• Title/Summary/Keyword: Problem solving process

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The Research on PBL Application in Mathematics Method Course (문제중심학습(PBL)에서 초등예비교사들의 문제해결과정)

  • Lee, Kwang-Ho;Jang, Eun-Ha
    • Education of Primary School Mathematics
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    • v.15 no.2
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    • pp.91-106
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    • 2012
  • This study reports pre-service teachers' problem solving process on the problem-based learning(PBL) employed in an elementary mathematics method course. The subjects were 6 pre-service teachers(students). The data were collected from classroom observation. The research results were described by problem solving stages. In understanding the problem stage, students identified what problem stand for and made a problem solving planned sheet. In curriculum investigation stage, students went through investigation and re-investigation process for solving the task. In problem solving stage, students selected the best strategy for solving the task and presented and shared about problem solving results.

Ability to Shift a Viewpoint and Insight into Invariance in Stage of Mathematical Problem Solving Process (수학 문제 해결 과정에서 사고(발상)의 전환과 불변성의 인식)

  • Do, Jong-Hoon
    • The Mathematical Education
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    • v.48 no.2
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    • pp.183-190
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    • 2009
  • This is a following study of the preceding study, Flexibility of mind and divergent thinking in problem solving process that was performed by Choi & Do in 2005. In this paper, we discuss the relationship between ability to shift a viewpoint and insight into invariance, another major consideration in mathematical creativity, in the process of mathematical problem solving.

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Effect of Simulation-based Practice on Clinical Performance and Problem Solving Process for Nursing Students (시뮬레이션을 활용한 실습교육이 간호학생의 간호수행능력과 문제해결 과정에 미치는 효과)

  • Lee, Myeong-Sun;Hahn, Suk-Won
    • The Journal of Korean Academic Society of Nursing Education
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    • v.17 no.2
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    • pp.226-234
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    • 2011
  • Purpose: The purpose of this study was to identify the effect of a simulation-based practice on clinical performance and problem solving processes for nursing students. Method: The study used a one group pre-post test design. Students experienced a simulation-based practice that included team base learning, skill training, taking a high-fidelity simulation with SimMan 3G, and also being debriefed for 12 weeks (August 2010 to December 2010). The pre-test and post-test were conducted to compare the differences in knowledge, clinical nursing skills, and problem solving processes. Result: After students had received the simulation-based practice, they showed statistically significant higher knowledge (t=14.73, p<.001) and clinical nursing skills (t=15.47, p<.001) than before. However, there was no significant difference in the problem solving process score (t=1.53, p=.127). Conclusion: This study showed that knowledge and clinical nursing skills were significantly improved by the simulation-based practice. Further research would be required to identify how the problem solving process that uses simulation-based practice could be developed further.

A Study on the Problem Solving Competency Represented in the New Seventh Grade Mathematics Textbook (2015 개정 수학 교과서에 반영된 문제 해결 역량 요소 탐색 - 중학교 1학년 함수 영역을 중심으로 -)

  • Hwang, Hye Jeang
    • East Asian mathematical journal
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    • v.35 no.4
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    • pp.407-427
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    • 2019
  • The six core competencies included in the mathematics curriculum revised in 2015 are problem solving, reasoning, communication, attitude and practice, creativity and convergence, information processing. In particular, the problem solving is very important for students' enhancing much higher mathematical thinking. Based on this competency, this study selected the four elements of the problem solving such as problem solving process, cooperative problem solving, mathematical modeling, problem posing. And also this study selected the domain of function which is comprised of the content of the coordinate plane, the graph, proportionality in the seventh grade mathematics textbook. By the subject of the ten kinds of textbook, this study examined how the four elements of the problem solving competency were shown in each textbook.

Case Study on Application of TRIZ Theory and Creative Cost Savings in Architectural Engineering (건축공학에서 트리즈이론의 적용과 창의적 비용절감사례연구)

  • Jang, Myung-Houn;Ko, Dong-Woo
    • Knowledge Management Research
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    • v.16 no.3
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    • pp.65-80
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    • 2015
  • Problems solved by the TRIZ method have been developed and applied in many fields ranging from management as well as engineering. Most of the problems occurring in the construction site should be applied immediately. To solve the problem of building engineering, formulation of the problem solving process using the TRIZ method is needed. This study classified and analyzed the problem solving process of architectural engineering technology in accordance with the procedures of TRIZ, and showed the case of solving problem in the field and the availability of TRIZ theory in architectural engineering. This paper shows that the TRIZ theory can be used as a tool for creative problem solving and cost reduction in architectural engineering.

