• Title/Summary/Keyword: and problem solving journal

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An Analysis of the Correlation of Engineering Education Major College Students' Technological Problem Solving Tendency between Technological Problem Solving Capability (공학 교육 전공 대학생의 기술적 문제 해결 성향과 기술적 문제 해결력 간의 상관 관계 분석)

  • Jo, Han-Jin;Kim, Taehoon
    • Journal of Engineering Education Research
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    • v.16 no.6
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    • pp.38-44
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    • 2013
  • This study has the purpose to identify the correlation of engineering education major college students' technological problem solving tendency between technological problem solving capability. To that end, the technological problem solving tendencies of 79 students enrolled in engineering education related department in college of education, 'C' University located in Daejeon metropolitan city were examined, and the correlation of technological problem solving tendency between technological problem solving capability was analyzed through measurement of technological problem solving capability. As for the correlation among problem solving confidence a sub-element of technological problem solving tendency and technological problem solving capability, positive correlation was found in result 3, result 4 and result average. As for the correlation among approach-avoidance tendency a sub-element of technological problem solving tendency and technological problem solving capability, positive correlation was found in result 5 and result average. As for the correlation among self-control recognition degree the sub-element of technological problem solving tendency and technological problem solving capability, positive correlation was found in result 1, result 3 and result average. As for the correlation among problem solving tendency and technological problem solving capability, positive correlation was found in result 3, result 4, result 5 and result average.

Everyday science problem solving processes of high ability elementary students in science: Analysis of written responses (초등 과학 우수 학생의 일상적 맥락의 과학 문제 해결 과정: 서답형 문항에 대한 응답 분석)

  • 김찬종
    • 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.

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A Study on the Mathematical Problem Solving Teaching based on the Problem solving approach according to the Intuitive and the Formal Inquiry (직관적·형식적 탐구 기반의 문제해결식 접근법에 따른 수학 문제해결 지도 방안 탐색)

  • Lee, Daehyun
    • Journal for History of Mathematics
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    • v.32 no.6
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    • pp.281-299
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    • 2019
  • Mathematical problem solving has become a major concern in school mathematics, and methods to enhance children's mathematical problem solving abilities have been the main topics in many mathematics education researches. In addition to previous researches about problem solving, the development of a mathematical problem solving method that enables children to establish mathematical concepts through problem solving, to discover formalized principles associated with concepts, and to apply them to real world situations needs. For this purpose, I examined the necessity of problem solving education and reviewed mathematical problem solving researches and problem solving models for giving the theoretical backgrounds. This study suggested the problem solving approach based on the intuitive and the formal inquiry which are the basis of mathematical discovery and inquiry process. And it is developed to keep the balance and complement of the conceptual understanding and the procedural understanding respectively. In addition, it consisted of problem posing to apply the mathematical principles in the application stage.

The Impact of Visualization Tendency in Phases of Problem-solving

  • SUNG, Eunmo;PARK, Kyungsun
    • Educational Technology International
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    • v.13 no.2
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    • pp.283-312
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    • 2012
  • Problem-solving ability is one of the most important learning outcomes for students to compete and accomplish in a knowledge-based society. It has been empirically proven that visualization plays a central role in problem-solving. The best performing problem-solver might have a strong visualization tendency. However, there is little research as to what factors of visualization tendency primarily related to problem-solving ability according to phases of problem-solving. The purpose of this study is to identify the relationship between visualization tendency and problem-solving ability, to determine which factors of visualization tendency influence problem-solving ability in each phase of problem-solving, and to examine different problem-solving ability from the perspective of the levels of visualization tendency. This study has found out that visualization tendency has a significant correlation with problem-solving ability. Especially, Generative Visualization and Spatial-Motor Visualization as sub-visualization tendency were more strongly related to each phase of problem-solving. It indicates that visualization tendency to generate and operate mental processing can be considered a major cognitive skill to improve problem-solving ability. Furthermore, students who have high visualization tendency also have significantly higher problem-solving ability than students with low visualization tendency. It shows that the levels of visualization tendency can predict variables related to students' problem-solving ability.

The Effects of Problem Solving Interaction with Puppetry on Interpersonal Cognitive Problem Solving Skills (인형극을 통한 문제해결 상호작용이 대인문제해결 사고에 미치는 효과)

  • Kim, Hyun Kyung
    • Korean Journal of Child Studies
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    • v.14 no.2
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    • pp.49-63
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    • 1993
  • The purpose of this study was to investigate the effects of problem solving interaction through puppetry on interpersonal problem solving thinking. The subjects were 60 children, ranging in age from 69 to 72 months. All subjects were randomly assigned to one of three experimental groups: the control group with no treatment, the puppetry group, the puppetry problem solving interaction group. The treatment covered 4 weeks. The instrument was based on Shure and Spivack's(1974) Preschool Interpersonal Problem Solving (PIPS) test. The data were analyzed with paired t-test, one-way ANOVA, Tukey test, percentage, and Kendall's ${\tau}$. There were significant differences among the three groups in the frequency of solving interpersonal problems. The problem solving interaction with puppetry group was the most effective on Interpersonal Cognitive Problem Solving Strategies. These results showed that problem solving interaction with puppetry is effective in cultivating young children's interpersonal problem solving thinking.

