• 정보처리학회논문지B
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• 제8B권6호
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• pp.601-608
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• 2001

The automated assignment of multiple tasks to executing agents is a key problem in the area of multi-agent systems. In many domains, significant savings can be achieved by reallocating tasks among agents with different costs for handling tasks. The automation of task reallocation among self-interested agents requires that the individual agents use a common negotiation protocol that prescribes how they have to interact in order to come to an agreement on "who does what". In this paper, we introduce the multi-agent Traveling Salesman Problem(TSP) as an example of task reallocation problem, and suggest the Vickery auction as an interagent negotiation protocol for solving this problem. In general, auction-based protocols show several advantageous features: they are easily implementable, they enforce an efficient assignment process, and they guarantce an agreement even in scenarios in which the agents possess only very little domain-specific Knowledge. Furthermore Vickrey auctions have the additional advantage that each interested agent bids only once and that the dominant strategy is to bid one′s true valuation. In order to apply this market-based protocol into task reallocation among self-interested agents, we define the profit of each agent, the goal of negotiation, tasks to be traded out through auctions, the bidding strategy, and the sequence of auctions. Through several experiments with sample multi-agent TSPs, we show that the task allocation can improve monotonically at each step and then finally an optimal task allocation can be found with this protocol.

• 대한수학교육학회지:수학교육학연구
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• 제8권1호
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• pp.163-182
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• 1998

Performance assessment is one of the authentic assessment method that are consistent with new curriculum goal, concentrated on the process rather than the results of problem solving. But the key to good assessment is matching the assessment task to intended objectives. Based on the review of literatures, the current performance assessment task was critically analysed. As a result, this study developed appropriate model and criteria of performance assessment task to elementary mathematics.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제25권3호
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• pp.201-225
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• 2022

This paper details case study vignettes that focus on enhancing the teaching and learning of geometry and measurement in the elementary grades with attention to pedagogical practices for teaching through problem solving with rigor and centering equitable teaching practices. Rigor is a matter of equity and opportunity (Dana Center, 2019). Rigor matters for each and every student and yet research indicates historically disadvantaged and underserved groups have more of an opportunity gap when it comes to rigorous mathematics instruction (NCTM, 2020). Along with providing a conceptual framework that focuses on the importance of equitable instruction, our study unpacks ways teachers can leverage their deep understanding of geometry and measurement learning trajectories to amplify the mathematics through rigorous problems using multiple approaches including learning by doing, challenged-based and mathematical modeling instruction. Through these vignettes, we provide examples of tasks taught through rigorous problem solving approaches that support conceptual teaching and learning of geometry and measurement. Specifically, each of the three vignettes presented includes a task that was implemented in an elementary classroom and a vertically articulated task that engaged teachers in a professional learning workshop. By beginning with elementary tasks to more sophisticated concepts in higher grades, we demonstrate how vertically articulating a deeper understanding of the learning trajectory in geometric thinking can add to the rigor of the mathematics.

• 한국수학교육학회지시리즈A:수학교육
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• 제44권4호
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• pp.627-651
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• 2005

This study was conducted to attain an in-depth understanding of students' mathematical representations and to present the educational implications for teaching them. Twelve mathematical tasks were developed according to the six types of problems. A task performance was executed to 151 third graders from four classes in DaeJeon and GyeongGi. We analyzed the types and forms of representations generated by them. Then, qualitative case studies were conducted on two small-groups of five from two classes in GyeongGi. We analyzed how individuals' representations became elaborated into group representation and what patterns emerged during the collaborative small-group learning. From the results, most students used more than one representation in solving a problem, but they were not fluent enough to link them to successful problem solving or to transfer correctly among them. Students refined their representations into more meaningful group representation through peer interaction, self-reflection, etc.. Teachers need to give students opportunities to think through, and choose from, various representations in problem solving. We also need the in-depth understanding and great insights into students' representations for teaching.

• 한국콘텐츠학회논문지
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• 제20권7호
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• pp.282-291
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• 2020

본 연구는 PBL 활동에서 교육과정 편성 과제의 구조화 정도에 따라 학생들의 문제해결력에 미치는 영향을 탐색하기 위해서 수행되었다. 연구는 교육과정 수업을 수강하는 대학생 60명을 대상으로 하였다. 학기 초 문제 해결력을 측정하였고, 중간고사 실시 이후에 PBL활동을 수행하였다. 실험집단 30명은 비구조화 된 PBL 형태의 과제를 수행하였고, 비교집단 30명은 반 구조화된 문제를 수행하였다. 과제 종료 후 학기 말에 문제해결력을 측정하였다. 사전·사후 검사 자료의 분석을 위해서 ANCOVA를 사용하였다. 그 결과 실험집단은 비교집단 보다 정보수집요인과 확산적 사고 그리고 평가 및 피드백 수준이 통계적으로 유의미하게 향상되었다.

