• The Mathematical Education
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• v.31 no.2
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• pp.109-119
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• 1992

The primary purpose of the present study is to provide the sources to improve the mathematical problem solving performance by analyzing the effects of the belief systems and the misconceptions of the middle school students in solving the problems. To attain the purpose of this study, the reserch is designed to find out the belief systems of the middle school students in solving the mathematical problems, to analyze the effects of the belief systems and the attitude on the process of the problem solving, and to identify the misconceptions which are observed in the problem solving. The sample of 295 students (boys 145, girls 150) was drawn out of 9th grade students from three middle schools selected in the Kangdong district of Seoul. Three kinds of tests were administered in the present study: the tests to investigate (1) the belief systems, (2) the mathematical problem solving performance, and (3) the attitude in solving mathematical problems. The frequencies of each of the test items on belief systems and attitude, and the scores on the problem solving performance test were collected for statistical analyses. The protocals written by all subjects on the paper sheets to investigate the misconceptions were analyzed. The statistical analysis has been tabulated on the scale of 100. On the analysis of written protocals, misconception patterns has been identified. The conclusions drawn from the results obtained in the present study are as follows; First, the belief systems in solving problems is splited almost equally, 52.95% students with the belief vs 47.05% students with lack of the belief in their efforts to tackle the problems. Almost half of them lose their belief in solving the problems as soon as they given. Therefore, it is suggested that they should be motivated with the mathematical problems derived from the daily life which drew their interests, and the individual difference should be taken into account in teaching mathematical problem solving. Second. the students who readily approach the problems are full of confidence. About 56% students of all subjects told that they enjoyed them and studied hard, while about 26% students answered that they studied bard because of the importance of the mathematics. In total, 81.5% students built their confidence by studying hard. Meanwhile, the students who are poor in mathematics are lack of belief. Among are the students accounting for 59.4% who didn't remember how to solve the problems and 21.4% lost their interest in mathematics because of lack of belief. Consequently, the internal factor accounts for 80.8%. Thus, this suggests both of the cognitive and the affective objectives should be emphasized to help them build the belief on mathematical problem solving. Third, the effects of the belief systems in problem solving ability show that the students with high belief demonstrate higher ability despite the lack of the memory of the problem solving than the students who depend upon their memory. This suggests that we develop the mathematical problems which require the diverse problem solving strategies rather than depend upon the simple memory. Fourth, the analysis of the misconceptions shows that the students tend to depend upon the formula or technical computation rather than to approach the problems with efforts to fully understand them This tendency was generally observed in the processes of the problem solving. In conclusion, the students should be taught to clearly understand the mathematical concepts and the problems requiring the diverse strategies should be developed to improve the mathematical abilities.

• The Journal of Korean Association of Computer Education
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• v.14 no.6
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• pp.41-51
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• 2011

Informatics curriculum has been revised for informatics principles and concepts to effectively teach. According to the revised curriculum, researches are verifying the educational effects of algorithmic thinking and problem-solving abilities using programming language by applying it to various area. However, researches in programming education considering the level of student are yet incomplete. This research has analyzed the impact of the perceived level of problem solving on the performance of project completeness. As results of difference of project completeness, a high perceived level of problem solving group's performance of project completeness was higher than a low perceived level of problem solving group's one. Analysis of the impact of the perceived level of problem solving on the performance of project completeness, 'problem finding' factor had a significant impact. This research suggested the importance of 'problem finding' and self-reflecting introspective 'reviewing' stages in problem solving process using programming language.abstract of your study in English. This space is for the abstract of your study in English. This space is for the abstract of your study in English.

• Women's Health Nursing
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• v.20 no.4
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• pp.246-254
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• 2014

Purpose: The purpose of this study was to analyze the effectiveness of simulation-based maternity nursing practice by applying problem based learning (PBL) on the problem solving process, self-confidence in clinical performance and nursing competence of nursing students. Methods: This study was one group pre-posttest design, with 123 third year nursing students. Data were collected from March 19 to May 29, 2013 as the students completed their simulation practice class. Students completed a survey about their problem solving process, self-confidence, and nursing competence at the beginning and the end of the class. Results: Students' problem solving process, self-confidence, and nursing competence showed significant improvements after the simulation-based maternity nursing practice. Conclusion: Therefore, it is recommended that current maternity nursing curriculum should be reviewed and improved, and the students should be provided variety of simulation-based education and maternity nursing skills.

• Journal of Korean Academy of Nursing Administration
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• v.17 no.1
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• pp.106-114
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• 2011

Purpose: This study was done to examine effects of task performance style, communication ability and their interaction on problem-solving ability and nursing competency of nursing students participating in a nursing management practicum. Methods: The study was a non-equivalent control group non-synchronized design. Participants were 56 fourth year nursing students (25 in the cooperative task group and 31 in the individual task group) and data were collected from March to September 2010. Additionally, two groups were classified based on communication ability of students and four groups were classified by their task performance style and communication ability. Problem-solving ability and nursing competency were measured pre- and post-test and compared between groups. Data were analyzed using SPSS Windows 17.0 program. Results: Neither problem-solving ability and nursing competency were statistically significantly different according to task performance style. Nursing competency was statistically significantly higher in the high communication group compared to the low communication group. Problem-solving ability was significantly different among the four groups classified by task performance style and communication ability. Conclusion: Nursing educators may need to improve students' communication ability to improve nursing competency and also assign different tasks based on communication ability of nursing students to improve problem-solving ability.

