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The Relationship between Conservation Reasoning and Functional Prefrontal Lobe in Elementary School Students  

Kim, Young-Shin (Korea National University of Education)
Kwon, Yong-Ju (Korea National University of Education)
Bae, Yoon-Ju (Yanggi Elementary School)
Jeong, Jin-Su (Songchon High School)
Jeong, Wan-Ho (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.24, no.3, 2004 , pp. 417-428 More about this Journal
Abstract
Conservation reasoning makes operational thought possible as a functional tool and it is the essential concept not only in the area of science and mathematics but also in several aspects of daily life. The abilities to solve mathematical problems and that of scientific reasoning and abstract way of thinking depend on whether thereis conservation reasoning or not and they are critical concepts that enables us to confirm the steps of cognitive development. Therefor in the study, we emphasized the issue that is the ways to speed up the scientific era by analyzing the correlation between the formation of conservation reasoning and neuro-cognitive variables. About 50% of 1-3 grade students did not had conservation reasoning skills. The formation of conservations was not linear. Scientific reasoning ability, planing and inhibiting ability were significantly different in levels of conservation, And, conservation reasonings were significantly correlated with cognitive variables. Scientific reasoning and planning ability significantly explained about 20% of the conservation reasoning ability of 1-3 grades.
Keywords
conservation reasoning; reasoning ability; planning ability; inhibiting ability;
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