• School Mathematics
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• v.14 no.4
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• pp.445-468
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• 2012

This study is tried in order to link informal arithmetic reasoning to formal algebraic reasoning. In this study, we investigated elementary school student's non-formal algebraic reasoning used in algebraic problem solving. The result of we investigated algebraic reasoning of 839 students from grade 1 to 6 in two schools, Korea, we could recognize that they used various arithmetic reasoning and pre-formal algebraic reasoning which is the other than that is proposed in the text book in word problem solving related to the linear systems of equation. Reasoning strategies were diverse depending on structure of meaning and operational of problems. And we analyzed the cause of failure of reasoning in algebraic problem solving. Especially, 'quantitative reasoning', 'proportional reasoning' are turned into 'non-formal method of substitution' and 'non-formal method of addition and subtraction'. We discussed possibilities that we are able to connect these pre-formal algebraic reasoning to formal algebraic reasoning.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.109-138
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• 2010

This study examined how practical reasoning process is reflected in the 2007 revised home economics textbook of the 7th grade that is being used in schools since 2010. For a textbook analysis of the components of practical reasoning process, 12 published textbooks were all analyzed, and analysis areas were decided by reconstructing the textbook system into introduction, body contents, learning activities, evaluation. Analysis criteria were extracted from the previous literatures. Practical reasoning process was classified into Valued Ends, Context and Background, Alternatives and Means, on sequence, and Action and Reflection. As a result of analyzing categories and problems that practical reasoning process is reflected in the textbook, firstly, here was a category, which Valued Ends was absent in the practical reasoning process. In the relevant category, general problem solving progress and practical reasoning process could not be differentiated, and activity was developed with 'strategies for solution' as objective. Second, there was a category that the practical reasoning process was reflected in body contents. In this category, knowledge, concept, principle, and theory were insufficiently dealt with. Third, there was a category that reflected components of practical reasoning process but was covered with general problem solving process. Fourth, there was a category that described theme of sub-unit and body contents from the different curriculum perspectives. A curriculum perspective works as the foundation of preparing class contents or consistency of methods when developing lessons. Therefore, confusion might occur when a teacher plans a class with this kind of textbook. Fifth, a category that suggested partial components of practical reasoning process was shown the most and this category is difficult to maximize effects of practical reasoning process.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.64-81
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• 2023

In this study, we analyzed pre-service teachers' levels of pedagogical reasoning while watching video clips of elementary school students' discussions of their conceptions of solution and dissolution. 81 pre-service teachers participated in the study. It was found that many pre-service teachers had scientific conceptions, and pre-service teachers who had non-scientific conceptions showed misconceptions similar to those of elementary school students. In both conceptions, pre-service teachers partially or comprehensively interpreted the students' misconceptions with reference to the evidence. However, the rates of pre-service teachers who misinterpreted or simply restated the students' utterances were quite high. Many pre-service teachers suggested only one factor related to levels of reasoning about causes of misconceptions, and most suggested factors were related to the student factor. The level of reasoning about instructional decisions differed according to dissolution and solution conceptions. Actions linked to students' thinking were more closely related to students' specific thinking than to their generic thinking, and among these, student-centered action was seen. From the above results, we sought ways of improving pre-service teachers' pedagogical reasoning.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.817-833
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• 2013

The study aims to analyze Thomas Young's problem solving processes of analogical reasoning during the formation of the interference theory of light, and to draw its implications for secondary science education, particularly for enhancing creativity in science. The research method employed in the study was literature review of the papers which Young himself had written about sound wave and property of light. His thinking processes and specific features in his thought that were obtained through analysis of his papers about light are as follows: Young reconsidered Newton's experiments and observations, and reinterpreted Newton's results in the new viewpoints. Through this analysis, Young discovered that Newton's interpretation about his own experiments and observations was faulty in a certain point of view and new interpretation is necessary. Based on the data, it is hypothesized that colors observed on thin plates and colors appeared repeatedly on Newton's ring are appeared because of the effect of light interference. Young used analogical reasoning during the process of inference of similarity between sound and light. And he formulated an hypothesis on the interference of light through using abductive reasoning from interference of water wave, and proved the hypothesis by constructing an creative experimental device, which is called a critical experiment. It is implicated that the analogical reasoning and experimental devices for explaining the light interference which Young created and used can be utilized for school science education enhancing creativity in science.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.117-127
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• 1999

The present study investigated Korean and the US college students' scientific reasoning skills involving hypothesis-testing skills and tested the hypothesis that hypothesis-testing skills are more advanced ones than other scientific reasoning skills investigated in this study. Seven hundred and seventy-four(774) Korean and five hundred and sixty-eight(568) the US students were sampled in university level. The Test of Scientific Reasoning was used as a scientific reasoning test. The test is consisted of two conservational reasoning, two proportional reasoning, one pendulum, two probability reasoning, two controlling variable, one correlational reasoning, and two hypothesis-testing reasoning tasks. Korean students showed a significant higher score in proportional and probability reasoning tasks than the US students. However, the Korean showed a significant lower score in conservation and correlation reasoning tasks than their American counterparts. Further, Korean and the US college students showed a notably poor performance in hypothesis-testing skills comparing with other scientific reasoning skills, which supported the hypothesis that hypothesis-testing skills are more advanced ones than other scientific reasoning skills. In addition, the Korean showed a severe deficiency in candle-burning task which required the skill that students have to design a scientific test-procedure to test theoretical hypotheses. This study also discussed on the educational implications of the results of the present study.

