• Title, Summary, Keyword: Problem solving ability

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Everyday science problem solving processes of high ability elementary students in science: Analysis of written responses (초등 과학 우수 학생의 일상적 맥락의 과학 문제 해결 과정: 서답형 문항에 대한 응답 분석)

  • 김찬종
    • 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.

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Influence of Nursing Informatics Competencies and Problem-solving Ability on Nursing Performance Ability among Clinical Nurses (간호사의 간호정보역량, 문제해결능력 및 업무수행능력)

  • Kwak, So Young;Kim, Yoon Soo;Lee, Kyoung Ju;Kim, Miyoung
    • The Journal of Korean Academic Society of Nursing Education
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    • v.23 no.2
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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.

Cognitive Style and Interpersonal Problem Solving Ability among 5-, 7-, and 9-year-olds (아동의 인지양식과 대인 문제 해결력 - 5세, 7세, 및 9세 아동을 대상으로 -)

  • Chyung, Yun Joo;Yi, Soon Hyung
    • Korean Journal of Child Studies
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    • v.14 no.1
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    • pp.77-89
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    • 1993
  • The purpose of this study was to investigate (1) children's field dependence by age and sex, (2) children's interpersonal problem solving ability by age, sex, and contextual factors, (3) children's interpersonal problem solving ability by field dependence. The subjects were 120 five-, seven-, and nine-year-olds. Children's field-dependence was measured with the Children's Embedded Figures Test (CEFT). Children's interpersonal problem solving ability was measured with the Preschool Interpersonal Problem Solving Test (PIPS Test). Statistical methods adopted for data analysis were frequencies, percentiles, means, standard deviation, t-test, oneway ANOVA. $Scheff{\acute{e}}$ test and Pearson's correlations. Major findings were that (1) The older children were more field-independent than the younger ones (2) The older children suggested more problem solving methods and higher-level problem solving strategies than the younger ones. (3) Children suggested higher-level problem solving strategies in contexts involving familiar as opposed to unfamiliar participants and contexts involving children as opposed to adults. (4) 9-year-olds' field-independence was positively associated with interpersonal problem solving ability.

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Factors Affecting Social Problem-solving Ability of Community-residing Alcohol-dependent Patients: Focused on Gender Differences (지역에 거주하는 알코올의존 환자의 성별에 따른 사회적 문제해결력 영향요인)

  • Byun, Eun Kyung;Kim, Mi Young;Kim, Jung Hee
    • Journal of Korean Academy of Community Health Nursing
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    • v.28 no.3
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    • pp.313-323
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    • 2017
  • Purpose: The purpose of this study is to investigate factors affecting social problem-solving ability of alcohol-dependent patients with a focus on gender differences. Methods: Participants were 250 alcohol-dependent people(men 140, women 110) who were living in B, G and Y cities. Data were collected from January 10 to March 31, 2017 using self-report questionnaires. Abstinence self-efficacy, alcohol insight, unconditional self-acceptance, and social problem-solving ability were investigated. For data analysis, t-test, one-way ANOVA, Pearson correlation coefficients and multiple regression were employed. Results: Factors influencing social problem-solving ability for men were unconditional self-acceptance and age. The explanatory power was 28%. Factors influencing social problem-solving ability for women were unconditional self-acceptance, stress, religiousness, age, occupation and abstinence self-efficacy and the explanatory power was 72%. Unconditional self-acceptance and age were significant variables of social problem-solving ability in both men and women. Stress, occupation, religiousness and abstinence self-efficacy were significantly associated with social problem-solving ability in women but not in men. Conclusion: The results suggest that it is necessary to consider gender characteristics in order to develop effective management programs for social problem-solving ability in alcohol-dependent people.

