.110-115
• /
• 2021

With the era of the 4th Industrial Revolution, education on artificial intelligence is one of the important topics. However, since existing education is aimed at knowledge, it is not suitable for developing the active problem-solving ability and AI utilization ability required by artificial intelligence education. To solve this problem, we proposes PBL-based education method in which learners learn in the process of solving the presented problem. The problem presented to the learner is a completed project. This project consists of three types: a classification model, the training data of the classification model, and the block code to be executed according to the classified result. The project works, but each component is designed to perform a low level of operation. In order to solve this problem, the learners can expect to improve their computational thinking skills by finding problems in the project through testing, finding solutions through discussion, and improving to a higher level of operation.