• Journal of Science and Technology Studies
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• v.18 no.3
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• pp.255-289
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• 2018

The social problem-solving R&D is different from the goal and process in comparison with research aimed at scientific excellence and industrial innovation. It pursues social values and active participation of the end-user civil society. In this study, we try to derive its characteristics by analyzing the cases that are evaluated as successful social problem solving R&D project. In order to analyse the social problem-solving R & D case, these four variables are selected; 1) social and technological planning for problem solving 2) participatory technological development 3) law, system and delivery system development for innovation deployment 4) scale-up of new R&D process. Those are important issues identified through case studies: 1) the tools and support services needed to carry out social and technical planning effectively, 2) the role of the Living Lab to coordinate opinions with experts and users, 3) the legislative and institutional improvement activities as important as technological development, 4) researcher's change through interaction with end user.

• Journal of the Korean School Mathematics Society
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• v.4 no.2
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• pp.115-123
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• 2001

In its seventh revision to start in 2001, mathematics will have a new emphasis in the middle school curriculum. Mathematics subject is now composed of practical things in the use of mathematics. Also, the future of new generation, which has been known as the information age, places much focus on problem-solving in order to collect, analyze, synthesize, and judge various kinds informations. This demand of problem-solving ability is not only related with mathematical education but, along the entire educational process, its related to actual life. With this change of social structure, the importance of school education is increasing rapidly. Therefore, in order to grow abilities and create new knowledge, adapted this new method of self-oriented learning in groups to middle school 2nd graders for one year, the results were as follows : 1. Students developed their ability of the use of mathematical terms and signs correctly. 2. Students' mathematical knowledge and problem-solving ability improved as they had increased interest in mathematics. 3. Students' peership was enhanced through their communication and cooperative activities in groups during the class. 4. Students themselves were more willing to volunteer and participate during the class.

• Journal of Engineering Education Research
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• v.18 no.4
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• pp.26-33
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• 2015

The purpose of this study is to microscopically analyze the problem solving activities in creative robotics making and programming activity in order to investigate the characteristics of team interaction in accordance with MBTI disposition of team members in the creative robotics making activity in which the engineering education has a lot interest in the recent years. For the prosecution of this study, teams composed of 2 students targeting 30 students who were at the related department of engineering education in the college of eduction, A university located in Daejeon were organized. In addition, individual propensities of team members, in other words, team dynamic structure and team interaction were analyzed through microscopical analysis of the problem solving activities in creative robotics making and programming activity. The results of this study showed that there was a static correlation between the organization of MBTI Heterogeneity team and the interaction of team members, and also there was a positive interaction of team members in organizing MBTI Homogeneity team in area of Thought (T) - Feeling (F). In addition, mutual complement to solve the problems was carried out and the problem-solving capability was shown in the course of the communication along with the organization of MBTI team of extreme heterogeneity.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.77-98
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• 2001

This study has a purpose to find out how the problem posing activity by presenting the problem situation effects to the mathematical problem solving ability. It was applied in two classes(Experimental group-35, Controlled group-37) of the fourth grade at ‘D’ Elementary school in Bang Jin Chung nam and 40 Elementary school teachers working in Dang Jin. The presenting types of problem situation are the picture type, the language type, the complex type(picture type+ language type), the free type. And then let them have the problem posing activity. Also, We applied both the teaching-teaming plan and practice question designed by ourself. The results of teaching and learning activities according to the type of problem situation presentation are as follows; We found out that the learning activity of the mathematical problem posing was helpful to the students in the development of the mathematical problem solving ability. Also, We found out that the mathematical problem posing made the students positively change their attitude and their own methods for mathematical problem solving.

• East Asian mathematical journal
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• v.27 no.2
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• pp.101-115
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• 2011

Recently, for solving a math problem, and I reflect back, so much emphasis on activities which reflect the activities conducted in schools is necessary to look for. In this study, the 7th Mathematics Curriculum textbooks (10 - a, b) and 7th in mathematics and modification of curriculum textbooks (math) in the reflection type of activities that explore the resulting problems and the measures we discuss are. Therefore, textbooks reflect the type of activities were analyzed before and thinking strategies, and we will examine various types of reflective activities.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.1-19
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• 2006

It is generally accepted that fostering creative thinking is a core in mathematics education and accumulating research products on that topic is really needed. In this study, I hoped to investigate and verify that in mathematics education it was possible to cultivate creative thinking through various and divergent activities, For this purpose, I delat with some illustrations, in which students learned mathematics through the operational activities using teaching tools, problem solving and problem posing activities, and finally they seemed to foster creative mathematical thinking. In conclusion of this paper, I have suggested that in math education those activities should be used to cultivate students' creative thinking in kindergarten or early elementary school. Also I asserted that it is urgently need to store up research products about various materials and methods for those mathematics teaching and learning.