초등수학 기하문제해결에서의 시각화 과정 분석

  • Yun, Yea-Joo;Kim, Sung-Joon
    • East Asian mathematical journal
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    • v.26 no.4
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    • pp.553-579
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    • 2010
  • Geometric education emphasize reasoning ability and spatial sense through development of logical thinking and intuitions in space. Researches about space understanding go along with investigations of space perception ability which is composed of space relationship, space visualization, space direction etc. Especially space visualization is one of the factors which try conclusion with geometric problem solving. But studies about space visualization are limited to middle school geometric education, studies in elementary level haven't been done until now. Namely, discussions about elementary students' space visualization process and ability in plane or space figures is deficient in relation to geometric problem solving. This paper examines these aspects, especially in relation to plane and space problem solving in elementary levels. Firstly we propose the analysis frame to investigate a visualization process for plane problem solving and a visualization ability for space problem solving. Nextly we select 13 elementary students, and observe closely how a visualization process is progress and how a visualization ability is played role in geometric problem solving. Together with these analyses, we propose concrete examples of visualization ability which make a road to geometric problem solving. Through these analysis, this paper aims at deriving various discussions about visualization in geometric problem solving of the elementary mathematics.

The Effect of Social Support and Problem Solving Ability of Low-Income Divorced Family's Children on Problem Behavior (저소득층 이혼가정 아동의 사회적지지 및 문제해결력이 문제행동에 미치는 영향)

  • Jung, Ji-Yun;Han, Eu-Gene
    • Korean Journal of Human Ecology
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    • v.16 no.3
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    • pp.491-504
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    • 2007
  • This study was based on resilience approach to find out elementary first, second, and third year students' differences of social support and problem solving ability defending on their family situation (low-income divorced family or normal family) by comparing their sex and age. In addition, the purpose of this study was to find out the effect of factors (social support, problem behavior, and problem solving ability) of children defending on their family situation and age. Moreover, it was aimed to find out the effect of social support and problem solving ability of low-income divorced family's children on their problem behavior. Subjects were 165 children in elementary school (grade 1, 2, and 3). For this study two groups were used for comparison. First, low-grade elementary school children with low-income divorced parents (N=87), "group D" and second, with low-income non-divorced parents (N=78) "group N". The questionnaire, picture cards, and teacher's report was used to determine social support perception, problem-solving ability, and problem behavior, respectively. Results showed that "Group D" was determined to show regarding social support, problem-solving ability, and problem behaviors worse than "group N". In conclusion, problem behaviors of "group D" were affected by social support and their problem-solving ability.

The Relation between the Problem Solving Ability and Clinical Practice Satisfaction of Dental Hygiene Students (일부 치위생과 학생의 문제해결능력과 임상실습만족도와의 관계)

  • So, Mi-Hyun;Lee, Myung-Sun
    • The Journal of Korean Society for School & Community Health Education
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    • v.17 no.1
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    • pp.49-58
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    • 2016
  • Objectives: This study was carried out to provide basic materials to draw up measures for courses operation and effective clinical practice operation for the cultivation of future effective problem solving ability by identifying the relationship between problem solving ability and clinical practice satisfaction of dental hygiene students. Methods: This study targeted 215 dental hygiene students from 3 universities located in Gyeonggi-do from November 30 to December 4, 2015. We analyzed the data with frequency analysis, descriptive statistics, t-test. One-way ANOVA, Pearson correlation coefficient, Regression analysis by using SPSS. Results: Clinical practice satisfaction between grades according to the general characteristics of the study subjects was analyzed and as a result, clinical practice satisfaction showed a significant difference depending on grade (t=-2.355, p=.019), major satisfaction(F=9.548, p=.000), health status(F=4.909, p=.008). The problem solving ability according to the general characteristics of the study subjects was compared and as a result, the problem solving ability score of students 'living apart from their family or living in lodgings' was found to be higher than that of students 'living with their family' (p=.023) and the problem solving ability of students who answered 'satisfied' with their major was higher than that of students who answered 'moderate' (p=.000). As the problem solving ability and major satisfaction are higher and health status is better, clinical practice satisfaction showed higher results (p<.01). Conclusions: The above results showed a correlation between the problem solving ability and clinical practice satisfaction of dental hygiene students and clinical practice satisfaction showed higher scores as the problem solving ability level was higher. Therefore, efforts to enhance dental hygiene students' clinical practice satisfaction are considered necessary by developing and providing a program to strengthen students' problem solving ability.

