• Journal of Korean Elementary Science Education
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• v.17 no.1
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• pp.75-87
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• 1998

The problem solving processes of elementary school children who are talented in science have been seldom studied. Researchers often resort to thinking aloud method to collect data of problem solving processes. The major purpose of the study is investigating high ability elementary school students' problem solving processes through the analysis of written responses to science problems in everyday context. 67 elementary students were participated Chungcheongbuk-do Elementary Science Contest held on October, 1997. The written responses of the contest participants to science problems in everyday context were analyzed in terms of problem solving processes. The findings of the research are as follows. (1) High ability elementary students use various concepts about air and water in the process of problem solving. (2) High ability elementary students use content specific problem solving strategies. (3) The problem solving processes of the high ability elementary students consist of problem representation, problem solution, and answer stages. Problem representation stage is further divided into translation and integration phases. Problem solving stage is composed of deciding relevant knowledge, strategy, and info..ins phases. (4) High ability elementary students' problem solving processes could be categorized into 11 qualitatively different groups. (5) Students failures in problem solving are explained by many phases of problem solving processes. Deciding relevant knowledge and inferring phases play major roles in problem solving. (6) The analysis of students' written responses, although has some limitations, could provide plenty of information about high ability elementary students' problem solving precesses.

• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.429-440
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• 2017

This study investigated the influence of paired think-aloud problem solving on interactions among the pedagogical content knowledge (PCK) components considered in the processes of making written test items by pre-service chemistry teachers. The processes of making written test items using paired think-aloud problem solving in four small groups consisting of two pre-service chemistry teachers were recorded and transcribed. The analysis of the results revealed that the 'assessment in science education' of the five PCK components, regardless of the roles (solver or listener), was most frequently used in making written test items. 'Subject matter knowledge' and 'students' were also frequently used although less than the previous component. However, 'curriculum for science education' and 'instructional strategies and instruction for science education' was a little used. In the aspects of integration, the integrations between two or three components of various types were frequently found. The integrations among four or five components were also slightly found. However, the integrations of 'curriculum for science education' with the other components were less frequently found. The integrations of 'instructional strategies and instruction for science education' with other components were hardly found. The usefulness, limitations, and effective use of paired think-aloud problem solving as a strategy improving competency to make written test items and the PCK of pre-service teachers were discussed on the basis of the results.

• Journal of Sasang Constitutional Medicine
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• v.15 no.3
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• pp.74-87
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• 2003

Purpose This study checked the present conditions of looking into self-checking questionnaires for indentifing Sasangin. And then it will give key knowledges of developing new questionnaires. Method The 22 papers reported in journals from 1986 to 2003 were analysised on each purpose, method, subjects, and results. Result On questionnaires for indentifing Sasangin(I) have been written a paper of reliability, a paper of validation, and a paper of comparison of responses. On QSCC have been written 2 papers of validation, and 2 papers of comparative validation with other questionnaires. On QSCC II have been written a paper of reliability, 2 papers of validation, and 2 papers of comparison of responses, a paper of standardization, a paper of comparison of another questionnaires, and a paper of simple questionnaires. On QSCC III have been written a paper of validation, and a paper of comparison of responses, a paper of comparison of another questionnaires. On QSCC II + have been written 3 papers of reliability and a paper of comparison of another questionnaires. After analying, the problems were two. One was the subject problem, the size (2 papers ; 9%) and homeostasis age/sex (13 papers ; 59%). Qnother was the constitution problem, 4 constitutions (20 paper ; 90.9%) and identifying indicator (17 papers ; 77.3%).

• Journal of Digital Contents Society
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• v.13 no.1
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• pp.67-74
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• 2012

Students with learning disabilities need special education programs. In the traditional class, those students may not be satisfied with their studies. Thus, it is important to provide individualized class for those students. Classes using smart devices may give one of the solutions for individualized class. Unlike the typical mathematical problems, written problems require students to use various cognitive strategies, mathematical reasoning, inference ability, and so on. In this sense, written problems are good tools to develop the logical minds for students with learning disabilities. In this paper, a WOE-based smart learning system is proposed to help those students develop learning abilities. The proposed system has the following characteristics. First, students can learn naturally problem-solving abilities by following the work-out examples given from experts. Second, the proposed system can invoke motivation and interests of students using attractive icons and guidance rules provided with smart phone. Third, the proposed system can provide self-directed study for those students. The proposed system is applied for some students with learning disabilities. The following results are obtained. First, the individualized study can be possible since the system can provide continuous feedbacks and level-differentiated classes. Second, students can increase written problem solving abilities with natural understanding of study contents from smart phone. Finally, satisfaction, study motivation, and self-concept of students are increased through their successful experience during study processes.

• Research in Mathematical Education
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• v.3 no.1
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• pp.57-68
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• 1999

In this paper, we investigate the comparative effectiveness of two kinds of instructional methods in transfer of mathematics learning: one based on the situated cognition, i.e. situated learning (SL) and the other based on traditional learning (TL). Both classes (of grade 2) studied addition and subtraction of 3-digit numbers. After that, they completed two written tests (Written Test 1 included computation problems, Written Test 2 included computation problems and story problems) and a real situation test. As a result, no significant differences were found between the two groups' performance on computation skill in Written Tests 1 and 2. But the SL group performed significantly better on the performance of story problem and real situation test than TL group. This result indicated that the SL made improvement in transfer of mathematics learning. As a result of interviews with 12 children of the SL group were able to use contextual resources in solving real situation as well as story problems.

