• 아동학회지
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• 제23권6호
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• pp.103-119
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• 2002

In this investigation of the effectiveness of the Project Approach Method the 32 4-to 5-year-old subjects (16 each in the experimental and comparative groups) were pre-tested before the Project Approach Method was applied (23 times over 7 weeks) in the experimental group while the comparative group had science activities using standard unit methods of instruction. Then, all the children had a posr-test. Data were analyzed by t-test and ANCOVA. Results showed differences between the experimental group and the comparative group in their scientific problem solving ability. Specifically, effects were found on 14 sub-factors, but no difference were found on 3 sub-factors.

• 한국과학교육학회지
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• 제40권4호
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• pp.385-398
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• 2020

본 연구에서는 서로 다른 학습접근방식의 학생이 유전 가계도 문제 해결 과정상에서 어떠한 차이를 보여주는지 심층적으로 들여다보고자 하였다. 연구 대상은 고등학교 2학년 학생으로 생명과학I을 이수한 학생으로 학업성취수준은 비슷하였으나 학습접근방식이 각각 심층적 접근방식과 피상적 접근방식을 나타내었다. 각 학생의 문제 해결 사례를 심층적으로 분석하기 위해 문제 해결 과정은 비디오 녹화되었고, 문제 해결이 종료된 후에 학생들의 문제 해결 과정에 대한 사고 구술 인터뷰를 실시하였다. 연구 결과, 학생들은 2가지 형질의 유전 원리가 불확실한 문제 상황을 해결하는 과정에서 유사한 오류를 보여주었다. 하지만 심층적 학습접근방식의 학생 A는 자발적으로 2번 반복하여 문제를 해결하면서 3가지 제한 요인에 대해 원리 기반추론을 하며 옳은 개념적 프레이밍을 나타내었다. 검토 단계에서 자료와 본인이 그린 가계도 사이의 일치도를 점검하고, 문제 해결 이후에도 끊임없이 본인의 문제 해결 과정을 점검하였다. 마지막의 문제 해결 과정에서는 성공적인 문제 해결 알고리즘에 근접한 문제 해결 과정을 나타내었다. 하지만 피상적 학습접근방식의 학생 B는 연구자의 권유로 비자발적으로 문제 해결 과정을 반복하였고, 답을 구하려는 목적 지향적인 문제 해결 태도로 인해 문제에서 제시한 일부 정보만을 검토하였다. 문제의 제한 요인에 대해 기억 장치 추론이나 임의적 추론을 통해서 옳지 않은 개념적 프레이밍을 하였고, 이를 수정하지 않고 유지하는 모습을 나타내었다. 본 연구 결과를 통해 심층적 접근방식과 피상적 접근방식의 학생이 문제 해결 과정에서 추론 방식과 개념적 프레이밍의 변화가 어떻게 일어나는지 구체적으로 살펴봄으로써 유전 문제의 접근을 어려워하는 학생들이나 이들을 지도하는 교사들에게 도움을 줄 수 있을 것이다.

• 실천공학교육논문지
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• 제12권2호
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• pp.275-291
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• 2020

본 연구는 프로젝트 학습에 참여한 대학생들을 대상으로 숙달접근목표지향성, 교수지원, 문제해결, 협업능력, 과목만족도간 구조적 관계를 규명하고자 하였다. 연구의 목적을 달성하기 위해 2019년 6월과 12월 두 차례에 걸쳐 설문조사를 실시하였고, 총 283부의 응답 결과를 분석에 활용하였다. 연구 결과, 숙달접근목표지향성과 교수지원이 문제해결, 과목만족도에 정(+)의 영향을 미치고, 교수지원은 협업능력에 정(+)의 영향을 미치며, 문제해결이 협업능력과 과목만족도에 정(+)의 영향을 미치는 것으로 확인되었다. 또한 문제해결은 숙달접근목표지향성과 교수지원이 협업능력과 과목만족도에 미치는 영향을 매개하는 것으로 나타났다. 그러나 숙달접근목표지향성과 협업능력 간의 경로는 통계적으로 유의하게 나타나지 않았다. 이와 같은 연구 결과를 바탕으로 학문적·실무적 시사점을 제언하였다.

• 한국간호교육학회지
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• 제18권1호
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• pp.43-52
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• 2012

Purpose: The purpose of the study was to discover long-term effects of Problem-based learning (PBL) and Simulation Problem-based learning (S-PBL) on critical thinking, problem solving abilities, learning attitude, motivation, and learning satisfaction among nursing students at Cheju Halla College. These students were taking problem based learning and simulation as a problem based learning method with an integrated curriculum. Methods: This study used a pretest-posttest with repeated measure design. Data was collected using convenience sampling from the beginning of the 1st semester to the end of the 2nd year when the PBL and S-PBL were completed by those who were enrolled in the integrated nursing curriculum. One-hundred eighty-three surveys were collected and analyzed during the repeat data collection. Results: There we restatistically significant differences of critical thinking, problem solving abilities, learning attitude, motivation and satisfaction post PBL and S-PBL. Conclusion: This study contributes to our understanding of outcomes from the PBL and S-PBL approach. The students undertaking PBL and S-PBL demonstrated that they developed a more positive attitude about their educational experience. In addition, students' tendency to think critically and problem solve improved through the use of the PBL and S-PBL approach.

