• 한국수학교육학회지시리즈C:초등수학교육
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• 제15권2호
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• pp.91-106
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• 2012

본 연구는 예비교사 교육과정 수업에 PBL을 적용하여 수업단계별로 초등예비교사들이 어떻게 문제를 해결하는지 그 과정을 탐색하고자 하였다. 이를 위하여 예비교사 3학년으로 구성된 6명의 학생들을 중심으로 교실수업을 참여관찰하고 자료를 수집하였다. 그 결과 PBL 1단계 문제 이해 단계에서는 문제 파악하기와 문제해결계획서를 작성하는 활동을 하였다. 기존 문제의 틀에서 벗어난 PBL문제를 만나고 혼란스러워 하는 모습을 보였으나 토론을 통해 문제해결계획서를 작성하면서 문제가 요구하는 것에 대한 깊은 이해를 갖게 되었다. PBL 2단계 교육과정탐색단계에서는 문제해결을 위한 탐색과정과 재탐색과정을 가졌다. 학생들은 폭넓은 지식을 접하였고 사회적 상호작용을 통해 의도하지 않았던 영역에까지 학습영역을 확대하면서 문제해결을 위해 스스로 계획하고 해결하는 자기주도적 학습능력이 향상되었다. PBL 3단계 문제해결단계에서는 최적의 해결책을 선정하고 발표, 공유하였다. 학생들은 많은 자료들 중에서 문제 해결에 가장 적절한 내용을 선별하였으며 PBL을 통해 기존의 학습방법에서는 느낄 수 없었던 학습의 특별한 즐거움을 알게 되었다.

• 한국수학교육학회지시리즈A:수학교육
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• 제48권2호
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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.

• 한국간호교육학회지
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• 제17권2호
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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.

• East Asian mathematical journal
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• 제35권4호
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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.

• 지식경영연구
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• 제16권3호
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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.

• 한국초등수학교육학회지
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• 제15권2호
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• pp.437-461
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• 2011

본 연구는 초등 수학영재들이 'n${\times}$n 격자점에서 정사각형 개수 구하기' 과제를 해결하는 과정에서 나타나는 메타인지 요소를 분석하여 이것이 문제해결과정에 어떻게 서로 상호작용을 하며, 또 메타인지 요소가 문제해결의 성패에 어떤 영향을 미치는 지를 살펴보고자 하였다 이를 위하여 현재 우리나라의 대표적인 3가지 영재교육기관(지역공동영재학급, 교육지원청부설 영재교육원, 대학부설 과학영재교육원)별로 각 1명씩 총 3명(기관의 순서대로 각각 학생 C, 학생 B, 학생 A라 함)을 대상으로 3시간 정도가 걸리는 수업을 연구자가 직접 참여한 관찰과 수업 녹화용 비디오 및 활동지 분석, 그리고 수업 후 면담 등을 통해 질적 사례 연구를 실시하였다.

• 대한수학교육학회지:학교수학
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• 제8권3호
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• pp.265-290
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• 2006

본 연구의 목적은 엑셀의 활용이 일차함수의 문제해결에 어떤 영향을 미치는가를 알아보는데 있다. 엑셀을 활용한 교수실험 전과 후에 학생들의 함수에 관한 문제해결에서의 변화를 알아보기 위해 사전 사후 문제해결검사를 실시하였다. 문제해결검사 분석은 정확한 과정-대상관점, 근접한 과정-대상관점, 부정확한 과정-대상관점으로 범주화해 이루어졌다. 문제해결검사 분석 결과, 교수실험에 참여한 학생들 모두 일차함수에 관한 문제해결관점이 바람직한 방향으로 변화되었다. 엑셀을 활용한 탐구학습환경이 지필환경의 제한점을 보완할 수 있다는 시사점을 도출하였다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제5권1호
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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.

• 공학교육연구
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• 제18권3호
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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.

• 한국초등과학교육학회지:초등과학교육
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• 제28권1호
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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.