• Journal of The Korean Association For Science Education
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• v.14 no.2
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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.

• Journal of Korean Home Economics Education Association
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• v.12 no.2
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• pp.29-45
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• 2000

The purpose of this study is (1) to develop the teaching plan based on Practical Problems solving on the area of food habits in home economics class and (2) to investigate the participation of teaching, the attitude of teaching method and food life. The subject of this study was two classes consisted off 66 students(male 26. female 40, 33 for each class) who are the first grade of middle school. The comparison group was taught by lecturing. while the experiment group by cooperative learning. The period of this experiment was three weeks: from June 7th to Jun 23th. 1999. The experiment was conducted through 5 classes. First of all students identify the problem of food habits and seek and evaluate information. Students evaluate actions and reflect on decision and evaluate action. The statistical method for the study was a paired T-test. The results of this study are as follows: 1. After experiment, the participation of teaching(p<.05) and the attitude of teaching method(p<.01) in the experiment group showed a statistically significant difference. Therefore the students in the class based on the practical problems solving took an active part in teaching 2. The practical problems solving is more effective than the lecturing in doing guide the positive attitude of teaching. 3. Through the experiment the attitude of food life in the experiment group showed a statistically significant difference(p<.05) Therefore the practical problems solving is more effective than the lecturing in changing positive attitude of food life.

• Journal of the Korean School Mathematics Society
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• v.13 no.3
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• pp.381-395
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• 2010

The purpose of this paper is to examine the competence and the methods of problem solving in four operations word problems based on the informal knowledges by five-year-old children. The numbers which are contained in problems consist of the numbers bigger than 5 and smaller than 10. The subjects were 21 five-year-old children who didn't learn four operations. The interview with observation was used in this research. Researcher gave the various materials to children and permitted to use them for problem solving. And researcher read the word problems to children and children solved the problems. The results are as follows: five-year-old children have the competence of problem solving in four operations word problems. They used mental computation or counting all materials strategy in addition problem. The methods of problem solving were similar to that of addition in subtraction, multiplication and division, but the rate of success was different. Children performed poor1y in division word problems. According to this research, we know that kindergarten educators should be interested in children's informal knowledges of four operations including shapes, patterns, statistics and probability. For this, it is needed to developed the curriculum and programs for informal mathematical experiences.

• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.339-351
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• 2018

The purpose of this study is to examine the effect of cooperative making problems and solving problems for formative assessment at finish stage on science academic achievement and scientific attitude. This study is conducted in 51 sixth-graders of two classes. The experimental group was provided with a teaching-learning course based on cooperative making problem and solving problem at finish stage. And the control group was provided with general classes based on the contents in teacher's guidebooks. The experiment was performed with the second and third units of the sixth grade, for about two month and obtained the following results: First, students prefer to make supply-type items than multiple choices. And by the Bloom's revised taxonomy of educational objectives, students prefer to make the problem types of 'Factual Knowledge' and 'Conceptual Knowledge'. Also students prefer to make the problem types of 'Understanding' and 'Applying'. Second, cooperative problem making and solving problems at finish stage has same effect on academic achievement in comparison to teacher-driven activity. Third, the experimental group made statistically significant difference in self-efficiency, contrary to the general science classes. Especially, it turned out that a meaningful effect was discovered to a cooperativity, openness. Finally, it turned out that many students thought cooperative making problem and solving problem at finish stage gave the help approving their cooperativity and openness at the investigation of awareness.

• Journal of Korean Elementary Science Education
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• v.17 no.1
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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.

• Communications of Mathematical Education
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• v.21 no.2 s.30
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• pp.177-197
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• 2007

This study analyzes the theoretical background concerning problem solving, mathematization and real-life problems. Further it examines how middle school mathematics teachers and high school students of first grade recognize the real-life problems provides in textbooks concerning the area of geometry. Following those results found from this analysis, this paper reveals the issues and problems that we noticed through the analysis of real-life problems from textbooks, level 8 and level 9, Also we suggest the application of them along with the development of real-life problems for students' uplifting problem solving skills.

• The Mathematical Education
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• v.48 no.2
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• pp.149-167
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• 2009

This study was aimed to examine problem-solving ability of fifth graders on two types of mathematical essay problems, and to analyze the process of mathematical justification in solving the essay problems. For this purpose, a total of 14 mathematical essay problems were developed, in which half of the items were single tasks and the other half were data-provided tasks. Sixteen students with higher academic achievements in mathematics and the Korean language were chosen, and were given to solve the mathematical essay problems individually. They then were asked to justify their solution methods in groups of 4 and to reach a consensus through negotiation among group members. Students were good at understanding the given single tasks but they often revealed lack of logical thinking and representation. They also tended to use everyday language rather than mathematical language in explaining their solution processes. Some students experienced difficulty in understanding the meaning of data in the essay problems. With regard to mathematical justification, students employed more internal justification by experience or mathematical logic than external justification by authority. Given this, this paper includes implications for teachers on how they need to teach mathematics in order to foster students' logical thinking and communication.

• East Asian mathematical journal
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• v.37 no.4
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• pp.523-541
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• 2021

Education for the future society should emphasize the experience of sharing, coexisting, and solving problems in cooperation with each other in the community. Accordingly, in addition to the problem-solving capability, which is the ultimate goal of mathematics education, it is necessary to strengthen the capability to solve unstructured problems through collaboration. This study attempted to suggest that solving complex problems through collaboration is used in school classes or gifted education by introducing polymath that solves problems using collective intelligence. Accordingly, a target problem was set and an example of polymath in which community members exert each other's intelligence to solve the problem. In addition, by investigating the perceptions of students who have experienced polymath, positive aspects and improvements of polymath were suggested. Through this, this study can contribute to revitalization of mathematics teaching and learning methods using collective intelligence.

• Knowledge Management Research
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• v.14 no.4
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• pp.19-46
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• 2013

This paper aims to show the learning process and the educational effects of Divide-and-Combine principles and State Models, which are included in the Butterfly Model for creative problem solving. In our State Models, there are Time State Model, Space State Model, and Whole-Parts State Model. We have taught middle school students (for 18 hours), high school students (for 24 hours), and undergraduate students (for 1 semester) about our proposed Models when they solved contradiction problems. Also, we have made the students learn our contradiction resolution algorithms by themselves based on team-based discussion. By learning and by using our Models, the students had the higher level of expertise in contradiction problems and had the growth mindset that made them have confidence in themselves and kept them challenging themselves about problems. Also, learning and solving with our Models improved the students' growth mindset as well as their problem-solving ability.

• The Mathematical Education
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• v.43 no.3
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• pp.275-289
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• 2004

The purpose of the study is to investigate how children and preservice teachers would make a progress in solving the open-problems related to area. In knowledge-based information age, information inquiry, information construction, and problem solving are required. At the level of elementary school mathematics, area is mainly focused on the shape of polygon such as square, rectangle. However, the shape which we need to figure out at some point would not be always polygon-shape. With this perspective, many open-problems are introduced to children as well as preservice teacher. Then their responses are analyzed in terms of their logical thinking and their understanding of area. In order to make students improve their critical thinking and problem solving ability in real situation, the use of open problems could be one of the valuable methods to apply.