• School Mathematics
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• v.15 no.4
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• pp.723-742
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• 2013

The purpose of this study was to analyze children's proportional reasoning process on an ill-structured "architectural drawing" problem solving and to investigate their level and characteristics of proportional reasoning. As results, they showed various perspective and several level of proportional reasoning such as illogical, additive, multiplicative, and functional approach. Furthermore, they showed their expanded proportional reasoning from the early stage of perception of various types of quantities and their proportional relation in the problem to application stage of their expanded and generalized relation. Students should be encouraged to develop proportional reasoning by experiencing various quantity in ration and proportion situations.

• Journal of Korean Home Economics Education Association
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• v.25 no.2
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• pp.79-101
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• 2013

This study examined how practical reasoning processes were reflected in the revised consumer education of technology & home economics textbooks in secondary schools. Twenty-four textbooks from secondary schools for 7th to 10th grades were analyzed. Areas of textbooks analyzed were introduction, body content, learning activity, and evaluation. Analysis criteria were extracted from the previous literature regarding contents and questions dealing with practical reasoning processes and revised by a researcher of this paper. The results and conclusions of this study are as follows. The results of the analysis of the practical reasoning processes showed that, across all grades, "contexts" was the most common element, and "alternatives and means" was the second most common elements. The elements of "consequences", "action and reflection" were less represented in the textbooks, with the exception of the learning activity part. The types of practical reasoning process reflected were classified either as the entire process of reasoning being reflected or some of the process being reflected, or included in the body content. Most of these were some of the process being reflected. Since there were a lot of concept-oriented statements rather than questions, more practical reasoning questions should be developed to increase the reasoning process. In addition, a need exists to develop a variety of ways to utilize the entire practical reasoning processes in the textbooks to help teachers apply the practical reasoning processes to their lessons.

• School Mathematics
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• v.11 no.3
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• pp.351-368
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• 2009

This study presents data from a year-long teaching experiment which illustrate how two seventh graders modified their multiplicative thinking and interacted with their representing symbols in the context of combinatorial problem situations. Damon was at the process of construction of recursively multiplicative thinking by modifying his multiplicative reasoning, but Carol appeared to remain at the stage of a binary multiplicative scheme. The two students' struggles with their representing symbols or represented symbols by the teacher show that even well-organized symbolic systems from teachers' perspective do not necessarily help students advance their mathematical capacity.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.839-851
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• 2018

The purpose of this study is to analyze the science reasoning differences of elementary school students' science writing. For this purpose, science writing activities and analysis frameworks were developed. Science writing data were collected and analyzed. Third to sixth grade elementary students were selected from a middle high level elementary school in terms of a national achievement test in Seoul. A total of 320 writing materials were analyzed. The results of the analysis were as follows. Science writings show science reasoning at 52 % for $3^{rd}$ grade, 68% for $4^{th}$ grade, 85% for $5^{th}$ grade, and 89% for $6^{th}$ grade. Three types of scientific reasoning such as inductive reasoning, deductive reasoning, and abductive reasoning appeared in science writing of the third to sixth graders. The abductive reasoning appeared very low in comparing with inductive and deductive reasoning. Level three appeared the most frequently in the science writing of the elementary students. The levels of inductive and deductive reasoning in science writing increased according to increasing grade and showed statistical differences between grades. But the levels of abductive reasoning did not show an increasing aspect according to increasing grade and also did not show statistical differences between grades. The levels of inductive reasoning and deductive reasoning of the 3rd grade was very low in comparing with the other grades.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.375-383
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• 2014

The purpose of this study is to find out how middle school students evaluate scientific information in terms of hypothetico-deductive reasoning. A total of 66 middle school students completed a paper-and-pencil test on scientific information evaluation and 14 of them were individually interviewed for triangulation. The test includes six topics related to scientific or pseudoscientific information, and questions about each topic were sequenced based on a hypothetico-deductive reasoning. The hypothetico-deductive process consists of three steps: identifying predictions made by explanations in the information, identifying data actually obtained, and determining the fit between predictions and data to judge the validity of the explanations. Data analyses have focused on students' response types at each step, whether students used hypoethetico-deductive reasoning, and students' preference to evidence types in making decisions. The middle school students in this study answered the questions in various ways based on how they used the information given or personal knowledge and beliefs. A small portion of students evaluated information based on hypothetico-deductive reasoning. These students tended to give priority to scientific data in determining the validity of the information. On the other hand, students who did not use hypoethetico-deductive reasoning tended to prefer first-hand experience in the decision. The results provide implications for science lessons and the curriculum for scientific literacy. Further research should include student evaluation of the validity of data and other types of reasoning.