• 아동학회지
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• 제21권1호
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• pp.3-17
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• 2000

This study investigated the effects of autonomous rule-making and rule-keeping activities on young children's interpersonal cognitive problem solving. The 20 five-year-old children in the experimental group participated in 6-step activities for autonomous rule-making and rule-keeping. The interpersonal cognitive problem solving Test was used to measure children's interpersonal cognitive problem solving thinking. The results of the ANCOVA revealed a significant difference between experimental and control groups in children's interpersonal cognitive problem solving thinking but not in alternative solution thinking.

• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.615-623
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• 2011

The purpose of this study was to analyse of the effects on students' leaning types through the Creative Problem Solving Teaching Model in elementary science class. The results of this study were as follows; 1. experimental group in creative problem solving, scientific inquiry skills and academic achievement was higher than control group which was statistically significant (p<.05). 2. for the students' learning type the experimental group was distributed to accommodators (35.7%), divergers (25.0%), convergers (25.0%) and assimilators (14.3%). 3. after the program treatment, assimilator type group students in creative problem solving were higher than other type group students. 4. diverger and assimilator group students in academic achievement, diverger group students in scientific inquiry skills, and accommodator group students in scientific attitude were higher than other groups.

• 전기학회논문지P
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• 제60권1호
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• pp.1-5
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• 2011

The main purpose of this study was to examine the learning abilities of college electrical students, especially self-regulated learning abilities and problem solving ability. In addition, this study was to explore the effects of self-regulated learning abilities and problem solving ability of the college students on academic achievement. For this purpose, a total of 58 college freshmen was chosen to conduct a survey. The results of this study showed that self-regulated learning abilities and problem solving ability significantly influenced on the college engineering students' academic achievement. Based on these study results, the above variables investigated in this study should sufficiently considered in the design and development of the college engineering courses that enable students to become self-regulated learners and improve their academic achievement.

• 한국과학교육학회지
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• 제30권3호
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• pp.366-374
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• 2010

The purpose of this study was grouping students' perception types on the unexpected results in experiments, and looking into how the problem-solving experiment affected the change of these perception types. In order to answer this, interview data were analyzed in terms of perception types, and through analysis of questionnaires carried out at the beginning and the end of the semester, the change of perception types was researched. As a result, perception types of students divided into 'the difference between theory and practice,' 'inexperience of experiment skill,' and 'No reading between lines in manual.' After performing the problem-solving experiment for one semester, the perception of 'the difference between theory and practice' declined, and the desire for 'reading between lines' increased, so the problem-solving experiment influenced on the change of perception positively.

• 대한수학교육학회지:학교수학
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• 제4권2호
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• pp.147-160
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• 2002

The purpose of this study is to examine the The correlation between information processing types and mathematical communication abilities / word problem solving abilities. The results obtained are as follows: 1 Simultaneous/continuous information process types showed statistically high correlation with mathematical communication abilities. However, the correlation between simultaneous information process and mathematical communication abilities is a little higher than the correlation between continuous information process and mathematical communication abilities. 2. There is a high correlation between mathematical communication abilities and word problem solving abilities. Especially, speaking ability is much more correlated with four factors of word problem solving than reading, writing and listening, Through this study, we can conclude that information process types should be consider ed in order to improve mathematical communication abilities and mathematical communication abilities is essential in word problem solving.

• 아동학회지
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• 제27권4호
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• pp.1-16
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• 2006

This study investigated the effectiveness of the Developmentally Appropriate Instruction Model for Science(DAIM-S) on increasing scientific curiosity and problem solving in young children. Subjects were 60 5-year-old middle class children, randomly assigned to one of two groups: either the DAIM-S group or the direct instruction group. For 2 months, the children in both groups took part in 21 science activity sessions. Both before and after treatment, subjects were tested on curiosity and scientific problem solving. The DAIM-S group showed higher achievement than the direct instruction group in the acquisition of curiosity and scientific problem solving. From these results, the researchers suggest application of the DIAM-S to the science teaching of young children.

• East Asian mathematical journal
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• 제32권2호
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• pp.253-289
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• 2016

This study attempted to figure out new teaching method of mathematics teaching-learning by applying Polya's 4-level strategy to mild disability students at the H Special-education high school where the research works for. In particular, epilogue and suggestion, which Polya stressed were selected and reconstructed for mild disability students. Prior test and post test were carried by putting the Polya's problem solving strategy as independent variable, and problem solving ability as dependent variable. As a result, by continual use of Polya's program in mathematics teaching course, it suggested necessary strategies to solve mathematics problems for mild disability students and was proven that Polya's heuristic training was of help to improve problem solving in mathematics.

• 아동학회지
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• 제21권4호
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• pp.227-241
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• 2000

This study investigated the effectiveness of mathematical activities based on picture books for the development of children's problem-solving performance. Subjects were 72 children divided in two groups of 36 each; one group had mathematical activities based on picture books and the other group had of pencil-and-paper tasks. The problem-solving performance was measured in terms of the test by Ward(1993) with a few modification for pretest and posttest. Mathematical activities were performed 12 times over a 6 week period. The data was analyzed by Analysis of Covariance(ANCOVA). The group taught by picture books significantly improved mathematical problem-solving performance.

• International Journal of Fuzzy Logic and Intelligent Systems
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• 제4권3호
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• pp.353-360
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• 2004

In this paper we describe Task-Based Problem Solving Adapters (TPSAs) for modeling a humam solution (through activity-centered analysis) to a software solution (in form of computer-based artifact). TPSAs are derived from the problem solving pattern or consistent problem solving structures/strategies employed by practitioners while designing solutions to complex problems. The adapters developed by us lead toward human-centeredness in their design and underpinning that help us to address the pragmatic task constraints through a range of technologies like neural networks, fuzzy logic, and genetic algorithms. We also outline an example of applying the TPSAs to develop a working system for assisting sales engineers of an electrical manufacturing firm in preparing indent and monitoring the status of orders in the company.

• International Journal of Advanced Culture Technology
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• 제8권2호
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• pp.239-245
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• 2020

With the recent revised curriculum, the importance of exploring children's play through new teaching media is increasing in kindergarten. In this study, it is to use the robot 'Bee-bot' for early children to uncover the changes that children have through free exploration and play. As a result of comparing the change of scientific problem-solving ability of 3, 4, and 5-year-olds, there were significant changes in all three sub-elements. We propose to us scientific problem-solving ability test tools, propose and apply ideas for problem-solving, conclusion on problem-solving Building. Through this, it was found that unplugged play using 'Bee-bot' is meaningful as a play environment and as a teaching medium for children aged 3, 4 and 5 years old.