• Research in Mathematical Education
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• v.25 no.2
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• pp.99-115
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• 2022

This study examined difficulties middle school students have in learning mathematics and proposed a flipped classroom consisting of Khan Academy activities, small-group problem solving, and mathematical modeling to help improve their learning. A mixed-method approach was used to identify difficulties students have in learning mathematics, explore how the flipped classroom helped them reduce the learning difficulties identified, and examine if there were differences in students' mathematics achievement and their affective characteristics after participating in the flipped classroom. Qualitative analyses showed that students had difficulties in understanding mathematical concepts and finding effective ways to learn as well as negative views towards learning mathematics. This study also found that each activity of the flipped classroom had a different impact on student learning. Before class, the Khan Academy activities were most likely to help students understand mathematical concepts. In class, small-group problem solving activities were most helpful for students who had trouble finding effective learning methods and environments. Mathematical modeling activities were most likely effective in changing students' negative views towards mathematics. A quantitative analysis showed that the flipped classroom not only significantly improved the students' mathematics achievement, but also positively affected their confidence and motivation and how much they valued learning mathematics.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.100-108
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• 2020

This descriptive research study investigated the mediating effect of self-leadership on the relationship between critical thinking and problem solving ability of nursing university students. The data were collected from nursing university students in G city. Korea, from 20 Sep. 2019 through 30 Sep. 2019. General characteristics, critical thinking, problem solving ability and self-leadership were surveyed using structured questionnaires. Statistical analysis was performed using descriptive statistics, ANOVA, and stepwise multiple regression analysis with SPSS/WIN 21.0. The mediating effect of self-leadership on the relationship between critical thinking and problem solving ability was tested using Baron & Kenny's 3-step hierarchical regression analysis. There were positive correlations between problem solving ability and critical thinking(r=.48, p<.001), between problem solving ability and self-leadership(r=.73, p<.001) and between critical thinking and self-leadership(r=.70, p<.001). In addition, self-leadership had a partial mediating effect(Z=6.64 p<.001) on the relationship between critical thinking and problem-solving ability. Therefore, strengthening of self-leadership is necessary to improve the problem-solving ability of nursing university students. Various strategies through regular education courses and extracurricular activities should be prepared for this purpose.

• Education of Primary School Mathematics
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• v.20 no.1
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• pp.85-99
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• 2017

In order to improve mathematical problem-solving ability, there has been a need for research on practical application of meta-affect which is found to play an important role in problem-solving procedure. In this study, we analyzed the characteristics of the sociodynamical aspects of the meta-affective factor of the successful problem-solving procedure of small groups in the context of collaboration, which is known that it overcomes difficulties in research methods for meta-affect and activates positive meta-affect, and works effectively in actual problem-solving activities. For this purpose, meta-functional type of meta-affect and transact elements of collaboration were identified as the criterion for analysis. This study grasps the characteristics about sociodynamical function of meta-affect that results in successful problem solving by observing and analyzing the case of the transact structure associated with the meta-functional type of meta-affect appearing in actual episode unit of the collaborative mathematical problem-solving activity of elementary school students. The results of this study suggest that it provides practical implications for the implementation of teaching and learning methods of successful mathematical problem solving in the aspect of affective-sociodynamics.

• The Korean Journal of Elementary Counseling
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• v.8 no.1
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• pp.51-66
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• 2009

This study aims at examining how it becomes to change the interpersonal cognitive problem solving ability development of elementary rejected children when teacher practices counseling strategy in classroom To do this, 130 fifth-graders of 4 classrooms from H Elementary School in B City went through Ahn Ie-hwan's(2007) social status type system by using the peer nomination, Then, 21 children were labeled as rejected children. Among them, 16 children were divided into experimental group & control group, 8 for the each group. In order to improve the interpersonal cognitive problem solving ability of rejected children with teacher's counseling strategy in classroom used in this study, 5 weeks activity made according to the level of classroom was carried out in four sides, that is, setting of classroom structure-environments, classroom activities, counseling activities, cooperative learning method, referring to Dreikurs'(1971) 'The counseling strategy in classroom' composed of self-discipline, cooperation, mutual respect, shared responsibility, and social equality. This study obtained the following results. First, There was a significant effect in improving the interpersonal cognitive problem solving ability of rejected children. Looking into sub-factors, there was a significant effect in improving consequential thought and method-ends thought except alternative solution thought and causal thought. Second, there was a significant difference in social status & change of 5 types of children in social status in the respective classrooms when those of the experimental group where teacher's counseling strategy in classroom carried out and those of the control group where teacher's counseling strategy in classroom not carried out were compared. To conclude the results mentioned above, We can see the fact that the counseling strategy in classroom positively affected interpersonal cognitive problem solving ability.