• Title, Summary, Keyword: Problem Solving Process

Search Result 1,392, Processing Time 0.054 seconds

A Case study on the Validity Review of the Problem Solving Process of Elemetary $5^{th}$ graders (초등학교 5학년 학생들의 문제해결 과정의 타당성 검토 활동에 관한 사례연구)

  • Park, Ji-Yeon;Park, Young-Hee
    • The Mathematical Education
    • /
    • v.51 no.3
    • /
    • pp.265-280
    • /
    • 2012
  • This study aims to provide implications from mathematics education perspective by designing a process of 'validity review on the problem solving process', and then, by analyzing the results. In the result of analysis on the features of children's thinking in accordance with 4 stages of problem solving, children's thinking was equally observed in every stage rather than intensively observed in one stage, and reflective thinking related to important elements from each stage of problem solving process was observed. In the result of analysis of changes in description for problem solving process, there was a difference in the aspects of changes by children's knowledge level in mathematics, however, the activity of validity review on problem solving process in overall induced positive changes in children's description, especially the changes in problem solving process of children. Through the result of this study, we could see that the validity review on problem solving process promotes children's reflective thinking and enables meta-cognition thus has a positive influence on children's description of problem solving process.

Analysis on Science Problem Solving Process of the Elementary Science Gifted Students (초등 과학 영재의 과학 문제 해결 과정 분석)

  • Lim, Cheong-Hwan;Lim, Gui-Sook
    • Journal of Korean Elementary Science Education
    • /
    • v.30 no.2
    • /
    • pp.213-231
    • /
    • 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.

Development and Application of Teaching Strategy Focused on Problem Solving Process in the 'Separation of Mixture' Unit of Third Grade Elementary School (초등학교 3학년 '혼합물의 분리' 단원에서 문제해결 과정을 강조한 수업 전략 개발 및 적용)

  • Lee, Shin Hyun;Choi, Sun-Young
    • Journal of Korean Elementary Science Education
    • /
    • v.33 no.1
    • /
    • pp.105-114
    • /
    • 2014
  • The purpose of this study was to develop a teaching strategy focused on problem solving process and explore its effects on science creative problem solving ability, science process skills, science academic achievements and scientific attitudes of students after applying it. Teaching strategy focused on problem solving process employed brainstorming and PMI thinking strategies. The participants were the third grade students of both an experimental class(26 students) and a comparative class(25 students) at the S elementary school located in Goyang-City, Kyonggi Province. The developed strategy was applied to the experimental class for 9 periods of 'Separation of mixture' unit. The results of the tests on the science creative problem solving ability, the science process skills, scientific achievement and scientific attitude were statistically higher in the experimental class.

Factors Influencing the Process of Problem Solving in Nursing Students during Clinical Practice (임상실습 시 간호대학생의 문제해결과정에 미치는 영향요인)

  • Kim, Jung-Hyo;Park, Mi-Kyung
    • The Journal of Korean Academic Society of Nursing Education
    • /
    • v.18 no.1
    • /
    • pp.34-42
    • /
    • 2012
  • Purpose: The purpose of this study was to investigate factors which influence the process of problem solving in nursing students during clinical practice. Method: Data were collected by questionnaires from 511 nursing students in from April 10 to June 10, 2011. Data were analyzed by Pearson's correlation coefficients and multiple regression procedures. Result: The values regarding self-leadership (mean 3.62), self-directed learning readiness (mean 3.53) and problem solving process (mean 3.37) were higher than the median. There were significant correlations between all the predictive variables and the process of problem solving. The greatest factors influencing the process of problem solving in nursing students were self-leadership and self-directed learning readiness (54.3%). Conclusion: By using the results of this study as a foundation, nursing education curriculum should be comprised of self-leadership and self-directed learning readiness for improvement of nursing students' problem solving process.

The Role of Intuition and Logic in Creative Problem Solving Process (창의적인 문제해결과정에서의 직관과 논리의 역할)

  • 이대현
    • The Mathematical Education
    • /
    • v.38 no.2
    • /
    • pp.159-164
    • /
    • 1999
  • The purpose of this paper is to find role of in and logic in creative problem solving process. Intuition and logic have played an important role in creative problem solving process. Nevertheless, Intuition has been treated less importantly than logic. Therefore, I intend to review the role of intuition, and then the relationship of intuition and logic, and the role of intuition and logic in creative problem solving process. Although intuition gives an important clue in problem solving process, it may sometimes cause an error. This fact gives an idea that intuition and logic have to be harmoniously cultivated. In fact, Intuition and logic have been playing a complementary role in creative problem solving process. A creative learner is regarded as a mathematician of his age. It must be through intuition and logic that he/she solves the problem creatively, just as a mathematician invents the new mathematical fact through unconscious and conscious process. In this respective, teachers also should make every effort to cultivate intuition and logic themselves.

