• 대한수학교육학회지:학교수학
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• 제11권4호
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• pp.665-683
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• 2009

본 연구는 문제해결력을 증진시키기 위한 방안으로 상황을 제시한 후 W(상황표현하기)-Q(문제 만들기)-A(답하기)에 의한 단계별 활동을 하여 그 효과성을 알아보았다. 이 방법을 2학년에게 한 학기동안 20차시를 적용한 결과 문제해결력은 향상된 것으로 나타났고, 태도에서는 융통성은 향상되었고 나머지 영역은 유의미한 차이는 없었지만 전반적으로 평균이 높아진 것을 확인할 수 있었다. 따라서 WQA 문제만들기 활동은 아동의 문제해결력을 증진시키고 태도를 개선하는 좋은 방법임을 알 수 있었다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제25권1호
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• pp.21-45
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• 2011

본 연구는 4명의 중학교 3학년 학생들이 주어진 표적 문제를 해결하는 과정을 분석하여 학생들이 보이는 다양한 활동 요소 중 구조적 유사성의 인식, 분석적 활동 그리고 비교 활동에 주목하여 이들 활동이 표적 문제의 해결에서 어떤 역할을 하는지 살펴보았다. 4명의 학생들의 문제 해결 과정을 개별적으로 관찰하고 면담한 후, 이 과정에서 학생들이 보인 반응을 분석하여 다음과 같은 결과를 얻었다. 표적 문제의 해결에 근원 문제의 해법을 적용할 수 있는 토대를 마련하는데 도움을 주는 활동 중의 하나로 구조적 유사성의 인식이 그 역할을 수행할 수 있음을, 또 문제 해결을 위해 추측한 사실에 대한 진위 여부의 판단 근거로 분석적 활동을 활용함을 확인하였다. 그리고 표적 문제의 문제점을 인식하게 하여 표적 문제의 해결 방향을 설정하는데 도움을 제공하는 것으로 비교 활동을 활용함을 확인하였다. 따라서 현장에서 수학을 가르치는 교사는 표적 문제의 해결을 위해 유사 문제와의 구조적 유사성, 분석적 활동 그리고 비교 활동에 초점을 맞추어 문제의 해결을 지도하는 노력이 요구된다. 뿐 만 아나라 본 연구에서 언급한 세 가지 요소 이외에 더 많은 요소가 있을 수 있으며 그 요소들의 역할을 탐구하는 후속연구도 필요하다.

• 한국과학교육학회지
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• 제27권4호
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• pp.309-317
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• 2007

이 연구는 우리 과학수업환경에 적합한 문제해결 모형 및 학습자의 문제해결 활동 단계를 안내하는 활동도구를 개발하고, 이를 과학수업에 적용하여 중학생들의 문제해결 활동에 대한 인식을 알아보는데 있다. IDEAL, CPS, SSCS 문제해결 모형을 고찰하여, 문제해결 단계를 문제탐색, 계획실행, 결과발표, 발표평가 등의 4단계 선정하였다. 그리고 문제해결 단계별 활동요소를 선정하여 각각의 문제해결 단계를 안내하는 활동도구를 각각 개발하였다. 중학교 1학년 2개 학급 과학수업에 개발한 문제해결 모형 및 활동도구를 적용하여 중학생들의 문제해결 활동에 대한 인식을 조사하였다. 문제해결 활동은 과학수업에 더 참여적이고, 흥미를 갖게 하며, 실생활의 문제를 해결하는데 도움을 준다고 응답하였다. 따라서 문제해결 활동은 중학생들의 과학수업에 대한 긍정적인 인식을 갖게 하는데 유용한 교수학습활동이며 또한 실생활 소재의 문제해결 활동은 생활 주위에서 일어나는 문제에 흥미와 호기심을 가지고 실생활의 문제를 해결하려는 태도를 기르는데 유용한 교수학습활동이라 사료된다.

• 대한수학교육학회지:수학교육학연구
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• 제12권2호
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• pp.265-274
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• 2002

The purpose of the paper is to provide the importance of matacognition as a factor to correct the errors generated by the intuition. For this, first of all, we examine not only the role of metacognition in mathematics education but also the errors generated by the intuition in the mathematical problem solving process. Next, we research the possibility of using metacognition as a factor to correct the errors in the mathematical problem solving process via both the related theories about the metacognition and an example. In particular, we are able to acknowledge the importance of the role of metacognition throughout the example in the process of the problem solving It is not difficult to conclude from the study that emphasis on problem solving will enhance the development of problem solving ability via not only the activity of metacognition but also intuitive thinking. For this, it is essential to provide an environment that the students can experience intuitive thinking and metacognitive activity in mathematics education .

