• Journal of Elementary Mathematics Education in Korea
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• v.21 no.4
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• pp.663-686
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• 2017

The purpose of this study was to identify the effects of convergent approach of mathematics education on students' problem-solving ability and self-efficacy by designing and applying mathematics curriculum based on STEAM. The results are as follows. First, the test results between the two groups did not show any statistically significant difference in terms of problem solving ability, but the experimental group showed a higher average score than the comparative group. Compared with the standard deviation of the experimental group, It can be seen that the level of difference between students is great. This suggests that STEAM-based mathematics lessons have a positive effect on the problem solving ability of low-level students. Second, the results of the self-efficacy t-test of STEAM-based mathematics class showed statistically significant results at a 5% significance level. In the sub-domain, the preference for the difficulty of the mathematics task, except math self-confidence and the math self-regulation efficacy, were statistically significant at a 5% significance level. This study shows that STEAM-based mathematics classes have a positive effect on the students' positive aspects. Through the STEAM program, students learn that mathematics is connected with other fields, and it provides an opportunity to explore on their own, and they more became interested, motivated, and achievement. Also, through the results of the STEAM-based mathematics class, it can be seen that the expressive power and self-confidence are increased by using the non-formal representation outside of the existing formal representation center. The result of this study can be summarized as follows: A STEAM-based mathematics class has a positive effect on problem solving ability and self-efficacy. Therefore, it is interpreted that the application of the STEAM program focusing on mathematics accounts for education effectives.

• 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.25 no.3
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• pp.607-627
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• 2011

The purpose of this study is to analyse teaching and learning effects of the structural-mapping used instruction and to find out the characteristics of problem solving process in permutation and combination. For this study, two classes of 11th grade students(67 students) were randomly selected from S high school in D city. One of them was assigned to the experimental group and the other to the control group, respectively. Four lectures of the structural-mapping used instruction were carried out in the experimental group and same amount of lectures of the text book oriented instruction were carried out in the control group. The research findings are as follows. First, the structural-mapping used instruction is shown to be more effective in achievement than the traditional textbook-oriented instruction. Second, the ball-box model is found out to be easier and simpler than the selection-distribution model. Third, students who used the ball-box model are properly able to use both model.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.433-442
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• 2021

The purpose of this study is to develop an artificial-intelligence STEAM program for real-time interactive online class for elementary science and to analyze its effect on science academic achievement and creative problem-solving ability. The applied unit was 'Life of plant', a 4th grade science subject with high difficulty in teaching and learning mainly by memorization. The theme of the program is 'Creating a doctor of plant artificial intelligence chatbot'. The results of this study were as follows: The program developed in this study had a positive effect on elementary school students' science academic achievement and creative problem-solving ability. Therefore, the artificial intelligence STEAM program for elementary science interactive online class is effective in improving students' scientific academic achievement and creative problem-solving ability, and further research on artificial intelligence STEAM education theory, method, and practice is required.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.314-327
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• 2011

The purpose of this study was to investigate secondary science teachers' general perceptions of scientific and creative problem solving. The secondary science teachers responded to a survey. The results indicated that most of the teachers perceived enhancing scientific and creative problem solving skills as one of the most important goals in teaching science. However, they hardly implemented instructions for scientific and creative problem solving in their science lessons. They reported the absence of specialized teaching strategies and assessment tools for scientific and creative problem solving, and university entrance exam-oriented social and educational atmosphere as major barriers. In addition, the teachers tended to present limited understanding of scientific and creative problem solving, which is merely focused on creativity. Considering the results, it was thought that a guide to a clear conception of scientific and creative problem solving was needed. Also, many teaching strategies and appropriate assessment tools for adopting and scientific and creative problem solving were required.

• The Journal of Korean Association of Computer Education
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• v.15 no.1
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• pp.33-41
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• 2012

The purpose of this study was to examine the effectiveness of problem-based learning(PBL) of information communication ethics on the problem-solving skills of fifth- and sixth-grade elementary school students about information communication ethics and their attitude. The findings of the study were as follows: First, the PBL-based teaching materials for information communication ethics could serve to stir up the interest of students by letting them face problem situations caused by the disfunction of the information society. Second, a wide variety of teaching-learning activities including cooperative learning and discussion were implemented while the selected students performed the given problem-solving tasks, and the activities had a very good effect on PBL-based information communication ethics education. Third, PBL-based information communication ethics education could be one of effective ways to boost not only the problem-solving skills of students but the teaching interest and capability of teachers.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.432-442
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• 2022

This study aims to apply a maker education program in an online class for a unit in elementary science entitled "Life of a Plant." Furthermore, it aims to investigate the effect of the program on the interest of students in science and creative problem-solving. The theme of the proposed maker education program is "Making a fairy tale audio book with the theme: the life cycle of a plant." The program consists of activities intended to produce creative audiobooks using concepts learned from the TMI maker education model stage. The result points to the positive effect of maker education on the interest of elementary school students in science and creative problem-solving. Therefore, applying the maker education program to online classes for elementary science is effective in improving the interest of students. In addition, further research is required to effectively apply the maker education program to online classes in science.

• School Mathematics
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• v.7 no.3
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• pp.303-318
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• 2005

If students can use mathematics to solve their problems and learn the mathematical knowledge through it, they may think mathematics useful and valuable. This study is for the teaching through problem solving in mathematics education, which I consider in terms of the problem-based learning and mathematical modeling. 1 think mathematical modeling is applied to teaching mathematics as a problem-based learning. So I developed the teaching model, and showed the example that students learn the formal and hierarchic mathematics through mathematical modeling.

• School Mathematics
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• v.11 no.1
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• pp.165-186
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• 2009

Problem-Based Learning has many implications on teaching and learning. Through the problem-Based Learning, students device their plans to solve the given problems and discuss with workers to find and share some ideas or mathematical contents needed to solve those problems. In this paper we studied characteristics of Problem-Based Learning problem and tried o find out the standard criterion of problem analysis that were appropriate to Problem-Based Learning. We applied them to analyze problems in textbooks and problems that were developed for Problem-Based Learning. Using he result, the further research questions and implications were suggested.

• Journal of Science Education
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• v.33 no.2
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• pp.353-364
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• 2009

The purpose of this study was to develop 'the problem situations' for the Problem Based Learning(PBL) and to examine it's effects on the science achievement and the attitude towards science learning. Also the students' perception on the PBL model was examined. The topics of the problem situations developed were 'the future energy for reducing the green house effect' and 'the Indonesian forest fire and the El Nino'. The coaching strategies for the PBL were designed and implemented to 10th grade high school students in the science classes, the results are follows; First, the science achievement of the group of PBL is significantly higher than those of group of traditional teaching. Second, the scores of the test of attitude toward science learning of the group of PBL is significantly higher than those of group of traditional teaching. Third, the students' perception of the PBL was positive. Many students have interests and motivations in PBL, some students have difficulties in learning on the PBL. In the students' personal reflection notes the step of a problem statement is the hardest one of the PBL model. Therefore, this study suggests that developing the problem situations based on real context is of great importance for implementing a problem based learning model continuously.