A Case Study on the Metacognition of Mathematically Gifted Elementary Students in Problem-Solving Process (초등 수학영재들이 수학문제 해결과정에서 보이는 메타인지 사례 연구)

  • Han, Sang-Wook;Song, Sang-Hun
    • Journal of Elementary Mathematics Education in Korea
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    • v.15 no.2
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    • pp.437-461
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    • 2011
  • The purpose of this study was to examine the metacognition of mathematically gifted students in the problem-solving process of the given task in a bid to give some significant suggestions on the improvement of their problem-solving skills. The given task was to count the number of regular squares at the n${\times}$n geoboard. The subjects in this study were three mathematically gifted elementary students who were respectively selected from three leading gifted education institutions in our country: a community gifted class, a gifted education institution attached to the Office of Education and a university-affiliated science gifted education institution. The students who were selected from the first, second and third institutions were hereinafter called student C, student B and student A respectively. While they received three-hour instruction, a participant observation was made by this researcher, and the instruction was videotaped. The participant observation record, videotape and their worksheets were analyzed, and they were interviewed after the instruction to make a qualitative case study. The findings of the study were as follows: First, the students made use of different generalization strategies when they solved the given problem. Second, there were specific metacognitive elements in each stage of their problem-solving process. Third, there was a mutually influential interaction among every area of metacognition in the problem-solving process. Fourth, which metacognitive components impacted on their success or failure of problem solving was ascertained.

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The Effects on Problem Solving of Linear Function Using Excel (엑셀의 활용이 일차함수 문제해결에 미치는 효과)

  • Lee, Kwang-Sang;Cho, Min-Shik;Lew, Hee-Chan
    • School Mathematics
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    • v.8 no.3
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    • pp.265-290
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    • 2006
  • The purpose of this study is to search an effective teaching & learning program by examining how much does Excel affect on problem solving of linear function. This study was based on qualitative case study. Teaching experiment was performed for seven periods with five students in 8th graders. Pre and posts tests were attempted to analyze the changes of student's ability on problem solving of linear function. The analysis of tests were performed in category with correct process-object perspective, near process-object perspective, incorrect process-object perspective. According to this study, the subjects showed an improvement on problem solving perspective of linear function. This meant that lessons using Excel had influenced on the problem solving of linear function. We noticed that exploring the learning environment with Excel could supplement paper-and-pencil environment. We believed that Excel with an intuitive dynamic and explorative skills can play a role in scaffolding to support problem solving of linear function.

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An Investigation of Cognitive-Metacognitive Characteristics in Problem Solving Behavior

  • Yoon, Suk-Im
    • 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.

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Creative Problem Solving Process using TRIZ Contradiction Analysis (트리즈의 모순분석을 활용한 창의적 문제해결 실습과정)

  • Kim, Taioun
    • Journal of Engineering Education Research
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    • v.18 no.3
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    • pp.39-45
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    • 2015
  • Many methods have been suggested for a creative problem solving approach. TRIZ approach is ranked top in its practical application because it is originated from the real patent analysis. This approach is assumed to be generic which can be applied to any types of problems regardless of problem type and its domain. The objective of this study is to propose a creative problem solving approach using TRIZ's contradiction analysis, then introduce a case study of applying this approach to a creative design coursework. Main topic covers a creative problem solving approach, a problem definition using TRIZ contradiction analysis, finding invention principles, and problem solving from the generic approach. For the course project, Roborobo tool is adopted to implement the design concept. This coursework helps students finding a general problem solving approach, and applying a generic solution for their specific problem domain.

The Effects of Background Knowledge on Solving Problems in Learning Scientific Concept (과학 개념 학습에서 배경 지식이 문제를 해결하는데 미치는 영향)

  • Choi, Hyuk-Joon
    • Journal of Korean Elementary Science Education
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    • v.28 no.1
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    • pp.24-34
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    • 2009
  • The purpose of this study is to examine the effects of background knowledge on problem solving. To achieve this aim, I proposed the model which shows problem solving process centering around background knowledge, conducted the lessons concerning the concept 'weightlessness' on pre-service elementary teachers, and then classified the pre-service elementary teachers into several groups by the difference of the results presented in the process of solving the problems on weightlessness. And I examined qualitatively the effects of background knowledge on problem solving through the interview with 11 volunteers. On the cause of the failing the problem solving, the failure of acquiring or activating the background knowledge related to the learning concept was most frequently, secondly the use of the background knowledge unrelated to the learning concept, and thirdly the failure of understanding the teaming concept. To acquire or activate the background knowledge related to the teaming concept was more difficult than to understand the new teaming concept, and the cases that use the background knowledge unrelated to the learning concept failed to solve problem. The result of interview, all interviewee understood the learning concept correctly, but all of them who fail to acquire or activate the background knowledge related to the learning concept, or use the background knowledge unrelated to the learning concept, could not solve the problem.

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