• Title/Summary/Keyword: problem solving

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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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Reconsideration of Teaching Mathematics Problem Solving in Elementary School (초등학교 수학과 문제해결 교육 재고)

  • Jeong, Eun-sil
    • Journal of Elementary Mathematics Education in Korea
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    • v.19 no.2
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    • pp.123-141
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    • 2015
  • The purpose of this study is to reconsider of teaching mathematics problem solving in Korea's elementary school through an analysis of mathematics curricula and mathematics textbooks of the elementary school. As a result, it is found that the problem solving had been emphasized continually from the 4th curriculum to the 2009 revised curriculum. However, contents in their textbooks did not reflect the intent of the mathematics curricula properly. And amount of contents related to teaching about problem solving in the textbooks reached the peak in the 6th mathematics curriculum. Then teaching about problem solving had been weakened gradually. And it is also revealed that there had been a movement to change to teaching for problem solving in the textbooks of the 2007 and 2009 revised curricula. Teaching via problem solving had not been carried out appropriately so far.

Factors Influencing Problem Solving Abilities of Freshmen Nursing Students (간호대학 신입생들의 문제해결력에 미치는 영향 요인)

  • Kim, Yun-Min
    • Journal of Korean Academy of Nursing Administration
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    • v.16 no.2
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    • pp.190-197
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    • 2010
  • Purpose: The purpose of this study was to investigate factors which influence freshmen nursing students' problem solving abilities. Method: The data were collected from 119 students by means of self-reported questionnaires measuring problem solving abilities, critical thinking disposition, and self-directed learning, on March 7th and 11th, 2010. Result: For problem solving ability categories, the level of problem discovery was the highest followed by solution plan, problem definition, solution evaluation and solution implementation. The influencing factors on problem solving abilities of nursing students were critical thinking disposition, self-directed learning and gender. Conclusion: Using the results of this study as a foundation, nursing education curriculum should be comprised of critical thinking skills and self-directed skills for the improvement of nursing students' problem solving abilities. It is also recommended that further studies be conducted in order to investigate comprehensive curriculum designs that allow for maximum accumulation of these proficiencies.

The Influences of Young Children's Happiness on Behavior Problems and Interpersonal Problem Solving Strategies (유아의 행복감이 행동문제 및 대인간 문제해결 전략에 미치는 영향)

  • Gwon, Gi-Nam;Seong, Mi-Young
    • Korean Journal of Human Ecology
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    • v.19 no.2
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    • pp.257-270
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    • 2010
  • This study investigated preschoolers' happiness, behavior problems, and interpersonal problem solving strategies according to their sex and age, and the relationships among them. The subjects were 185 preschoolers (97 boys and 88 girls; 83 four-year-olds and 102 five-year-olds). Results showed that boys were higher in behavior problems (aggression) and forceful problem solving strategies than girls, while girls were higher in happiness (characteristics of self) than boys. Also, 4-year-old children were higher in forceful problem solving strategies than 5-year-olds. Children's happiness was negatively related to their internalizing and externalizing behavior problems. Behavior problems and interpersonal problem solving strategies of children were influenced by their happiness. These findings provide preliminary evidence that children's happiness may predict their behavior problems and interpersonal problem solving strategies.

Influencing Factors for Nurses' Problem Solving Ability Related to Dysfunctional Beliefs and Emotion Regulation Strategy (역기능적 신념과 정서조절 양식이 간호사의 문제해결 능력에 미치는 영향)

  • Shin, Yeon Hee
    • Journal of Korean Clinical Nursing Research
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    • v.18 no.3
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    • pp.402-412
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    • 2012
  • Purpose: The purpose of this study was to explore influencing factors of dysfunctional beliefs and emotion regulation strategy for nurses' problem solving ability. Methods: This study was a cross-sectional design with a sample of 745 nurses from 1 university hospital located in Gyeonggido. The scales were Dysfunctional Beliefs Test (70 items), Emotion Regulation Strategy Questionnaire (25 items) and Social Problem Solving Inventory (52 items). The data were analyzed using SPSS 17.0 employing ANOVA, pearson correlation coefficients and multiple regression analysis. Results: The mean score for problem solving ability was 11.26 points. Influencing factors for nurses' problem solving ability were identified as 'active regulation style' in emotion regulation strategy and 'negative concept of social self' in dysfunctional beliefs. Conclusion: It is plausible to assume that dysfunctional beliefs which are vulnerability factors in cognitive variables and emotion regulation strategy affect nurses' problem solving ability.

