• Journal of Advanced Marine Engineering and Technology
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• 제20권3호
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• pp.162-170
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• 1996

A numerical study on the Stefan problem occurred in cryosurgery is performed. Crank-Nicholson type finite difference algorithm based on the enthaly method is adapted to solve the phase change problem in this study. As it is a moving boundary problem, special emphasis is put on the estimation of the freezing front location. Two cases selected here are freezings of human tissue by disk type cryoprobe and by hemispherical one. In both cases, the heat flows are considered to be one dimensional. The calculated results using enthalpy method are compared with those using the program TRUMP and with Neumann's solution. These results agree guite well with each other. While it is pretty difficult to get accurate freezing front location by TRUMP due to the so- called "phase change knee" occured during the phase change, the algorithm based on the enthalpy method is proved to be very powerful to cope with this kind of problem.f problem.

• Educational Technology International
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• 제14권2호
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• pp.137-166
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• 2013

Problem-based learning (PBL) in engineering education has been implemented in various ways. The wide range of PBL methods sometimes creates difficulties in implementing PBL. The purpose of this study was to identify the major variables that a teacher considers in PBL designs for an engineering course and suggest specific PBL methods according to the PBL design variables. This study was conducted using a review research method involving 21 studies from a range of engineering education fields. The results showed that the major variables that engineering professors need to consider when applying PBL are the authenticity of the PBL problem and the method of providing knowledge or information that the learners must know to solve the given problem. Based on the two variables identified, the following four types of PBL methods for engineering education are suggested: 1) lecture-based problem, 2) guided problem-based learning, 3) problem-based learning and 4) co-op problem-based learning.

• 한국사회복지학
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• 제64권2호
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• pp.111-131
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• 2012

본 연구의 목적은 성인 남성가구주의 문제음주가 배우자 음주에 미치는 영향을 가정폭력이 매개하는 가를 검증하는 것이다. 연구를 위해 한국복지패널(Korea Welfare Panel Study)의 1차년도 자료를 활용하였으며, 만19세-65세 미만의 성인기에 해당하는 남성가구주와 그 배우자에 대한 자료를 추출하여 총 3,284가구를 대상으로 구조방정식 모형을 사용하여 분석하였다. 연구결과 첫째, 남성가구주의 문제음주수준이 증가할수록 배우자의 문제음주수준이 증가하는 것으로 나타났다. 둘째, 남성가구주의 문제음주수준이 증가할수록 배우자 폭력이 증가하는 것으로 나타났다. 셋째, 남성가구주의 문제음주는 배우자폭력을 매개로 여성배우자의 문제음주에 영향을 미치는 것으로 나타났다. 즉, 남성가구주의 문제음주수준이 증가할수록 배우자에 대한 폭력이 증가하였고 이는 여성배우자의 문제음주 수준을 증가시키는 것으로 나타났다. 이러한 연구결과들을 토대로 사회복지실천현장에서 음주와 가정폭력의 이중 문제에 대한 통합적인 개입이 필요하며, 특히 배우자폭력 피해자들이 나타내는 음주문제를 감소시킬 수 있는 포괄적이고 전문적인 프로그램 개발을 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.

• 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.

• 대한지구과학교육학회지
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• 제7권1호
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• pp.133-143
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• 2014

The purpose of this study was to examine the effect of scientific discussion classes focusing problem finding on the primary school students' scientific creative problem solving ability, science process skills and attitude toward science class. To verify this research problem, the subject of this study was fifth-grade students selected from four classes of M elementary school located in Busan city. For four months, the experimental group of 51 students was taught using the "scientific discussion classes focusing problem finding". The control group also of 53 students was taught in normal classes which used a text-book. All students were given pre and post test to verify the effects of scientific discussion classes focusing problem finding on the primary school students' scientific creative problem solving ability, science process skills and attitude toward science class. The results from this study are as the following. First, the scientific discussion classes focusing problem finding were effective in scientific creative problem solving ability among the primary school students. It is possibly because in the process where one student compare his/her own thoughts with the others' ones and discuss them. Second, the scientific discussion classes focusing problem finding were effective in science process skills among the primary school students. Third, the scientific discussion classes focusing problem finding were effective in attitude toward science class. In conclusion, the scientific discussion classes focusing problem finding had positive effects on improvement of primary school students' scientific creative problem solving ability, science process skills and also could lead to a change in students' cognition about science class to a positive way. Therefore, the scientific discussion class focusing problem finding is hopefully to be provided as an effective instructive strategy of science class in school in the future.