  • PDF

Influence of Nurses' Performance with Critical Thinking and Problem Solving Process (비판적 사고성향과 문제해결과정이 간호업무수행에 미치는 영향)

  • Choi, Hae-Ran;Cho, Dong-Sook
    • Korean Journal of Women Health Nursing
    • /
    • v.17 no.3
    • /
    • pp.265-274
    • /
    • 2011
  • Purpose: This study determined the correlation between nurses' critical thinking disposition; problem solving process; and nursing performance. It also examined the impact of critical thinking disposition and problem solving process on nursing performance. Methods: The data was collected from 419 nurses. Descriptive statistics, t-test, ANOVA, scheffe test, pearson correlation analysis and multiple regression analysis were performed. Results: Nursing performance showed that there were differences according to age, marital status, educational level, total number of years in the career and the length of employment in the present department. The problem solving process showed differences in the educational level. Critical thinking disposition showed differences according to age, educational level and total number of years in the career. Problem solving process and nursing performance showed a positive relationship whereas critical thinking disposition and nurses' performance showed a positive relationship. Factors affecting nursing performance, were nurses' age, duration of employment in the present department, problem solving process and critical thinking disposition. This model was statistically significant and showed 22.1% of the total variance. Conclusion: The attention of nursing administrators should be drawn to the consideration that a certain amount of experience in the current department is positively related to nursing performance. Furthermore, in order to provide a improvement in professional nursing performance, educational programs towards nurses' critical thinking disposition and problem solving process should be provided.

Ego Resilience, Problem Solving Process and Clinical Practice Competency in Nursing Students (간호대학생의 자아탄력성, 문제해결과정 및 임상수행능력)

  • Park, Yeong Sook;Kwon, Yunhee
    • The Journal of Korean Academic Society of Nursing Education
    • /
    • v.19 no.3
    • /
    • pp.341-350
    • /
    • 2013
  • Purpose: This study was done to identify the relationship among ego resilience, the problem solving process and clinical competency in nursing students. Methods: Data were collected by questionnaires from 265 nursing students in D city. Measures were ego resilience, problem solving process and clinical competency. Data was analyzed using frequency analysis, t-test, one-way ANOVA, person's correlation coefficients, and multiple regression analysis with SPSS/WIN 19.0 version. Result: The Ego resilience score of subjects was 2.80 out of a perfect score of 4, the problem solving process score of subjects was 3.12, and the clinical competency score of subjects was 3.49 out of a perfect score of 5. There was a significant positive correlation among ego resilience, problem solving process and clinical competency. The significant predictors of problem solving process and clinical competency were ego resilience. Conclusion: These findings indicate that there is a need to increase ego resilience to improve the problem solving process and clinical competency of nursing students. The results should be reflected in the development of effective curricula.

Gender Characteristics in Elementary Science Problem Solving Process (초등 과학 문제 풀이 과정에서의 성별 특성)

  • Shin, Dong-Hee;Park, Byung-Tai
    • Journal of Korean Elementary Science Education
    • /
    • v.28 no.3
    • /
    • pp.229-244
    • /
    • 2009
  • This study was initiated to investigate sixth graders' gender characteristics in science problem solving process and thus find out the proper learning and teaching strategies for each gender. A total of 14 students, each of seven male and female students, were selected through three tests, including items of science knowledge, science inquiry, and creativity. Students were required to solve 26 items and to think aloud for researchers help understand how they thought in their problem solving process. Males and females showed some similarity and difference in four steps of problem solving process, understanding, planning, solving, and reviewing. We found gender differences in self-confidence of their answer. This study is expected to help develop teachers' differential teaching strategy for male and female students' science problem solving.

  • PDF

The Effects of PBL(Problem-Based Learning) on the Metacognition, Critical Thinking, and Problem Solving Process of Nursing Students (문제중심학습이 간호학생의 비판적 사고, 메타인지 및 문제해결과정에 미치는 영향)

  • 최희정
    • Journal of Korean Academy of Nursing
    • /
    • v.34 no.5
    • /
    • pp.712-721
    • /
    • 2004
  • Purpose: This investigation examined the effect of PBL on the meta-cognition, critical thinking, and problem solving process. Method: The research design was pre-posttest with a none qui valent control group design. Scenarios for PBL sessions were developed on the basis of textbooks and patients' charts and tested for content validity. Seventy six nursing students who took a 'Nursing Process' course from two nursing schools participated in the experimental group and control group. The experimental group performed PBL during the semester. Meta-cognition and problem solving processes were assessed by questionnaires which were developed using pedagogics. Critical thinking was measured by the CCTST(California Critical Thinking Skill Test) Form 2000. The data was analyzed by repeated measure (pretest-posttest) MANOVA, and correlation analysis. Result: PBL improved the participants' meta-cognition and problem solving process but not critical thinking. The relationship between meta-cognition and the problem solving process was supported but the relationship between critical thinking and problem solving was not supported. Conclusion: These results suggest that PBL has a positive effect on nursing students' educational outcomes. To improve the problem solving ability of nursing students, PBL should be applied to more subjects in the nursing curriculum.

A model of problem solving instruction for improving practical skill-competence in technical high school (공업계 고등학교에서의 문제해결식 실기수업 모형)

  • Kim, Ik-Su;Ryu, Chang-Yol
    • 대한공업교육학회지
    • /
    • v.30 no.1
    • /
    • pp.1-18
    • /
    • 2005
  • The purpose of this study was to development a model of problem solving instruction for improving practical skill-competence in technical high school. For the study, various literature researches were reviewed intensively about problem solving process, laboratory instruction's approaches and learning principals. The problem solving instruction process was composed with identifying problems, generating alternative solutions, investigation and research, choosing a solution, acting on a plan, modeling of problem solving, testing and evaluating, redesigning and improving. The skills schema combines a four domain of skilled activity, that is, cognitive skills, psychomotor skills, reactive skills and interactive skills. The problem solving instruction was composed with five major learning systems-emotional, social, cognitive, physical, and reflective-that can be used extensively as generic lesson plashing. The teacher serves as a coach or guide for student learning. As a facilitator, the teacher challenges, questions, and stimulates the students in their thinking, problem solving and self-directed study. In this process, students represent problem with think aloud, assume responsibility for their learning and move from teacher-centered to student-centered education.