• School Mathematics
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• v.11 no.4
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• pp.665-683
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• 2009

The purpose of this study is to improve forward mathematics study by analyzing the effects of the teaching and learning process applied situation-based mathematical problem posing activity on problem solving ability and mathematical attitudes. For this purpose, the research questions were established as follows: 1. How the situation-based mathematical problem posing activity(WQA activity) changes the problem solving ability of students? 2. How the situation-based mathematical problem posing activity(WQA activity) changes the mathematical attitudes of students? The results of the study were as follows: (1) There was significant difference between experimental group and comparative group in problem solving ability. This means that situation-based mathematical problem posing activity was generally more effective in improving problem solving ability than general classroom-based instruction. (2) There was not significant difference between experimental group and comparative group in mathematical attitudes. But the experimental group's average scores of mathematical attitudes except mathematical confidence was higher than comparative group's ones. And there was significant difference in the mathematical adaptability. The results obtained in this study suggest that the situation-based mathematical problem posing activity can be used to improve the students' problem solving ability and mathematical attitudes

• Communications of Mathematical Education
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• v.25 no.1
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• pp.21-45
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• 2011

It is the aim of this paper to find the requisites for the target problem solving process in reference to the base problem and to search the roles of those. Focusing on the structural similarity, analytic activity and comparative activity in stage of similar mathematical problem solving process, we tried to find the roles of them. We observed closely how four students solve the target problem in reference to the base problem. And so we got the following conclusions. The insight of structural similarity prepare the ground appling the solving method of base problem in the process solving the target problem. And we knew that the analytic activity can become the instrument which find out the truth about the guess. Finally the comparative activity can set up the direction of solution of the target problem. Thus we knew that the insight of structural similarity, the analytic activity and the comparative activity are necessary for similar mathematical problem to solve. We think that it requires the efforts to develop the various programs about teaching-learning method focusing on the structural similarity, analytic activity and comparative activity in stage of similar mathematical problem solving process. And we also think that it needs the study to research the roles of other elements for similar mathematical problem solving but to find the roles of the structural similarity, analytic activity and comparative activity.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.309-317
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• 2007

The purpose of the study is to investigate the effects of problem solving models and middle school students' recognition inproblem solving activities and to get implications of problem solving activities in science education. We took the position of problem solving as consisting of four sequential stages: search of problems, performance of the plan, presentation of results, and evaluation of the presentation. Taking into account thechosen activity factors for each stage of problem solving, we developed detailed activity tools that are supposed to guide the stage. Recognition of problem solving activities in 7th grade middle school students were positive. Students felt that problem solvingactivities made them engage more and interested in science classes, and that they were helpful in solving problems in everyday life. Even though they found real problems in everyday life, they preferred problem solving activities to deal with real problems rather than simple minded ones.

• Journal of Educational Research in Mathematics
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• v.12 no.2
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• pp.265-274
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• 2002

The purpose of the paper is to provide the importance of matacognition as a factor to correct the errors generated by the intuition. For this, first of all, we examine not only the role of metacognition in mathematics education but also the errors generated by the intuition in the mathematical problem solving process. Next, we research the possibility of using metacognition as a factor to correct the errors in the mathematical problem solving process via both the related theories about the metacognition and an example. In particular, we are able to acknowledge the importance of the role of metacognition throughout the example in the process of the problem solving It is not difficult to conclude from the study that emphasis on problem solving will enhance the development of problem solving ability via not only the activity of metacognition but also intuitive thinking. For this, it is essential to provide an environment that the students can experience intuitive thinking and metacognitive activity in mathematics education .

• Korean Journal of Human Ecology
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• v.19 no.2
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• pp.245-256
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• 2010

The purpose of this study is on the effect of the Baduk play activity upon a child's intelligence, problem solving and delay of gratification. 68 participants (36 from the test group and 32 from the regulation group) were selected from 5 year old children who attend two elementary school annexed kindergartens for a pre-test and post-test in order to verify the effect of the Baduk play activity. The Baduk play activity was applied to the test group 3 times a week from the 3rd week of March, 2008 until the 3rd week of October, 2008. In this study, K-WPPSI, CPS and delay of gratification test were used to measure the effect of the activity. As a result, it can be construed that the Baduk play activity gives children a more positive influence upon their activity and overall IQ, ability of problem- solving and delay of gratification.

• Journal of Engineering Education Research
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• v.10 no.3
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• pp.93-108
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• 2007

The purpose of this study is to investigate characteristics which are related with effective solution of technological problems. For this, an effective problem solver and an ineffective problem solver have been compared in terms of the problem solving activity with a population of students who are enrolled in College of Engineering, C University in Daejeon. As a result, this paper can be concluded as follows: An effective problem solver differs from an ineffective problem solver in terms of time consumed during problem solution modeling a problem solution identifying a problem cause and frequency and time consumed during evaluating a result.

• 대한공업교육학회지
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• v.30 no.1
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• pp.1-18
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• 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.

• The Mathematical Education
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• v.51 no.3
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• pp.265-280
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• 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.

• Korean Journal of Child Studies
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• v.18 no.2
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• pp.267-282
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• 1997

The purpose of this study was to examine (1) problem solving processes, and (2) the relationship between problem solving abilities and emotional stability in preschool children. Sixty children, 4, 5, and 6 years of age were selected as subjects from 2 kindergartens. Their problem solving abilities were assessed with the Sink and Float activity and their emotional stability was measured with the House-Tree-Person test. General abilities for problem solving developed with increase in children's age. That is, age differences were found in all 3 problem solving processes of generating, testing, and applying hypotheses. No differences between sexes or kindergarten program were found. Children's emotional stability was significantly related to problem solving ability. While the relationship between emotional stability and processes of generating and applying hypotheses was not significant, emotionally stable children performed better in free play.

• Journal of the Korea Society of Computer and Information
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• v.23 no.9
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• pp.163-169
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• 2018

Problem solving by programming has a lot of influence on computational thinking improvement. Programming learning has been self-directed based on the individual's thoughts and principles. However, the revised informatics curriculum in 2015 puts importance on collaborative learning. Collaborative learning emphasizes results differently from cooperative learning, which emphasizes problem-solving processes. And cooperative learning leads to structured learning, such as role sharing and activity stages, within a small group, while collaborative learning leads to unstructured learning. Therefore, it is becoming more in collaborative learning that peer interaction can be affected by learners' cognitive style. In this paper, we propose the effect of cognitive style on problem solving ability in collaborative learning for problem solving by programming. As a result, collaborative learning was effective in improving problem solving ability and there was no significant difference in cognitive style.