• 아동학회지
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• 제13권2호
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• pp.175-188
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• 1992

This study investigated the relation between stressful life events and adjustment in elementary school children, with particular emphasis on the potential main and stress-buffering effects of social support and social problem solving skills. 4-6 graders (N=170) completed the Social Support Appraisals Scale(SSAS) and social problem solving skills task. The SSAS is a 31-item measure that taps the child's perceptions or appraisals of family, peer, and teacher support. Their parents provided ratings of stress in the child's environment and ratings of the child's behavioral adjustment. Teachers provided ratings of the child's behavioral and academic adjustment. Hierarchical multiple regression analyses and graphic display were used to analyze the data. The major findings were that (1) The results for parent-rated problems supported a stress-buffering model for family support and problem solving. (2) The results for teacher-rated problems were consistent with the stress-buffering model of social support. (3) The results for grade-point average supported a main effect model for problem solving. peer support, and family support. In addition, teacher support had the strongest stress-buffering effect on grade-point average.

• 한국간호교육학회지
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• 제23권2호
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• pp.146-155
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• 2017

Purpose: The purpose of this study was to investigate the nursing informatics competencies, problem-solving ability, and nursing performance ability of nurses, and to determine factors that affect their nursing performance ability. Methods: Data were collected from 210 clinical nurses employed by a general hospital having more than 500 beds in Seoul. The data were collected from June to October, 2014. The questionnaires included a nursing informatics questionnaire, the Korea problem solving process inventory, and a nurse performance appraisal tool. The data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and stepwise multiple regression. Results: Nursing performance ability had statistically significant correlation with nursing informatics competencies (r=.49, p<.001) and problem-solving ability (r=.66, p<.001). Factors influencing nursing performance ability were problem-solving ability, nursing informatics competencies, work experience, and educational status, accounting for 54% of the variance. Conclusion: Findings indicate that nursing informatics competencies and problem-solving ability have important influences on the nursing performance ability of clinical nurses. Thus, in order to provide an improvement in nursing performance ability, educational programs towards nurses' problem-solving ability and nursing informatics competencies should be provided.

• 한국과학교육학회지
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• 제14권1호
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• pp.85-102
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• 1994

The purpose of this study was to analyze students' physics problem solving processes and to find the patterns of their problem spaces when high school and university students solved the physics problems. A total of 51 students in a high school and in two universities participated in this study. Their thinking processes in solving 5 physics problems on electric circuit were recorded by using 'thinking aloud' method and were transferal into protocols. 'The protocols were analyzed by the coding system of problem solving process. One of the major theoretical contributions of the computer simulation approach to problem solving is the idea of problem space. Such a concept of problem space was applied to physics problems on electric circuit in this study, and students' protocols were analyzed by the basic problem spaces which were made up from the item analysis by the researcher. The results are as follows: 1) On the average 4.0 test items among 5 ones were solved successfully by all subjects, and all of the items were solved correctly by only 19 persons among all of them. 2) In regard to the general steps of problem solving process, there was little difference for each item between the good solvers and the poor ones. But according to the degree of difficulty of task there was a good deal of difference. For a complex problem all of 4 steps were used by most of students, but for a simple one only 3 steps except evaluating step were used by most of them. 3) It was found in this study that most of students used mainly the microscopic approach, that is, a method of applying Ohm's law on electric circuit simply and immediately, not using the properties of electric circuits. And also it was observed that most of students used the soloing tom below, that is, a solving path in which they were the first to calculate physical Quantities of circuit elements, before they caught hold of the meaning of the given problem regardless of the degree of difficulty.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제21권2호
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• pp.131-150
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• 2018

수학 과제의 구조는 이를 해결하는 학생들의 배움의 양상에 영향을 미친다. 이 연구에서는 구조화된 정도가 다른 두 가지 문제를 소집단 토론 활동으로 해결하는 초등학생들의 통계적 변이성 이해 양상을 탐색하였다. 비구조화된 문제와 구조화된 문제에서 학생들의 통계적 변이 추론 발달 정도는 비슷하였지만 비구조화된 문제에서 학생들은 보다 다양한 아이디어를 전 과정에 걸쳐 역동적으로 제시하였으며, 구조화된 문제에서는 나타나지 않았던 가설에 기반한 추론의 양상을 보였다. 또한 비구조화된 문제에서 모든 학생이 끝까지 활발하게 참여하는 모습을 보였으며, 구조화된 문제에서는 일부 학생이 소외되는 현상이 나타났다. 이러한 차이는 과제의 구조화된 정도에서 비롯되었음을 확인하였다.

• 공학교육연구
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• 제19권2호
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• pp.26-33
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• 2016

A camp program where the theory of inventive problem solving TRIZ is applied to real problems of the industry was developed and taught at a five-day seminar apart from the standard curriculum at a university D in Gyeonggido. This study focuses on the educational effect that the TRIZ method has on the engineering students when their creative problem solving skills are required to solve industry problems on their own with the knowledge from their courses. For five days, the students were educated about TRIZ and assigned a real industry problem "Removal of friction caused by bubble formation in water heating pipelines". By applying TRIZ to the problem, the students developed an "Air removing Air Arrester" which received the evaluation, "with understanding the system architecture and the task objective causes and formation of the problem could be handled which directly helps the company's R&D". In this case, TRIZ offers the students a guideline and knowledge on how to approach problems and as a result the students provided a practical solution. During the process, the TRIZ method instilled confidence in the students and proved to be a motivation. It becomes obvious that this short-term program has a positive effect on students' way of thinking creatively and increasing their problem-solving abilities.