• Title/Summary/Keyword: problem solving strategy

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A Study On The Recognition of Elementary School Teachers′ Problem-solving Strategy (초등학교 현장 교사의 문제해결 전략의 인지도)

  • 최순만
    • Journal of the Korean School Mathematics Society
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    • v.6 no.1
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    • pp.19-26
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    • 2003
  • The purpose of this study is twofold: (i) to argue the importance of problem solving strategy in education and (m to propose an efficient way to use the problem-solving strategy, which is based on the survey to find out how well elementary school teachers recognize the importance of the strategy. Forty elementary school teachers participated in the survey. The result of the survey shows that they do not use various strategies when they solve problems. It also shows that the rate of wrong answers the teachers get when solving problems is pretty high because they adopt a wrong strategy. It is prerequisite that teachers recognize the importance of the strategy when solving problems and put into practice various strategies in order to help their students improve their problem-solving abilities.

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Relationships between Mathematical Learning Styles and the Selection of Mathematical Problem Solving Strategies : Focused on the 1st Grade High School Students (수학 학습유형과 문제 해결 전략)

  • Yang, Eun-Kyung;Whang, Woo-Hyung
    • The Mathematical Education
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    • v.44 no.4
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    • pp.565-586
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    • 2005
  • The purpose of this paper is to analyze the selection difference of mathematical problem solving strategy by mathematical learning style, that is, the intellectual, emotional, and physiological factors of students, to allow teachers to instruct the mathematical problem solving strategy most pertinent to the student personality, and ultimately to contribute to enhance mathematical problem solving ability of the students. The conclusion of the study is the followings: (1) Students who studies with autonomous, steady, or understanding-centered effort was able to solve problems with more strategies respectively than the students who did not; (2) Student who studies autonomously or reconfirms one's learning was able to select more proper strategy and to explain the strategy respectively than the students who did not; and (3) The differences of the preference to the strategy are variable, and more than half of the students were likely to select frequently the strategy 'to use a formula or a principle' regardless of the learning style.

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The Effects of Visual Organization and Cooperative Learning in Problem-Solving Strategy (문제 해결 전략에서 시각적 조직화와 협동학습의 효과)

  • Noh, Tae-Hee;Yeo, Kyeong-Hee;Jeon, Kyung-Moon;Kim, Chang-Min;Ahn, Choong-Hee
    • Journal of The Korean Association For Science Education
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    • v.20 no.4
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    • pp.519-526
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    • 2000
  • In this study, the effects of visual organization and cooperative learning in problem-solving strategy were investigated. Three classes (N=127) at a high school were assigned to SV (Strategy-Visual organization) group, SVC (Strategy-Visual organization-Cooperative learning) group, and control group. After instructions, students' multiple-choice problem-solving ability, strategy performing ability, anxiety about chemistry learning, perception of involvement, and motivation to learning science were examined. Although multiple-choice problem-solving ability was not different significantly, there was a significant main effect in strategy performing ability. The scores of the SV and SVC groups were significantly higher than those of the control group, especially in the subcategories of problem understanding and recalling related principles. In the tests of perception of involvement and motivation to learning science, the scores of the SV and SVC groups were also significantly higher than those of the control group. However, problem-solving strategy using visual organization could not alleviate anxiety about chemistry learning.

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The Effect of Grouping by Extraversion and Introversion in Paired Think-Aloud Problem Solving Using Problem-Solving Strategy (문제 해결 전략을 사용하는 해결자.청취자 활동에서 내.외향성에 따른 소집단 구성의 효과)

  • Jeon, Kyung-Moon;Kang, Hun-Sik;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.23 no.1
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    • pp.57-65
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    • 2003
  • In this study, the effects of grouping by extraversion and introversion in paired think-aloud problem solving using a four-stage problem-solving strategy emphasizing planning and checking stages were investigated. Prior to the instructions, the students' extraversion/introversion in three high school classes (N=87) were examined, and those classes were randomly assigned to the homogeneous, the heterogeneous, and the control groups. The test scores of the two treatment groups were significantly higher than those of the control group in the problem-solving ability. However, there were no significant differences in learning difficulty and self-efficacy. Although there were no significant differences between the scores of two treatment groups in the subcategories of the perception of treatment, the test scores of extroverts were significantly higher than those of introverts in the perception of performing listener's role, the preference to problem solving strategy, and the preference to paired think-aloud problem solving.

The Instructional Effect of Problem-Solving Strategy Emphasizing Planning and Checking Stages (계획과 검토 단계를 강조한 문제 해결 전략의 효과)

  • Jeon, Kyung-Moon;Kang, Hun-Sik;Noh, Tae-Hee
    • Journal of the Korean Chemical Society
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    • v.48 no.2
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    • pp.182-188
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    • 2004
  • In this study, the effects of a four-stage problem-solving strategy emphasizing planning and checking stages were investigated. Two high school classes (N=55) were randomly assigned to either treatment or control group, and taught about two topics, 'gas' and 'solution' for 8 class hours. Teacher used the four-stage problem-solving strategy emphasizing planning and checking stages in the treatment group, and used traditional lecture in the control group. Two-way ANCOVA results revealed that the test scores of the treatment group were significantly higher than those of the control group in the problem-solving ability, especially in the subcategories of 'conceptual knowledge' and 'mathematical execution'. There was significant interaction between the instruction and the level of prior achievement in the 'satisfaction' of the learning motivation. The lower level students in the control group were more satisfied with chemistry class than those in the treatment group. There was no significant difference between the two groups in the scores of the awareness of metacognition. Educational implications are discussed.