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Feedback Order and Problem-Solving Experience in Competitive Problem-Solving : An Empirical Analysis of Online Innovation Contests (경쟁적 문제 해결 과정에서 피드백 순서와 문제 해결 경험 : 온라인 혁신 경진 대회의 실증 분석)

  • Mun, Hee Jin;Chung, Yerim;Park, Kyung Min
    • Journal of the Korean Operations Research and Management Science Society
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    • v.38 no.1
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    • pp.29-44
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    • 2013
  • This study suggests that as receiving feedback is moved back, the effectiveness of problem-solving increases. Utilizing data from innovation contests in which a number of problem solvers compete with each other, we answer questions such as whether the order of receiving first feedback affects problem-solving effectiveness and how problem-solving experience moderates the relationship between the first feedback order and problem-solving effectiveness. Empirical results based on data collected from Kaggle, an online platform for innovation contests, showed that the order that contest participants receive the first feedback increases problem-solving effectiveness. Furthermore, the more prior experience of contest participants accentuates the suggested relationship between the order of receiving the first feedback and problem-solving effectiveness.

Establishing a Theoretical Rationale for Mathematical Problem Solving in Early Childhood Education (유아 수학에서의 문제해결에 대한 이론적 고찰)

  • Kim, Eun-Jung;Lee, Jeongwuk
    • Korean Journal of Child Studies
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    • v.28 no.4
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    • pp.319-331
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    • 2007
  • This review of literature establishes a contemporary meaning of mathematical problem solving including young children's mathematical problem solving processes/assessments and teaching strategies. The contemporary meaning of mathematical problem solving involves complicated higher thinking processes. Explanations of the mathematical problem solving processes of young children include the four steps suggested by $P{\acute{o}}lya$(1957) : understand the problem, devise a plan, carry out the plan, and review/extend the plan. Assessments of children's mathematical problem solving include both the process and the product of problem solving. Teaching strategies to support children's mathematical problem solving include mathematical problems built upon children's daily activities, interests, and questions and helping children to generate new approaches to solve problems.

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Analysis on Science Problem Solving Process of the Elementary Science Gifted Students (초등 과학 영재의 과학 문제 해결 과정 분석)

  • Lim, Cheong-Hwan;Lim, Gui-Sook
    • Journal of Korean Elementary Science Education
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    • v.30 no.2
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    • pp.213-231
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    • 2011
  • The purpose of this study was to investigate knowledge types which the elementary science gifted students would use when solving a science problem, and to examine characteristics and types that were shown in the science problem solving process. For this study, 39 fifth graders and 38 sixth graders from Institute of Education for the Gifted Science Class were sampled in one National University of Education. The results of this study were as follows. First, for science problem solving, the elementary science gifted students used procedural knowledge and declarative knowledge at the same time, and procedural knowledge was more frequently used than declarative knowledge. Second, as for the characteristics in the understanding step of solving science problems, students tend to exactly figure out questions' given conditions and what to seek. In planning and solving stage, most of them used 3~4 different problem solving methods and strategies for solving. In evaluating stage, they mostly re-examined problem solving process for once or twice. Also, they did not correct the answer and had high confidence in their answers. Third, good solvers had used more complete or partially applied procedural knowledge and proper declarative knowledge than poor solvers. In the problem solving process, good solvers had more accurate problem-understanding and successful problem solving strategies. From characteristics shown in the good solvers' problem solving process, it is confirmed that the education program for science gifted students needs both studying on process of acquiring declarative knowledge and studying procedural knowledge for interpreting new situation, solving problem and deducting. In addition, in problem-understanding stage, it is required to develop divided and gradual programs for interpreting and symbolizing the problem, and for increasing the understanding.

Cognitive Style and Interpersonal Problem Solving Ability among 5-, 7-, and 9-year-olds (아동의 인지양식과 대인 문제 해결력 - 5세, 7세, 및 9세 아동을 대상으로 -)

  • Chyung, Yun Joo;Yi, Soon Hyung
    • Korean Journal of Child Studies
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    • v.14 no.1
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    • pp.77-89
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    • 1993
  • The purpose of this study was to investigate (1) children's field dependence by age and sex, (2) children's interpersonal problem solving ability by age, sex, and contextual factors, (3) children's interpersonal problem solving ability by field dependence. The subjects were 120 five-, seven-, and nine-year-olds. Children's field-dependence was measured with the Children's Embedded Figures Test (CEFT). Children's interpersonal problem solving ability was measured with the Preschool Interpersonal Problem Solving Test (PIPS Test). Statistical methods adopted for data analysis were frequencies, percentiles, means, standard deviation, t-test, oneway ANOVA. $Scheff{\acute{e}}$ test and Pearson's correlations. Major findings were that (1) The older children were more field-independent than the younger ones (2) The older children suggested more problem solving methods and higher-level problem solving strategies than the younger ones. (3) Children suggested higher-level problem solving strategies in contexts involving familiar as opposed to unfamiliar participants and contexts involving children as opposed to adults. (4) 9-year-olds' field-independence was positively associated with interpersonal problem solving ability.

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Relations Between Qualities of Constructive Play and Problem Solving (구성놀이 질과 문제해결력 간의 관계)

  • Han, Suk-Sil;Park, Ju-Hee
    • Korean Journal of Child Studies
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    • v.28 no.5
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    • pp.143-159
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    • 2007
  • This study examined the relation between the quality of constructive play and convergent and divergent problem solving. The subjects were 48 five-year-old children. Unit blocks were used to test the quality level of constructive play; a 40 piece puzzle and pattern blocks were used to test convergent problem solving; the pattern blocks also were used to test divergent problem solving. Children's block play was videotaped and pictures were taken of constructions made by children. Data were analyzed by correlation and stepwise multiple regression. Results showed statistically significant correlations between the quality of constructive play and convergent and divergent problem solving. Among the sub variables of constructive play, social play patterns affected convergent problem solving; diversity affected divergent problem solving.

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