• Research in Mathematical Education
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• v.5 no.1
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• pp.59-75
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• 2001

This paper reports an investigation of problem solving activities of students at university level students. The study focused on the cognitive-metacognitive and affective activities appeared in problem solving process. The cognitive-metacognitive framework was used to analyzed and categorize the written response and free response of interviews probing the students\\` cognitive-metacognitive activities. Affective factors were assessed by administering the problem solving survey (Carlson, The emergence of students\\` problem solving behavior, 1999). This study provide an insight for the design of problem solving instruction by identifying cognitive, metacognitive and affective characteristics of the students\\` problem solving behaviors. The results report that the metacognitive factor were significantly related to problem solving performance interacting with both cognitive and affective factors.

• The Journal of Korean Association of Computer Education
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• v.8 no.5
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• pp.43-50
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• 2005

The purpose of the study was to compare the effects of two instructional methods, which were the instructor-led instruction and the simulation delivery instruction on students' well-structured and ill-structured problem solving performance and motivation. 29 undergraduate students participated in the study and repeated measure design was used. We found significant difference of means in ill-structured problem solving performance and only relevance scale in motivation.

• Journal of Industrial Convergence
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• v.21 no.10
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• pp.159-166
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• 2023

This study is a descriptive research study to confirm the mediating effect of Problem-Solving Skills in the relationship between Confidence in Performing Core Nursing Skills and Clinical Performance of nursing college students. Participants included 211 nursing college students from S university in D city. Data was collected from August 14 to August 18, 2023 using a self-report questionnaires. The collected data were analyzed by descriptive statistics, Pearson's correlation coefficient, sem function and sobel function using the R.4.2.2 program. In this study, it was found that there was a significant positive correlation between the Confidence in Performing Core Nursing Skills, Problem-Solving Skills, and Clinical Performance, and it was confirmed that Problem-Solving Skills partially mediated the relationship between onfidence in Performing Core Nursing Skills and Clinical Performance. Therefore, it is suggested that Performing Core Nursing Skills and Problem-Solving Skills should be improved in order to improve the Clinical Performance of nursing college students.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.180-187
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• 2002

The aim of this study was to investigate the factors affecting earth science problem-solving performances of elementary school pre-service teachers. The participants of the study were 81 students attending an elementary school teacher education university. The instruments of the study were paper-and-pencil tests, questionnaires, and interviews. The tests mainly measured the participants' problem solving abilities in the motions of the moon and the planets. Correlation and multiple regression techniques were used for data analysis. The results demonstrated that the pre-service teachers' problem solving abilities were low. Problem-solving performances were affected by the procedural knowledge, the participants' perception of the past earth science performance, self-efficacy, and the prerequisite declarative knowledge. Contrary to our expectation, the spatial visualization ability was not found to be related to the problem-solving performances. Implications of the study are drawn, and suggestions are made for further research.

• Journal of The Korean Society of Integrative Medicine
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• v.11 no.1
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• pp.71-78
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• 2023

Purpose : This study was purposed to analyze the effectiveness of PBL (Problem-Based Learning) classes and to derive class improvement plans. Methods : The subjects of the study were 48 students who took the 4th grade clinical dental hygiene course at S University located in Chungcheongnam-do of South Korea in 2021. A single-group pre and post experimental study was designed to verify whether there were significant changes in the research variables of students who participated in the class to which problem-based learning was applied. A paired-sample t-test was conducted for the collected data of 46 respondents. Results : As a result, the degree of improvement in problem clarification, cause analysis, and alternative development among the five sub-areas of problem-solving ability was statistically significant. This means that the problem-based learning class positively affects dental hygiene major students' ability to clarify problems, the ability to analyze causes to collect and analyze information, and the ability to develop alternatives to make decisions, thereby improving overall problem-solving abilities. However, the improved post-score was not statistically significant in the planning/execution and performance evaluation of the remaining two subdomains. In addition, post-scores of the leader aspect, opinion exchange, opinion evaluation, and opinion integration, which are sub-domains of collaborative self-efficacy, all showed great statistical significance. Problem-based learning improved the collaborative efficacy of dental hygiene major students overall by positively influencing the ability to lead a team, exchange and evaluate each other's views, and constructively integrate different views. Conclusion : It was found that both the subject's problem-solving ability and cooperation efficiency improved under the influence of problem-based learning. On the other hand, implications for improvement of the future class such as the necessity of supplementing strategies to promote planning and execution ability for problem solving, and ability to evaluate problem solving performance was suggested.

• Communications of Mathematical Education
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• v.2
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• pp.181-191
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• 1997

The purpose of this study is to provide the primary sources to improve the problem solving performance by analyzing the errors and the strategies selection of the high school students when solving given algebraic problems. To attain the purpose of this study, the questions for investigation in this study are : 1. What are the differences / similarities in the patterns of errors committed by successful and unsuccessful problem-solvers when solving particular algebraic problems ? 2. What are the error types chosen by unsuccessful problem-solvers when solving particular algebraic problems? 3. Do students utilize checking, either locally or globally, when solving particular algebraic problems? Twenty students were drawn out of 10th grade students in J girls' high school in Yengi -gun, Chung-Nam, for this study. The problem-solving test was used as a test instrument. From the data, the verbal protocols and the written protocols were analyzed by the patterns. The conclusions drawn from the results obtained in the present study are as follows: First, in solving particular algebraic problems, when the problems were solved with one strategy, most students didn't give any consideration to other strategies. So mathematics teachers should teach them to use the various strategies, and should develop the problems to be used the various strategies. Second, in solving particular algebraic problems, errors on notions or transformations of equations were found. Thus, the basic knowledges related to equation should be taught. In addition, most unsuccessful students seleted the strategies inadequately to solve the problems because of misunderstanding the problems. So, to improve the problem solving performance the processes of 'understanding problem' should be emphasized to students. Third, although the unsuccesful students used the 'checking' processes when solving the problems, most of them did not find the errors because of misconceptions related to the problems, carelessness, and unskillfulness of checking. Thus, students must be taught more carefully and encouraged to use the checking.