Development ana Evaluation of Social Competence Enrichment Program for Institutionalized Children in Early Childhood (시설보호 유아를 위한 사회적 유능감 향상 프로그램 개발 및 효과 검증)

  • 이강이;이순형;성미영
    • Journal of the Korean Home Economics Association
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    • v.41 no.5
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    • pp.41-58
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    • 2003
  • The purpose of this study is to develop and evaluate a social competence enrichment program for institutionalized children in early childhood. The program was developed to enhance institutionalized children's social competence. The program consists of sixteen 30-minute sessions. 19 institutionalized children (11 boys and 8 girls) participated in this program. The effect of this program was evaluated by institutionalized preschool children's emotional knowledge and interpersonal problem solving strategy. Assessment of emotional knowledge consists of identification and situation task. Interpersonal problem solving strategy includes forceful, prosocial, and manipulative strategy. Results showed that there was a significant experimental effect for emotional knowledge. Experimental children showed higher scores of emotional knowledge than control children. Also, there was a significant experimental effect for prosocial and forceful strategy. Experimental children showed higher ratio of prosocial strategy and lower ratio of forceful strategy than control children. The results of program evaluation revealed that this program was helpful for promoting institutionalized children's social competence.

A Study on Analysis of Cyber Security Companies Superiority-securing strategy in Competition and Problem-solving Strategy (국내 사이버 증권사의 경쟁우위 전략요인 및 문제점 분석에 관한 연구)

  • 양경훈;김도일;이태호;송병희
    • The Journal of Society for e-Business Studies
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    • v.5 no.2
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    • pp.1-25
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    • 2000
  • The utilization of Internet, which started only at the level of advertisement, has been gradually expanding its application areas as the trial commercial transaction becomes successful, the password-coding technology which removes the risks on the cyber transaction develops, the electronic money appears and other various related technologies progress. Following this trend the securities industry has been experiencing changes along with efforts to use it commercially. This study is to analyze the work of cyber securities companies on the basis of the theoretical background through preceding studies and literature and also analyze the common and different reasons for superiority-securing strategy in competition along with problems and their reasons. And also the objective of this study is to offer new superiority-securing strategy in competition and problem-solving strategy.

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A Study on Analysis of Cyber Security Companies Superiority-securing strategy in Competition and Problem-solving Strategy (국내 사이버 증권사의 경쟁우위 전략요인 및 문제점 분석에 관한 연구)

  • 양경훈;김도일;이태호;송병희
    • Proceedings of the Korea Database Society Conference
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    • pp.289-296
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    • 2000
  • The utilization of Internet, which started only at the level of advertisement, has been gradually expanding its application areas as the trial commercial transaction becomes successful, the password-coding technology which removes the risks on the cyber transaction develops, the electronic money appears and other various related technologies progress. Following this trend the securities industry has been experiencing changes along with efforts to use it commercially. This study is to analyze the work of cyber securities companies on the basis of the theoretical background through preceding studies and literature and also analyze the common and different reasons for superiority-securing strategy in competition along with problems and their reasons. And also the objective of this study is to offer new superiority-securing strategy in competition and problem-solving strategy.

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The Instructional Effects of Problem-Solving Strategy Emphasizing Planning and Checking Stages and Think-Aloud Paired Problem Solving (계획과 검토 단계를 강조한 문제 해결 전략과 해결자.청취자 활동의 교수 효과)

  • Noh, Tae-Hee;Jeong, Yeong-Seon;Kim, Chang-Min;Kang, Suk-Jin
    • Journal of The Korean Association For Science Education
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    • v.21 no.4
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    • pp.738-744
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    • 2001
  • This study investigated the influences of an instructional method related to problem solving. The new instruction consists of a four-stage problem-solving strategy emphasizing 'planning' and 'checking' stages, and a think-aloud paired problem solving in order to check students' performances in solving problems. Two high school classes (n=91) were randomly assigned to the treatment and the control groups. Prior to the instructions. students' perception of involvement and self-efficacy were examined, and their scores were used as covariates in the analysis. Students' problem-solving ability, perception of involvement. and self-efficacy were examined after the instructions. The test scores of the treatment group were significantly higher than those of the control group in the problem-solving ability and the perception of involvement. However, there was no significant difference between the scores of the two groups in the self-efficacy.

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The Effects of Problem Solving Strategy and Paired Think-Aloud Problem Solving on High School Students' Chemistry Problem Solving (문제 해결 전략과 해결자.청취자 활동이 고등학생의 화학 문제 해결에 미치는 효과)

  • Jeon, Kyung-Moon;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.21 no.2
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    • pp.289-298
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    • 2001
  • The effect of the instructional approach that asked students to check their problem-solving processes through a paired think-aloud problem solving after presenting molecular-level pictures and a four stage-problem solving strategy was investigated. Four high school classes (N = 191) were randomly assigned to St group (using Strategy individually), SL group (Solver Listener), St-SL group (using Strategy-Solver Listener), and control group. Although the test scores of the St-SL group on strategy performing ability were significantly higher than those of the control group, there was not significant difference for the scores in the multiple-choice algorithmic problems. Regarding the subcategories of strategy performing ability test, students' ability of understanding given of problems and deriving the proper physical quantity was improved, but their ability of setting up subgoals and reviewing their solving process was very low. The preference to the strategy of the St-SL group was more positive than that of the St group.

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