• Lingua Humanitatis
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• v.5
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• pp.55-74
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• 2003

The issues concerning the nature of the attitude toward the study of national language may vary from country to country, depending on the national or racial characteristics. The problem domains and the methodologies dealing with them may vary accordingly. Ever since the Korean language was equipped with a writing system in the year of 1443 through King Sejong's long-cherished desire, investigations have been constantly made into the real nature of the language itself in pursuit of a better method for representing the spoken language in written form. This is how the study of the Korean language began to take shape. Among such investigations are Hunmin-jeong-eum(the Korean script: 1446) compiled by Jiphyon-jon, the royal office of schloarly researches, Doongguk-jeonghun-yokhun (the orthodox script of Korean: 1448), Hongmu-jeonghun-yeokhun(interlinear gloss for the Chinese script of the Ming Dynasty: 1455), An Orthodox Approach to Written Korean (1909) by the institute of the National Script, Re Standardized Spelling System (1933) by Chosun Language Society, An Authorized Dictionary of Standard Korean (1936), How to Write Borrowed Words(1940), and A Grand dictionary of Korea (1947-57). Chu Shi-Gyung's Phonetics of the Korean Script(1908), Korean Grammar(1910), and Sound Patterns of Korean(1914) were all written in this vein; so was Choi Hyun-Bae's Uri-mal-bon (the rudiments of Korean Grammar: 1929/1937). All these achievements in the study of the Korean language are the end-products of the constant endeavor to solve the issues related to the spoken and written farms of the Korean language. And this is how the uniqueness and autonomy of the language study in korea have been established. It should be borne in mind, however, that, in seeking solutions to the problems inherent in the Korean linguistic studies of foreign countries. On the contrary, they have been very active in accommodating such results. While they have set up their problem domains on the basis of the korean language, they been progressively open-minded in looking for the solutions to the problems at hand.

• Journal of The Korean Association For Science Education
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• v.21 no.5
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• pp.906-923
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• 2001

This study investigated university students' (majoring physics education) understanding of some aspects of idealization frequently used in teaching and learning of physics, especially of mechanics. A total of 143 students were given a Questionnaire of six questions requiring written responses. Out of the six questions, the first three were concerned with basic idealized concepts, the next two with the making of the assumptions of ideal conditions for given problem settings, and the last with the identification of the idealization used in the given solution of a problem. Students' written responses were grouped into patterns and the relative frequencies of the patterns were counted. It was found that the students had limited understanding of the idealization and their ideas were diverse and frequently incorrect. The implications of the findings are discussed in relation to the roles of idealization in physics education.

• Journal of Digital Contents Society
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• v.8 no.2
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• pp.121-127
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• 2007

For human beings, language is the most important means of communication. Bloom and Lahey see successful language development as an interaction between form, content, and use. Language knowledge is a social phenomenon produced in a socio-cultural environment through interaction. Teachers have traditionally concentrated on the structure of their student's writing rather than on the message. If writing is to be seen as an interactive social process between humans, it is the content which is responded to. Language acquisition could be a major problem for hearing-impaired children and their acquisition of written language is characteristically problematic. This study is to search the use of microcomputers in written conversational methods, which enable the hearing-impaired student to hear their conversations in a visual form and which usefully extend their written language learning opportunities.

• Research in Mathematical Education
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• v.16 no.4
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• pp.265-276
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• 2012

These days, with the emphasis on statistical literacy, the importance of communication is the focus of attention. Communication about statistics is important since it is a way of describing the understanding of concepts and the interpretation of data. However, students usually have trouble with expressing what they understand, especially through writing. In this paper, we examined preservice teachers' difficulties when they wrote about statistical concepts. By comparing preservice teachers' written responses and interview transcripts of the variance concept task, we could find the missing information in their written language compared to their verbal language. From the results, we found that preservice teachers had difficulty in connecting terms contextually and conceptually, presenting various factors of the concepts that they considered, and presenting the problem solving strategies that they used.

• Journal of The Korean Association For Science Education
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• v.17 no.2
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• pp.201-207
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• 1997

This study was performed to survey the achievements in problem solving by the inquiring experiment, which was done by the superior group in the traditional cocepts-centered written tests. The purpose of this study was to identify characteristics of inquiring experimental assessment by analyzing differences between concepts-centered written and inquiring experimental tests. The subjects of this study was 211 applicants. They are the superior group of the 9th grade students, and score in the top 1% of total achievements percentage in school. They also have passed the primary entrance examination. The inquiring experimental test was developed according to the curriculum in school, and is composed of 5 subcategories: problem-perception and formulating hypothesis, designing an experiment, carring out an experiment, recording data and drawing conculsion, and generalizing conculsions and communicaton. The checklists of each subcategory were made and testing methods were divided into observation and report. The major results of this study are as follows: 1. The achievements in each subcategory of inquiring experimental performance were very low in the superior group who took the concepts-centered written tests. 2. The results of factor and correlation analyses in this study confirmed the abilities measured by inquiring experimental assessment differed from abilities measured by existing tests. These results indicated that even students who achieved high in scientific knowledge, these abilities were not automatically transformed inquiry process which many other abilities were integrated into. Therefore, problem solving ability requires integrated abilities which are fostered by inquiring experimental tasks. This suggests that new instrument for assessment must be developed to measure integrating ability especially where scientifically gifted students are selected, or where entrance examinations to the science schools are administered.