The Relationships Between Verbal Behaviors and Chemistry Problem Solving Ability in Cooperative Learning (협동학습 과정에서의 언어적 행동과 화학 문제 해결력 사이의 관계)

  • Jeon, Kyung-Moon;Yeo, Kyeong-Hee;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.20 no.2
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    • pp.234-243
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    • 2000
  • This study investigated the relationships between verbal behaviors and chemistry problem solving ability in cooperative learning. Based on the previous chemistry achievement. 11th-graders were assigned heterogeneously into three-membered groups. Small cooperative group problem solving processes in using 4 stage-problem solving strategy were audio/video taped. Students' chemistry problem solving ability was then measured by a problem solving strategy performance test. Their verbal behaviors were classified into giving information, receiving information, asking questions, and disagreeing. These were further coded into 16 subcategories. Providing, a subcategory of giving information, was the most frequent behavior. In studying partial correlation between verbal behaviors and problem solving ability, 7 categories were found to have significantly positive relationships. Providing showed the highest correlation with the problem solving ability as reported previously. Moreover, this study also revealed significant correlations in the categories of clarifying provided, correcting, justifying, and clarifying. In the case of low-ability students, the verbal behaviors of giving or receiving information were strongly correlated with problem solving ability. However, these verbal behaviors did not enhance the problem solving ability of high- and medium-ability students.

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The Relationship Between Young Children's Executive Function and Arithmetic Story Problem Solving Abilities (유아의 실행기능과 수학이야기문제해결력 간의 관계)

  • Cheung, Eun Jin
    • Korean Journal of Childcare and Education
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    • v.15 no.1
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    • pp.37-55
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    • 2019
  • Objective: This study investigated whether executive function has a significant relationship to concrete, picture, and language clue tasks of the arithmetic story problem-solving ability, and its effects. Methods: The participants in the study were 112 young children at childcare centers. The following methods were used to evaluate executive function: Day-Night/Flag-Raising tasks, DCCS tasks, and digit span-reverse digit span methods. To measure the arithmetic story problem-solving ability concrete, picture, and language clue tasks were evaluated. Results: First, the higher the child's age, the higher their executive function and arithmetic story problem-solving abilities were. Second, there is a significant positive correlation between a young child's executive function and arithmetic story problem-solving ability. Third, when the task presentation method varied for concrete, picture, and language clue tasks, the effect of the subordinate factor of the execution function of the arithmetic story problem-solving ability also varied. Conclusion/Implications: Analysis confirmed the relationship between young children's executive function and arithmetic story problem-solving ability. The results are meaningful in showing that the sub-factors of the executive function have different influences on concrete, picture, and language clue tasks of the arithmetic story problem-solving ability.

A Study on Problem-Solving Ability and Classification of Mathematical Problems. (문제 해결력과 수학문제의 분류 관점에 관한 연구)

  • Kim Cheol Hwan;Park Bae Hun;Jung Chang Hyun
    • The Mathematical Education
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    • v.26 no.2
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    • pp.9-13
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    • 1988
  • Mathematics education is generally to cultivate mathematical thought. Most meaningful thought is to solve a certain given situation, that is, a problem. The aim of mathematies education could be identified with the cultivation of mathematical problem-solving ability. To cultivate mathematical problem-solving ability, it is necessary to study the nature of mathematical ability and its aspects pertaining to problem-solving ability. The purpose of this study is to investigate the relation between problem-solving ability and classficational viewpoint of mathematical verbal problems, and bet ween the detailed abilities of problem-solving procedure and classificational viewpoint of mathematical verbal problems. With the intention of doing this work, two tests were given to the third-year students of middle school, one is problem-solving test and the other classificational viewpoint test. The results of these two tests are follow ing. 1. The detailed abilities of problem-solving procedure are correlated with each other: such as ability of understanding, execution and looking-back. 2. From the viewpoint of structure and context, students classified mathematical verbal problems. 3. The students who are proficient at problem-solving, understanding, execution, and looking-back have a tendency to classify mathematical verbal problems from a structural viewpoint, while the students who are not proficient at the above four abilities have a tendency to classify mathematical verbal problems from a contextual viewpoint. As the above results, following conclusions can be made. 1. The students have recognized at least two fundamental dimensions of structure and context when they classified mathematical verbal problems. 2. The abilities of understanding, execution, and looking- back effect problem-solving ability correlating with each other. 3. The instruction emphasizing the importance of the structure of mathematical problems could be one of the methods cultivating student's problem-solving ability.

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