• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.73-86
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• 2019

The purpose of this study is to investigate the characteristics of problem solving strategies that gifted students use in science inquiry problem. The subjects of the study are the notes and presentation materials that the 15 team of elementary and junior high school students have solved the problem. They are a team consisting of 27 elementary gifted and 29 middle gifted children who voluntarily selected topics related to dimple among the various inquiry themes. The analysis data are the observations of the subjects' inquiry process, the notes recorded in the inquiry process, and the results of the presentations. In this process, the knowledge related to dimple is classified into the declarative knowledge level and the process knowledge level, and the strategies used by the gifted students are divided into general strategy and supplementary strategy. The results of this study are as follows. First, as a result of categorizing gifted students into knowledge level, six types of AA, AB, BA, BB, BC, and CB were found among the 9 types of knowledge level. Therefore, gifted students did not have a high declarative knowledge level (AC type) or very low level of procedural knowledge level (CA type). Second, the general strategy that gifted students used to solve the dimple problem was using deductive reasoning, inductive reasoning, finding the rule, solving the problem in reverse, building similar problems, and guessing & reviewing strategies. The supplementary strategies used to solve the dimple problem was finding clues, recording important information, using tables and graphs, making tools, using pictures, and thinking experiment strategies. Third, the higher the knowledge level of gifted students, the more common type of strategies they use. In the case of supplementary strategy, it was not related to each type according to knowledge level. Knowledge-based learning related to problem situations can be helpful in understanding, interpreting, and representing problems. In a new problem situation, more problem solving strategies can be used to solve problems in various ways.

• Korean Journal of Child Studies
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• v.25 no.4
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• pp.33-48
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• 2004

The purpose of this study was to examine if mothers and their children used different interaction strategies depending on the interacting contexts. Sixty-five mothers and their children were observed while they interacted with each other in two contexts, that is, a free play context and a joint problem solving context. The result of this study showed that first, the mothers' strategies and their children's strategies were closely related. When the mothers used positive strategies, their children also responded with positive strategies. In contrast, when the mothers used negative strategies, their children also tended to use negative strategies. Second, the contexts which the mothers and their children interacted affected the strategies that the mothers and their children used. The mothers and the children were more likely to use positive strategies in the context of free play than in the context of the joint problem solving. This result points out the importance of free play as the context of producing a positive atmosphere where the mothers and their children interacted positively and had a good time. Suggestions for further study and implications for parents were provided.

• School Mathematics
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• v.3 no.1
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• pp.1-23
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• 2001

In this paper, contents related to problem solving in 7th elementary mathematics curriculum analyzed in five aspects: problem solving stages, problem solving strategies, problems, problem posing, and assessment on problem solving abilities. From the results and processes of analysis, following conclusions are obtained: First, it is difficult to say the contents related to problem solving in 7th elementary mathematics curriculum are prepared organically. Second, it is difficult to say that contents related to problem solving in 7th elementary mathematics curriculum reflect results of recent researches.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.18 no.1
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• pp.71-78
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• 2011

Purpose: The purpose of this study was to investigate the critical thinking disposition, problem solving ability, and clinical competence of nursing students in a 4-year baccalaureate university program. Methods: In this study, a descriptive survey design was used with convenience sample of 228 nursing students at a University in Chungbuk Province. Data were analyzed using descriptive statistics, independent t-test, ANOVA, Pearson correlation coefficient, and multiple stepwise regression. Results: The mean scores for critical thinking disposition, problem solving ability, and clinical competence were at the intermediate level. Significant positive correlations among critical thinking disposition, problem solving ability, and clinical competence were found. The regression model explained 46.8% of clinical competence. Problem solving confidence was the most significant predictor of clinical competence, other variables were intellectual fairness, intellectual eagerness/curiosity, and prudence. Conclusion: The study findings suggest that nursing students with higher levels of critical thinking disposition and problem solving ability will have a higher level of clinical competence. Furthermore, problem solving confidence might be the most important predictor in clinical competence. Therefore, it is necessary to introduce the new teaching strategies in nursing education, strategies that will improve critical thinking disposition, problem solving ability, and clinical competence.

• 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.

• Journal of Engineering Education Research
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• v.13 no.4
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• pp.122-129
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• 2010

This study was conducted to compare the self-leadership strategies and locus of control between the problem-solving styles in the Korean engineering college students. Creative problem-solving styles were identified based on the three dimensions. The results of the two-way analysis of variances indicated the main effects of problem-solving styles; each problem-solving style had unique characteristics in relation to self-leadership strategies and locus of control. There were neither main effects of sex nor interaction effects of problem-solving styles and sex. It would be useful to provide the engineering students with the specialized self-leadership training program based on the problem-solving styles.

• The Mathematical Education
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• v.44 no.4 s.111
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• pp.565-586
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• 2005

The purpose of this paper is to analyze the selection difference of mathematical problem solving strategy by mathematical learning style, that is, the intellectual, emotional, and physiological factors of students, to allow teachers to instruct the mathematical problem solving strategy most pertinent to the student personality, and ultimately to contribute to enhance mathematical problem solving ability of the students. The conclusion of the study is the followings: (1) Students who studies with autonomous, steady, or understanding-centered effort was able to solve problems with more strategies respectively than the students who did not; (2) Student who studies autonomously or reconfirms one's learning was able to select more proper strategy and to explain the strategy respectively than the students who did not; and (3) The differences of the preference to the strategy are variable, and more than half of the students were likely to select frequently the strategy 'to use a formula or a principle' regardless of the learning style.

• 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.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.433-452
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• 2009

This study investigated the teaching strategies of two exemplary American teachers regarding word problems and their impact on students' ability to both understanding and solving word problems. The teachers commonly explained the background details of the background of the word problems. The explanation motivated the students' mathematical problem solving, helped students understand the word problems clearly, and helped students use various solving strategies. Emphasizing communication, the teachers also provided comfortable atmosphere for students to discuss mathematical ideas with another. The teachers' continuous questions became the energy for students to plan various problem solving strategies and reflect the solutions. Also, this research suggested a complementary model for Polya's problem solving strategies.

• Journal of Convergence for Information Technology
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• v.11 no.3
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• pp.147-158
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• 2021

The purpose of this study is to perform of composition of young children teacher's verbal interactions and problem solving strategies by semantic network analysis. The data was collected the narrative of teacher in young children's environmental education. Additionally, this study used categories as a unit of analysis in order to find out structural characteristics. The results of this study were as follows. First, teacher's verbal interactions, providing information was the most cental, high influence appeared along with integration. Second, teacher's problem solving strategies, suggestion was the most cental, high influence appeared along with divergent thinking. Third, teacher's verbal interactions and problem solving strategies, suggestion was the most cental, providing information and divergent thinking appeared a strong connection. Besides, suggestion and decision were mediated by concern of problem, assessment appeared connection. Through these results from this study it is suggested that in order to interact and support problem solving process in young children's environmental education, teacher education to respond and understand contextually with young children is necessary.