• 한국생활과학회지
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• 제19권2호
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• pp.245-256
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• 2010

The purpose of this study is on the effect of the Baduk play activity upon a child's intelligence, problem solving and delay of gratification. 68 participants (36 from the test group and 32 from the regulation group) were selected from 5 year old children who attend two elementary school annexed kindergartens for a pre-test and post-test in order to verify the effect of the Baduk play activity. The Baduk play activity was applied to the test group 3 times a week from the 3rd week of March, 2008 until the 3rd week of October, 2008. In this study, K-WPPSI, CPS and delay of gratification test were used to measure the effect of the activity. As a result, it can be construed that the Baduk play activity gives children a more positive influence upon their activity and overall IQ, ability of problem- solving and delay of gratification.

• 공학교육연구
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• 제10권3호
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• pp.93-108
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• 2007

연구의 목적은 효율적인 기술적 문제해결과 관련 있는 특성을 구명하는 것이다. 연구의 목적을 달성위하여 대전 소재 C대학교 공과대학 재학생을 대상으로 기술적 문제해결 활동을 분석하고 효율적인 문제해결자와 비효율적인 문제해결자의 문제해결 활동을 비교하였다. 그 결과, 다음과 같은 결론을 도출하였다. 기술적 문제의 효율적인 문제해결자와 비효율적인 문제해결자는 문제해결 활동 중에서 해결 방안 모형화하기 활동과 문제점 확인하기 활동의 소요 시간, 결과 평가하기 활동의 빈도와 소요 시간에서 차이를 보인다. 효율적인 문제해결자가 비효율적인 문제해결자보다 해결방안 모형화하기 활동과 문제점 확인하기 활동에 더 많은 시간을 소요하며 결과 평가하기 활동은 낮은 빈도와 적은 시간을 소비한다.

• 대한공업교육학회지
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• 제30권1호
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• pp.1-18
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• 2005

The purpose of this study was to development a model of problem solving instruction for improving practical skill-competence in technical high school. For the study, various literature researches were reviewed intensively about problem solving process, laboratory instruction's approaches and learning principals. The problem solving instruction process was composed with identifying problems, generating alternative solutions, investigation and research, choosing a solution, acting on a plan, modeling of problem solving, testing and evaluating, redesigning and improving. The skills schema combines a four domain of skilled activity, that is, cognitive skills, psychomotor skills, reactive skills and interactive skills. The problem solving instruction was composed with five major learning systems-emotional, social, cognitive, physical, and reflective-that can be used extensively as generic lesson plashing. The teacher serves as a coach or guide for student learning. As a facilitator, the teacher challenges, questions, and stimulates the students in their thinking, problem solving and self-directed study. In this process, students represent problem with think aloud, assume responsibility for their learning and move from teacher-centered to student-centered education.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권3호
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• pp.265-280
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• 2012

This study aims to provide implications from mathematics education perspective by designing a process of 'validity review on the problem solving process', and then, by analyzing the results. In the result of analysis on the features of children's thinking in accordance with 4 stages of problem solving, children's thinking was equally observed in every stage rather than intensively observed in one stage, and reflective thinking related to important elements from each stage of problem solving process was observed. In the result of analysis of changes in description for problem solving process, there was a difference in the aspects of changes by children's knowledge level in mathematics, however, the activity of validity review on problem solving process in overall induced positive changes in children's description, especially the changes in problem solving process of children. Through the result of this study, we could see that the validity review on problem solving process promotes children's reflective thinking and enables meta-cognition thus has a positive influence on children's description of problem solving process.

• 아동학회지
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• 제18권2호
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• pp.267-282
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• 1997

The purpose of this study was to examine (1) problem solving processes, and (2) the relationship between problem solving abilities and emotional stability in preschool children. Sixty children, 4, 5, and 6 years of age were selected as subjects from 2 kindergartens. Their problem solving abilities were assessed with the Sink and Float activity and their emotional stability was measured with the House-Tree-Person test. General abilities for problem solving developed with increase in children's age. That is, age differences were found in all 3 problem solving processes of generating, testing, and applying hypotheses. No differences between sexes or kindergarten program were found. Children's emotional stability was significantly related to problem solving ability. While the relationship between emotional stability and processes of generating and applying hypotheses was not significant, emotionally stable children performed better in free play.

• 한국컴퓨터정보학회논문지
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• 제23권9호
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• pp.163-169
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• 2018

Problem solving by programming has a lot of influence on computational thinking improvement. Programming learning has been self-directed based on the individual's thoughts and principles. However, the revised informatics curriculum in 2015 puts importance on collaborative learning. Collaborative learning emphasizes results differently from cooperative learning, which emphasizes problem-solving processes. And cooperative learning leads to structured learning, such as role sharing and activity stages, within a small group, while collaborative learning leads to unstructured learning. Therefore, it is becoming more in collaborative learning that peer interaction can be affected by learners' cognitive style. In this paper, we propose the effect of cognitive style on problem solving ability in collaborative learning for problem solving by programming. As a result, collaborative learning was effective in improving problem solving ability and there was no significant difference in cognitive style.