• 한국수학교육학회지시리즈A:수학교육
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• 제50권1호
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• pp.1-12
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• 2011

It is the aim of this paper to study the target problem solving process in reference to the base problem. We observed closely how students solve the target problem in reference to the base problem. The students couldn't solve the target problem, although they succeed to find the base problem. This comes from failing to discover the structural similarity between the target problem and the base problem. Especially it is important to cognize the proper corresponding of primary components between the base problem and target problem. And there is sometimes a part component of the target problem equivalent to the base problem and the target problem can't be solved without the insight into this fact. Consequently, finding the base problem fail to reach solving the target problem without the insight into their structural similarity. We have to make efforts to have an insight into the structural similarity between the target problem and the base problem to solve the target problem.

• 지식경영연구
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• 제7권1호
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• pp.1-12
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• 2006

The previous empirical research suggests that problem finding is more important than problem solving in the creative process. Problem finding is increasingly recognized in theories of creativity. In spite of the importance of problem finding, there is little research to explain problem finding in Korea. This article reviews the research about problem finding and examines the nature of problem finding, the type of problems, the relation of problem finding and problem solving, the relation of problem finding and creativity, and the serendipity. Finally, theoretical and educational implications are discussed.

• 공학교육연구
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• 제16권6호
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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.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제2권2호
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• pp.133-144
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• 1998

We examined two kinds of problem posing, 'problem making' and 'problem modifying' to find which one is more effective for improving mathematical problem solving ability according to the student's learning-levels and sexes. The results showed that 'problem making' is more effective for high and middle-level groups than 'problem modifying'. There was no big difference according to the sexes. These facts implies that making a problem when a situation was presented is more effective to develop problem solving ability than modifying a problem ： modifying some conditions and contents of given problem.

• 한국초등과학교육학회지:초등과학교육
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• 제17권1호
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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.

• 한국과학교육학회지
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• 제25권1호
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• pp.1-15
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• 2005

This study examined two students' problem solving approaches: the similarities and the differences in their problem solving approaches, and the general problem solving strategies (heuristics) the students employed were discussed. The two students represent differences not only in terms of grades earned, but also in terms of participation, motivation, attention to detail, and approaches to answering questions and problem solving. Three separate problems were selected for this study: A stoichiometry problem; a fruit salad problem; and a limiting reactant problem. Each student was asked individually on three separate occasions to contribute to this study. There are more similarities in the students' problem solving strategies than there are differences. Both students were able to correctly solve the stoichiometry and the fruit salad problems, and were unable to correctly solve the limiting reactant problem. They recognized that an algorithm could be used for both chemistry problems(a stoichiometry problem & a limiting reactant problem). Both students were unable to correctly solve the limiting reactant problem and to demonstrate a clear understanding of the Law of Conservation of Mass. Nor did they show an ability to apply it in solving the problem. However, there was a difference in each one's ability to extend what had been learned/practiced/quizzed in class, to a related but different problem situation.

• Educational Technology International
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• 제13권2호
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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.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제29권3호
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• pp.533-551
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• 2015

본 연구에서는 '동일한' 문제 조건으로부터 생성과 재구성을 모두 경험할 수 있는 문제제기 활동을 적용하되, 활동을 세분화하여 학생들의 자주적인 활동을 강조한 활동과 학생들의 보편적 사고를 유도하며 교사 안내가 수반되는 활동으로 구분하여 이에 대한 두 절차를 구안하고, 이 두 활동에 의거하여 문제생성과 재구성 활동에 관해 탐색하고자 한다. 이를 위하여, 본 연구에서는 예비교사들을 대상으로 연구자가 구안한 문제제기 활동을 적용한 실험 수업 후 설문조사를 통하여 문제생성과 재구성에 대한 난이도 및 흥미도, 인지적 정의적 측면에서의 효과, 그리고 수학 수업 및 평가에서의 활용성 등을 탐색하였다. 그 결과, 문제생성은 창의력을 증진시키고 수학에 대한 흥미를 유발하며, 문제 재구성은 문제 해결력 향상에 도움이 되고 자신감을 길러주는 것으로 나타났다. 또한 수업 상황에서는 문제생성 활동이 더 효과적이고, 평가 상황에서는 문제재구성 활동이 더 효과적인 것으로 나타났으나 각 상황에서 문제생성과 재구성에 대한 응답의 차이가 크지 않았으므로 두 활동 모두 수업 및 평가에 적용이 가능할 것으로 판단된다. 따라서 교사는 학습자의 수준, 가르칠 영역, 진도 등을 고려하여 수업 및 평가 상황에서 문제생성과 재구성 활동을 적절한 시기에 알맞게 적용함으로써 학습자의 인지적, 정의적 성취의 함양을 돕도록 해야 할 것이다.

• 한국경영과학회지
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• 제28권4호
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• pp.131-143
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• 2003

In this paper, we present a survey about the various graph partition problems including the clustering problem, the k-cut problem, the multiterminal cut problem, the multicut problem, the sparsest cut problem, the network attack problem, the network disconnection problem. We compare those problems focusing on the problem characteristics such as the objective function and the conditions that the partitioned clusters should satisfy. We also introduce the mathematical programming formulations, and the solution approaches developed for the problems.

• 한국수학교육학회지시리즈A:수학교육
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• 제44권3호
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• pp.361-374
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• 2005

I analyzed the effect of problem posing teaching and teacher-centered teaching on mathematical problem-solving ability and creativity in order to know the efffct of problem posing teaching on mathematics study. After we gave problem posing lessons to the 3rd grade middle school students far 28 weeks, the evaluation result of problem solving ability test and creativity test is as fellows. First, problem posing teaching proved to be more effective in developing problem-solving ability than existing teacher-centered teaching. Second, problem posing teaching proved to be more effective than teacher-centered teaching in developing mathematical creativity, especially fluency and flexibility among the subordinate factors of mathematical creativity. Thus, 1 suggest the introduction of problem posing teaching activity for the development of problem-solving ability and mathematical creativity.