• Journal of Korean Elementary Science Education
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• v.28 no.2
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• pp.132-141
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• 2009

The purpose of this research was to investigate the effect of using digital science textbook on the scientific problem solving of elementary school students. For this research, an instrument to measure student's problem-solving skills was developed. The pretest and posttest scores of one hundred and six 5th grade students' problem-solving skills were analyzed and also the responses of three students who were selected by their levels in the problem-solving science digital textbook class were qualitatively analyzed. The results of this study were as follows; the scores of problem solving skills of science digital textbook groups were higher than that of traditional paper textbook group(p<.05). In the qualitative analysis of the students' reponses in a digital textbook class according to their achievement level, low-achievers' problem-solving skills were much more improved than high- and mid-achievers' skills. In conclusion, science digital textbook has a potential to improve students' scientific problem solving skills, and this possibility will be much higher when science digital textbook is used with teachers' intended instructional goals and strategies like problem-solving lessons.

• School Mathematics
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• v.7 no.2
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• pp.123-137
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• 2005

Elementary combinatorial problem may be classified into three different combinatorial models(selection, distribution, partition). The main goal of this research is to determine the effect of type of combinatorial operation and implicit combinatorial model on problem difficulty. We also classified errors in the understanding combinatorial problem into error of order, repetition, permutation with repetition, confusing the type of object and cell, partition. The analysis of variance of answers from 339 students showed the influence of the implicit combinatorial model and types of combinatorial operations. As a result of clinical interviews, we particularly noticed that some students were not able to transfer the definition of combinatorial operation when changing the problem to a different combinatorial model. Moreover, we have analysed textbooks, and we have found that the exercises in these textbooks don't have various types of problems. Therefore when organizing the teaching , it is necessary to pose various types of problems and to emphasize the transition of combinatorial problem into the different models.

• Transactions of the Korean Society of Mechanical Engineers A
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• v.37 no.3
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• pp.345-352
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• 2013

In this research, a study on stress shape functions was conducted to analyze the contact stress problem by using a hybrid photoelasticity. Because the contact stress problem is generally solved as a half-plane problem, the relationship between two analytical stress functions, which are compositions of the Airy stress function, was similar to one of the crack problem. However, this relationship in itself could not be used to solve the contact stress problem (especially one with singular points). Therefore, to analyze the contact stress problem more correctly, stress shape functions based on the condition of two contact end points had to be considered in the form of these two analytical stress functions. The four types of stress shape functions were related to the stress singularities at the two contact end points. Among them, the primary two types used for the analysis of an O-ring were selected, and their validities were verified in this work.

• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.151-158
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• 2018

The purpose of this study is to develop a system for predicting students' collaborative problem solving ability based on the ICT factors of PISA 2015 that affect collaborative problem solving ability. The PISA 2015 computer-based collaborative problem-solving capability evaluation included 5,581 students in Korea. As a research method, correlation analysis was used to select meaningful variables. And the collaborative problem solving ability prediction model was created by using the deep learning method. As a result of the model generation, we were able to predict collaborative problem solving ability with about 95% accuracy for the test data set. Based on this model, a collaborative problem solving ability prediction system was designed and implemented. This research is expected to provide a new perspective on applying big data and artificial intelligence in decision making for ICT input and use in education.

• Journal of Oriental Neuropsychiatry
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• v.28 no.2
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• pp.61-72
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• 2017

Objectives: The Yin-Yang temperament and the Sasang Personality Questionnaire (SPQ) were reported to have relations with psychopathological problems in adolescents. The purpose of this study was to examine how domains of Yin-Yang temperament influence on problem behaviors in Korean middle school students. Methods: Subjects of 681 Korean middle school students completed the SPQ for measuring Yin-Yang temperament and the Youth Self-Report (YSR) for measuring problem behaviors. The differences of problem behaviors between Yin and Yang temperament groups were tested with T-test and profile analysis. The associations of the SPQ subscales on problem behaviors was also examined with Pearson's correlation and regression analysis. Results: Yang temperament was related to the externalizing problem while Yin temperament to the internalizing problem. The Emotionality and Behavior dimension of Yin-Yang temperament were found to be a factor of susceptibility and resilience for problem behaviors, respectively. Three dimensions of Yin-Yang temperament have different influences on externalizing and internalizing problems depending on the sex and Yin-Yang temperament groups of subjects. Conclusions: The Yin-Yang temperament would be useful for predicting and preventing the problem behaviors of middle school students. This study would be useful for screening the psychopathological problems and helping Korean adolescents to develop healthy character.