Analysis of Engineering Problem-Solving Ability by the TRIZ Learning (트리즈 학습에 따른 공학적 문제해결능력 분석)

  • Lee, Jae-Kyoung
    • Journal of Engineering Education Research
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    • v.19 no.6
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    • pp.3-9
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    • 2016
  • Amonng many creative problem-solving methodologies, the TRIZ with practicality and applicability has been utilized a lot in practice and education. This research introduced the TRIZ course for engineering problem-solving training to engineering college students. Then, a survey about students' ability to solve engineering problems after the TRIZ course were analyzed statistically. Finally, problem-solving cases of industry in each team project were examined. It is proved that an understanding of the TRIZ should be confirmed on that can be applied and utilized and can be linked to well performing team projects. Therefore, it is determined that more active efforts are required for the development of TRIZ learing methods to improve the education system to help students improve comprehension for students in creative problem-solving skills.

The Relationship between Creative Problem Solving in Science and Cognitive Strategies in Elementary School Students (초등학교 아동의 과학 창의적 문제 해결과 인지 전략과의 관계)

  • Lee, Hye-Joo
    • Journal of Korean Elementary Science Education
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    • v.26 no.3
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    • pp.286-294
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    • 2007
  • This study investigated the relationship between elementary school students' creative problem solving skills in terms of science and cognitive strategies. Creative problem solving in science was measured by 4 variables; appropriateness, scientific ability, concreteness, and originality. Cognitive strategies were measured by 6 variables; surface(rehearsal), deep(elaboration and organization), and metacognitive strategies(planning, monitoring, and regulating). The KEDI Creative Problems Solving Test in Science(Cho et al., 1997) and the Motivated Strategies for Learning Questionnaire(Pintrich & DeGroot, 1990) were administered to 72 subjects. Data were analyzed by means of Pearson's correlation and multiple regression analysis. Our findings indicated a positive correlation between creative problem solving in science and cognitive strategies. The surface cognitive strategy (rehearsal) positively predicted the total score, the scientific ability's score, the concrete score, and the original score of creative problem solving in science. The deep cognitive strategy(organization) positively predicted the appropriate score and the metacognitive strategy(planning) positively predicted the original score of scientific creative problem solving skills.

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Relationship Between Problem Solving Ability and Emotional Stability in Preschool Children (유아기 아동의 문제해결능력과 정서적 안정과의 관계)

  • Park, Kyung Mee;Woo, Nam Hee
    • 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.

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Parenting Behavior, Children's Depression, Self Efficacy, and Problem Solving in Elementary School Children (부모양육행동, 아동의 우울 및 자기효능감과 아동의 문제해결력 간의 구조모델)

  • Kim, Wonkyung;Kwon, Heekyoung;Jeon, Jae Ah
    • Korean Journal of Child Studies
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    • v.27 no.3
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    • pp.67-79
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    • 2006
  • The present study examined predictors of children's problem solving using structural equation modeling(SEM). Participants were 410 dyads of 2nd- and 6th-grade children and their mother or father. Children and their parents responded to questionnaires. Instruments were the PSI(Parent Behavior Inventory, 1998), CES-D(Center for Epidemiological Scale-Depression, for children's depression, 1977) Sherer's(1982) self-efficacy scale, and the Problem Solving Inventory(Heppner & Petersen, 1982). In both grades, warmth in parenting behavior affected children's self-efficacy, which in turn contributed to their problem solving. Rejection in parenting behavior had positive effects on problem solving through increasing self-efficacy in 2nd graders only. Results implied importance of self-efficacy and developmentally appropriate parenting to improve children's problem solving.

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Effects on Creativity of Child's Temperament, Depression, Self-Esteem, Self-Efficacy, and Problem-Solving Style : A Path Model (아동의 창의성에 대한 심리적 관련 변인 연구)

  • Kim, Won-Kyung;Woo, Namhee
    • Korean Journal of Child Studies
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    • v.23 no.2
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    • pp.1-16
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    • 2002
  • Path analysis was used to determine variables influencing the creativity of elementary school children. Participants were 213 dyads of 6th-grade children and their parents. the children and their parents responded to questionnaires on children's temperament, depression, self-esteem, self-efficacy, and problem-solving style. Children completed the Torrance Tests of Creative Thinking. Child's problem-solving style and self-efficacy directly affected child's creativity. Child's temperament, depression, self-esteem, self-efficacy, and problem-solving indirectly affected creativity such that child's temperament affected depression, which affected child's self-esteem. Then, child's self-esteem affected child's problem-solving which, in turn, affected child's self-efficacy that directly predicted child's creativity. Both problem-solving and self-efficacy were mediators of child's creativity.

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