• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.213-231
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• 2011

The purpose of this study was to investigate knowledge types which the elementary science gifted students would use when solving a science problem, and to examine characteristics and types that were shown in the science problem solving process. For this study, 39 fifth graders and 38 sixth graders from Institute of Education for the Gifted Science Class were sampled in one National University of Education. The results of this study were as follows. First, for science problem solving, the elementary science gifted students used procedural knowledge and declarative knowledge at the same time, and procedural knowledge was more frequently used than declarative knowledge. Second, as for the characteristics in the understanding step of solving science problems, students tend to exactly figure out questions' given conditions and what to seek. In planning and solving stage, most of them used 3~4 different problem solving methods and strategies for solving. In evaluating stage, they mostly re-examined problem solving process for once or twice. Also, they did not correct the answer and had high confidence in their answers. Third, good solvers had used more complete or partially applied procedural knowledge and proper declarative knowledge than poor solvers. In the problem solving process, good solvers had more accurate problem-understanding and successful problem solving strategies. From characteristics shown in the good solvers' problem solving process, it is confirmed that the education program for science gifted students needs both studying on process of acquiring declarative knowledge and studying procedural knowledge for interpreting new situation, solving problem and deducting. In addition, in problem-understanding stage, it is required to develop divided and gradual programs for interpreting and symbolizing the problem, and for increasing the understanding.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.527-546
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• 2010

As research results, male schoolchildren were found to solve problems more easily in the area of basic process skills while female schoolchildren were found to solve problems in the area of integrated process skills. Schoolboys showed the high tendency to solve problems in a planning pattern by memory, or solving pattern in which they are fully aware of the contents of both questions and choices in answer sheets, or the pattern which they are fully aware of distracters in answer sheets; in contrast, schoolgirls showed a high tendency to get a good result by analyzing both questions & choices in answer sheets or analyzing a chart, graph and illustration, which explains that female schoolchildren tend to solve problems in more diverse ways than male schoolchildren. In case of a poor achiever, male schoolchildren tend to make a failure while trying to find answers in an inadequately understood state or trying to solve on mistaken memories while doing questions immediately while female schoolchildren showed a lot of solving patterns based on mistaken memories or wrong analyses of a chart, illustration, or graph. Such results are believed to offer the implications on the understanding of male/female schoolchildren in their problem-solving pattern of their exploratory ability in elementary science and on its subsequent program development.

• The Bulletin of The Korean Astronomical Society
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• v.44 no.2
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• pp.71.3-71.3
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• 2019

Previously we developed a method of coronal force-free field construction using vector potentials. In this method, the boundary normal component of the vector potential should be adjusted at every iteration step to implement the boundary normal current density, which is provided by observations. The method was a variational method in the sense that the excessive kinetic energy is removed from the system at every iteration step. The boundary condition imposing the normal current density, however, is not compatible with the variational procedure seeking for the minimum energy state, which is employed by most force-free field solvers currently being used. To resolve this problem, we have developed a totally new method of force-free field construction. Our new method uses a unique magnetic field description using two scalar functions. Our procedure is non-variational and can impose the boundary normal current density exactly. We have tested the new force-free solver for standard Low & Lou fields and Titov-Demoulin flux ropes. Our code excels others in both examples, especially in Titov-Demoulin flux ropes, for which most codes available now yield poor results. Application to a real active region will also be presented.

• Journal of The Korean Association For Science Education
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• v.13 no.1
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• pp.31-47
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• 1993

This study was intended to find the characteristics of the middle school students' thinking processes and problem spaces when they solved the physics problems. Ten ninth grade students in Chon-Buk Do, Korea were participated in this study. The researcher investigated their thinking processes in solving 5 physics problems on electric circuit. "Thinking aloud" method was used as a research method. The students' thinking processes were recorded using an audio tape recorder and transfered into protocols. The protocols were analyzed by problem solving process coding system which was developed by Lee(1987) on the basis of Larkin's problem solving process model. The results are as follows : (1) On the average 2.85 items were solved among 5 test items, and only one person could solve all of the items correctly. (2) Problems were solved in sequence of understanding the problem, planning, carrying out the plan, and evaluating steps regardless of the problem difficulty. (3) In regard to the thinking process steps, there was no difference between the good solvers and the poor ones. But in the detail performance of problem solving, the former was different from the latter in respect with using the design of general solving procedure. (4) The basic problem spaces by the item analysis were divided into two classes. One was the problem space by using Qualitative approach in problem solving, and the other was one by using Quantitative approach. As novices in physics problem solving, most of the students used the problem space by using the Quantitative approach.

• Journal of The Korean Association For Science Education
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• v.14 no.1
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• pp.85-102
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• 1994

The purpose of this study was to analyze students' physics problem solving processes and to find the patterns of their problem spaces when high school and university students solved the physics problems. A total of 51 students in a high school and in two universities participated in this study. Their thinking processes in solving 5 physics problems on electric circuit were recorded by using 'thinking aloud' method and were transferal into protocols. 'The protocols were analyzed by the coding system of problem solving process. One of the major theoretical contributions of the computer simulation approach to problem solving is the idea of problem space. Such a concept of problem space was applied to physics problems on electric circuit in this study, and students' protocols were analyzed by the basic problem spaces which were made up from the item analysis by the researcher. The results are as follows: 1) On the average 4.0 test items among 5 ones were solved successfully by all subjects, and all of the items were solved correctly by only 19 persons among all of them. 2) In regard to the general steps of problem solving process, there was little difference for each item between the good solvers and the poor ones. But according to the degree of difficulty of task there was a good deal of difference. For a complex problem all of 4 steps were used by most of students, but for a simple one only 3 steps except evaluating step were used by most of them. 3) It was found in this study that most of students used mainly the microscopic approach, that is, a method of applying Ohm's law on electric circuit simply and immediately, not using the properties of electric circuits. And also it was observed that most of students used the soloing tom below, that is, a solving path in which they were the first to calculate physical Quantities of circuit elements, before they caught hold of the meaning of the given problem regardless of the degree of difficulty.