• Communications of Mathematical Education
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• v.33 no.2
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• pp.123-139
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• 2019

This study analyzed how problem-posing tasks included in Korean middle school mathematics textbooks were distributed in terms of content area, task type, and context of task to investigate that the mathematics textbooks are giving students ample opportunities for problem-posing activities. The analysis of 10 mathematics textbooks for first grade in middle school according to the revised mathematics curriculum in 2015 found that the problem-posing tasks contained in the textbooks are insufficient in quantity and not evenly distributed in terms of content areas. There were also more problem-posing tasks with relatively moderate constraints than those with strong or weak constraints in terms of mathematical constraints. In addition, there were more problem-posing tasks that were not requiring students to make a new context, and more often camouflage contexts were used. Based on this, implications for improving mathematics problem-posing tasks in mathematics textbook were suggested.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.25-30
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• 2021

With the introduction of AI education in the 2022 Revised Curriculum emphasizing the need for data related education, it is necessary to improve students' data based problem solving skills. This study seeks to study SW education methods to improve students' data based problem solving skills in accordance with these needs. Based on the ADDIE model, the demand analysis survey was conducted on teachers to analyze their needs. Based on the results of the demand analysis, we designed education programs under the theme of data based problem solving skills using microbit. In this study, we raise the importance of data based problem solving and the need for its capabilities. Subsequent studies need to reveal how data based problem solving SW education will demonstrate significant effects on problem solving skills.

• Korean Journal of Culture and Social Issue
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• v.19 no.3
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• pp.389-407
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• 2013

This study investigated the mediating effects of depression on the relationship between perceived problem solving ability and suicidal ideation. 548 college students were examined with PSI(Problem Solving Inventory), BDI(Beck Depression Inventory) and SSI(Scale for Suicidal Ideation). To explore the relationship among these variables, correlation analysis was undertaken. Regression analysis was then applied to test the mediating effects of depression. In the results, perceived problem solving ability, depression and suicidal ideation were correlated positively. Depression operated as a factor to mediate between the perceived problem solving ability and suicidal ideation. This mean that perceived problem solving ability impact indirectly, rather than directly, on suicidal ideation. These results suggest the importance of psychological intervention to improve depression and perceived problem solving ability that affect suicidal ideation.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.66-73
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• 2011

This study aims to compare and analyze the types of teaching-learning activities, themes and percentage of STS contents in the area of "The Earth and the Universe" in elementary science subject following the 7th Curriculum and 2007 Revised Curriculum, identifying how STS education has changed and their features. First, the number of pages where STS appears in the 2007 revised science textbook has increased over 10% compared to the that of the 7th curriculum. In particular, the number of pages in the 5th and 6th graders increased substantially to 15% and 34%, respectively. Second, as a result of analysis on components of STS, 'applications of science', 'local and community relevance', 'social problem and issues', 'evaluation concerned fir getting and using information' were obtained in the order named for the 7th curriculum; while 'applications of science', 'local and community relevance', 'career awareness' and 'social problem and issues' were obtained in the order named for 2007 revised curriculum. Third, with regard to the analysis on theme areas, the 7th curriculum was found to cover the theme on use of natural resources most frequently, followed by environmental problem, while 2007 revised curriculum to cover environmental problem and effects of technical development most frequently, followed by space development and use of natural resources. Fourth, in the area of STS teaching activities, 'investigation activity' showed highest percentage in 7th curriculum, followed by 'analysis of data', and 'research design', while 'analysis of data' showed highest frequency of appearance, followed by "investigation activity' and 'actual activities' and 'research design' in the order named in 2007 revised curriculum, showing that the area of 'analysis of data' and 'actual activities' increased substantially compared to the 7th curriculum.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.2
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• pp.143-159
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• 2018

Since the mathematics learning achievement level is closely related to problem-solving ability, it is necessary to understand the relationship between problem-solving ability and meta-affect ability from the point of view of general mathematics learning ability. In this study, we compared the frequency analysis and the case analysis of the functional aspects of the meta-affect in elementary school students' problem-solving processes according to mathematics learning achievement level in parallel with frequency analysis and case analysis. In other words, the frequency of occurrence of meta-affect, the frequency of meta-affective type, and the frequency of meta-functional types of meta-affect were compared and analyzed according to the mathematics learning achievement level in the collaborative problem-solving activities of small group members with similar mathematics learning achievement level. In addition, we analyzed the representative cases of meta-affect by meta-functional types according to the mathematics learning achievement level in detail. As a result, meta-affect in problem-solving processes of the upper level group acted as relatively various types of meta-functions compared to the lower level group. And, the lower level group, the more affective factors acted in the problem-solving processes.