• 보건교육건강증진학회지
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• 제20권3호
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• pp.109-124
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• 2003

This study conducted multiple logistic regression to investigate what factors and how much they influence problem drinking. In this study, problem drinking was defined by AUDIT and NAST. Most of the studies on problem drinking focused on socio-demographic factors even though problem drinking is caused by bio-psycho- socio-cultural factors. The current study tried to estimate a logistric regression models including socio-demographic, environmental, psychological, economical, emotional, values, and MMPI factors. The best fit model suggested that problem drinking, which was determined by AUDIT, of college students were related to sociodemographic, environmental, psychological, and emotional factors. Students who were male, whose father, brother or sister had been abused alcohol or drug, students thought that his/her mother had not trusted him/her, who worried about his/her health, smokers, who had strong impulsivity, who had three or more feelings among the sorts of feelings, such as sadness, loneliness, boring making him/her feel to drink alcohol were more likely to had drinking problem. Students who were indulgers-who could not help buying things immediately after they saw goods they like, who were smokers, who had low ego-control, who had three or more feelings among the sorts of feelings, such as become excited, anxiousness, healthy were more likely to be dependent on alcohol. The study suggested intervention programs for college students to prevent problem alcohol drinking and alcohol dependency.

• 한국과학교육학회지
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• 제24권1호
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• pp.146-156
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• 2004

The purpose of this study is to look at the use of heuristics when a sixth grader solves a problem. Two research questions have been formulated: The similarities and differences in the use of heuristics when a student solves two problems that are science-knowledge-based and not science-knowledge-based, and the different types of prompts. A male sixth grade student participated in this study. All of the information for the study was collected in three interviews. The interviews began with observing the student's solving problems. The student was asked how and why he solved problem that way. There were some interactions between the researcher and the student during the interview procedures. As results of this study, eight general heuristics were used in both solutions: Check examples for support of an idea: check examples for exceptions to an idea: restate the problem: compare to known examples or patterns: make a hypothesis; check the relevance of other information present; use analogy: and recognize patterns/similarity. There seemed to be more similarities than differences in the type of general heuristic that were used in the two problem solutions. The student was systematic and consistent in his use of the general use of heuristics. Five types of interviewer prompts were detected in the two problem solutions, directional cues, modeling, clarity, problem posing, metacognition and validation.

• 대한가정학회지
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• 제34권2호
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• pp.31-42
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• 1996

The purpose of this study was to examine the mother's perception on the concrete pattern of such behavior problems as noncompliance, jealousy, dependency, hyperactivity and stealing, by analyzing the difference between two cases of her own child and another mother's child relating to her attribution to the behavior problem of the child and the relationship between her attribution and behavioral reaction. This study was carried out by using 515 questionnaires answered by 1000 mothers of children of 7 kindergartens in Ulsan and Taegu, using Melissa Sweitzer's method (1986). The data was subjected to t-test, Pearson's correlation coefficient. T-test was applied to test the difference between two cases of her own child and another mother's child relating to her attribution to the behavior problem of the child and Person's correlation coefficient was estimated to test the relationship between her attribution and behavioral reaction. The result of this study is sumarized as follows : 1. It was shown that the mother's attribution to the behavior problem of the child is less serious when her child showed the behavior problem than when another child dose the problem while her attribution has an affective reaction to the behavior problem of the child. 2. The relationship between the mother's attribution and behavior reaction to the behavior problem of the child appeared variously in accordance with the attribution factor and behavior problem. Then the mother showed more attribution to stability while frequently ignoring the child.

• 대한수학교육학회지:학교수학
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• 제3권2호
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• pp.295-324
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• 2001

Until now, There have been few studies to investigate a degree of abilities or interesting about mathematical problem-posing of first and second grades in elementary school. This is due to the fact that this students(1st and 2nd grades) have a limited amount of study time and their minds are not fully developed, and are lacking in their representation of ability to use the national language. This being the case, it is difficult to investigate their Mathematical problem-posing in a practical manner. However, our 7th elementary school Mathematics curriculum emphasizes the teaching and learning of Mathematical problem-posing from a basic level of first and second grade with emphasis on activity in teaming Mathematics. Through this study, having analysed the problems those children posed, I have found out they improved in numbers and correctness of their posed problems. And I too could found out showing to their much interesting and confidence to mathematical problem-posing and could confirmed for the children to admit themselves its merits through analyzing some questions to ask their opinions to it. I expect that this study can help to develop the teaching and learning materials for mathematical problem-posing and also to improve its methods of elementary school mathematics. The next study task is, I think, that it is necessary to accumulate the studies to investigate and analyse the practical learning activities of children for problem-posing contents of mathematics text books.