• Journal of Computational Design and Engineering
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• 제3권4호
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• pp.295-311
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• 2016

This paper addresses to the flowshop scheduling problem with blocking constraints. The objective is to minimize the makespan criterion. We propose a hybrid combinatorial particle swarm optimization algorithm (HCPSO) as a resolution technique for solving this problem. At the initialization, different priority rules are exploited. Experimental study and statistical analysis were performed to select the most adapted one for this problem. Then, the swarm behavior is tested for solving a combinatorial optimization problem such as a sequencing problem under constraints. Finally, an iterated local search algorithm based on probabilistic perturbation is sequentially introduced to the particle swarm optimization algorithm for improving the quality of solution. The computational results show that our approach is able to improve several best known solutions of the literature. In fact, 76 solutions among 120 were improved. Moreover, HCPSO outperforms the compared methods in terms of quality of solutions in short time requirements. Also, the performance of the proposed approach is evaluated according to a real-world industrial problem.

• 한국수학교육학회지시리즈A:수학교육
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• 제31권2호
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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.

• 대한수학교육학회지:학교수학
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• 제5권3호
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• pp.361-384
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• 2003

본 연구는 연립일차방정식에 관한 문장제에서 IDEAL 문제 해결 모형을 바탕으로 "구조-표현"을 강조한 교수-학습을 실시하였을 때 학생들의 문제해결 과정을 탐구하였다. 연구 결과, 구조-표현을 강조한 학급의 학생들이 이를 강조하지 않은 학급의 학생들보다 문제해결 능력이 향상되었으며, 동치문제, 동형문제, 유사문제를 더 정확하게 구별하였다. 또한, 구조-표현을 강조한 학급의 학생들이 그렇지 않은 학급의 학생들보다 문맥에 대한 이해 및 불완전한 정보 추출에서의 오류, 미지수간의 내적 관계에 대한 수학적 기호표현으로의 불완전한 전이 오류, 적절하지 않은 방정식 생성 오류의 발생 빈도가 적었다. 그리고, IDEAL 문제 해결 모형의 문제의 확인 단계(I)와 문제의 정의 단계(D)에서 학생들이 문제 해결 계획을 수립하기 위해 문제를 읽고 이해하여 문제를 해결하는 과정을 중점적으로 분석한 결과, 직접 변환 모델과 구조 도식 모델이 나타났다.

• 한국과학교육학회지
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• 제14권1호
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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.

• 한국과학교육학회지
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• 제32권8호
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• pp.1333-1344
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• 2012

This study aimed to enhance creative problem solving skill by using the Creative Problem Solving (CPS) learning model which was developed based on creative problem solving approach and five essential features of inquiry. The key strategy of the CPS learning model is using real life problem situations to provide students opportunities to practice creative problem solving skill through 5 learning steps: engaging, problem exploring, solutions creating, plan executing, and concepts examining. The science content used for examining the CPS learning model was "matter and properties of matter" that consists of 3 learning units: Matter, Solution, and Acid-Base Solution. The process to assess the effectiveness of the learning model used the experimental design of the Pretest-Posttest Control-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At the same time, students at the same grade level in the control group learned by conventional learning model. The learning models and students' prior knowledge levels were served as the independent variables. The creative problem solving skill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in all aspects, the students' mean scores of creative problem solving between students in experimental group and control group were significantly different at the .05 level. Also, the progression of students' creative problem solving skills was found highly progressed at the later instructional periods. When comparing the creative problem solving scores between groups of students with different levels of prior knowledge, the differences of their creative problem solving scores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective in enhancing the students' creative problem solving skill.

• 한국시뮬레이션학회:학술대회논문집
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• 한국시뮬레이션학회 2000년도 춘계학술대회 논문집
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• pp.57-66
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• 2000

Production-distribution planning is the most important part in supply chain management (SCM). To solve this planning problem, either analytic or simulation approach has been developed. However these two approaches have their own demerits in problem solving. In this paper, we propose a hybrid approach which is a specific problem solving procedure combining analytic and simulation method to solve production-distribution problems in supply chain. The machine capacity and distribution capacity constraints in the analytic model are considered as stochastic factors and adjusted by the proposed specific process according to the results from independently developed simulation model which includes general production-distribution characteristics.