• 한국과학교육학회지
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• 제14권2호
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• pp.143-158
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• 1994

This study aims to identify the characteristics of gas phase problem solving of college freshmen. Four students were participated in this study and solved the problem by using think-aloud method. The thinking processes were recorded and transferred into protocols. Problem solving stage, the ratio spended in each solving stage, solving strategy, misconceptions, and errors were identified and discussed. The relationships between students' belief system about chemistry problem solving and problem solving characteristics were also investigated. The results were as follows: 1. Students felt that chemical equation problem was easier than word problem or pictorial problem. 2. When students had declarative knowledge and procedural knowledge required by given problem, their confidence level and formula selection were not changed by redundunt information in the problem. 3. When the problem seemed to be difficult, students tended to use the Means-End or Random strategy. 4. In complicated problems, students spent longer time for problem apprehension and planning. In familiar problems, students spent rather short time for planning. 5. Students spent more time for overall problem solving process in case of using Means-End or Random strategy than using Knowledge-Development strategy.

• 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.

• 한국콘텐츠학회논문지
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• 제10권6호
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• pp.312-322
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• 2010

본 연구는 간호관리학 임상실습에 액션러닝 프로그램을 개발하고 적용한 후 간호대학생의 문제해결과정에 미치는 영향을 알아보고자 시도되었다. 2006년 5월부터 2007년 10월 까지 G광역시의 일 간호대학생 99명을 대상으로 6단계로 구성된 액션러닝프로그램을 2주간 적용하였다. 연구결과는 다음과 같다. 액션러닝을 적용하기 전 보다 적용한 후 간호대학생의 문제해결과정은 유의한 향상을 보였다(t=-4.718, p=.000). 하위영역에서는 문제발견 영역(t=-1.858, p=.066)을 제외한 문제 정의(t=-4.123, p=.004), 문제해결책 고안(t=-2.973, p=.002), 문제해결책 실행(t=-3.264, p=.000)과 문제 해결검토(t=-3.677, p=.000)영역에서 유의한 향상을 보였다. 결론적으로 액션러닝은 간호학생들의 문제해결과정의 향상을 가져올 수 있고 졸업 후 임상적응력을 높일 수 있는 간호임상실습의 새로운 대안이 될 수 있다고 본다.

• 한국학교수학회논문집
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• 제13권4호
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• pp.655-678
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• 2010

초등수학에서 기하교육은 공간에 대한 직관의 계발을 통해 도형에 대한 이해와 공간 감각을 이끌어내는데 초점을 맞추어야 한다. 이와 함께 시각화는 기하에서의 문제해결 을 결정짓는 중요한 요소 가운데 하나이다. 지금까지 시각화에 대한 분석은 주로 중등 기하교육에서 다루어진 반면, 초등수학에서 평면도형과 공간도형에서의 문제해결과 관련해서 학생들의 시각화에 대한 논의는 부족했다. 본 연구는 초등수학에서 시각화가 기하문제해결에 미치는 영향을 분석한 것으로, 기하문제해결에서 나타나는 시각화 방법과 시각화에 영향을 미치는 요소, 그리고 이 과정에서 나타나는 어려움을 살펴본 것이다. 먼저 평면도형과 입체도형의 문제해결에서 시각화 방법을 구분하여 살펴보고, 이러한 방법에 따라 도형에 대한 이해와 시각화 과정이 어떻게 진행되는지를 도식화하여 살펴본다. 또한 시각화에 영향을 미치는 요소를 구분하고, 시각화 과정의 어려움으로 인해 어떤 오류가 나타나는가를 살펴보고, 이를 통해 초등기하문제해결에서 시각화에 대한 논의를 이끌어낸다.

• 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.

• 기본간호학회지
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• 제15권4호
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• pp.548-557
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• 2008

Purpose: The purpose of this study was to develop a Korean problem solving process inventory (K-PSPI) for adults. Method: A conceptual framework for the adult problem solving process, and 40 preliminary questions were developed based on references and expert consultations. After a pilot test, preliminary questions were further refined. The final inventory of 30 items was tested with 1,500 adults. The validity and reliability of the K-PSPI were tested by factor analysis using the SPSS Windows 12.0 program. Results: Through factor analysis on the final 30 questions, 5 factors were identified and cumulative variant of the factors was 52.15%. For the test of reliability of the 30 questions on the problem-solving process, The Cronbach alpha was .93. Conclusion: This study showed that the K-PSPI is a systematic method with verifies reliability and validity. It is not only adequate for the actual circumstance and culture of Korean adults, but is also a useful instrument to test post-action problem solving ability.

• 한국수학교육학회지시리즈A:수학교육
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• 제57권3호
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• pp.271-287
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• 2018

This is a case study that defined collaborative utterances and analyzed how they appear in the problem-solving process when 5th-grade students solved problems in groups. As a result, collaborative utterances consist of an interchange type and a deliver type and the interchange type is comprised of two process: the verification process and the modification process. Also, in groups where interchange type collaborative utterances were generated actively and students could reach an agreement easily, students applied the teacher's help to their problem-solving process right after it was provided and could solve problems even though they had some mathematics errors. In interchange-type collaborative utterances, each student's participation varies with their individual achievement. In deliver-type collaborative utterances, students who solved problems by themselves participated dominantly. The conclusions of this paper are as follows. First, interchange-type collaborative utterances fostered students' active participation and accelerated students' arguments. Second, interchange-type collaborative utterances positively influenced the problem-solving process and it is necessary to provide problems that consider students' achievement in each group. Third, groups should be comprised of students whose individual achievements are similar because students' participation in collaborative utterances varies with their achievement.

• 산업공학
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• 제7권2호
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• pp.121-132
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• 1994

Despite extensive research on various factors affecting the effectiveness of decision support systems (DSS), considerable ambiguity still exists regarding the role and influence of the experience on the given task and the decision support system. Although researchers have advocated DSS effectiveness as a multi-dimensional construct, specific results regarding the effect of the familiarity in the task and the DSS on the problem-solving time is still lacking. The study reported here attempts to find the effect of the peculiarity of the problem-solving process on the problem-solving time. The results of the study highlight that the expertise in both the task and the DSS have made the shortage of the problem-solving time. However, more research about the generalized performance measure on the DSS is required.

• East Asian mathematical journal
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• 제31권2호
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• pp.145-165
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• 2015

The purpose of this study is to suggest how to go about teaching and learning secondary school algebra by analyzing problem-solving ability and problem-solving process through algebraic reasoning. In doing this, 393 students' data were thoroughly analyzed after setting up the exam questions and analytic standards. As with the test conducted with technical school students, the students scored low achievement in the algebraic reasoning test and even worse the majority tried to answer the questions by substituting arbitrary numbers. The students with high problem-solving abilities tended to utilize conceptual strategies as well as procedural strategies, whereas those with low problem-solving abilities were more keen on utilizing procedural strategies. All the subject groups mentioned above frequently utilized equations in solving the questions, and when that utilization failed they were left with the unanswered questions. When solving algebraic reasoning questions, students need to be guided to utilize both strategies based on the questions.

• 아동학회지
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• 제28권4호
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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.