• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.599-610
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• 2018

The purpose of this study is to analyze mechanistic reasoning in Fabre's inquires and to develop mechanistic reasoning model. To analyze the order of the process elements in mechanistic reasoning, 30 chapters were selected in book. Inquiries were analyzed through a framework which is based on Russ et al. (2008). The nine process elements of mechanistic reasoning that was presented in Fabre's inquires were as follows: Describing the Target Phenomenon, Identifying prior Knowledge, Identifying Properties of Objects, Identifying Setup Conditions, Identifying Activities, Conjecturing Entities, Identifying Properties of Entities, Identifying Entities, and Organization of Entities. The order of process elements of mechanistic reasoning was affected by inquiry's subject, types of question, prior knowledge and situation. Three mechanistic reasoning models based on the process elements of mechanistic reasoning were developed: Mechanistic reasoning model for Identifying Entities(MIE), Mechanistic reasoning model for Identifying Activities(MIA), and Mechanistic reasoning model for Identifying Properties of entities (MIP). Science teacher can help students to use the questions of not only "why" but also "How", "If", "What", when students identify entities or generate hypotheses. Also science teacher should be required to understand mechanistic reasoning to give students opportunities to generate diverse hypotheses. If students can't conjecture entities easily, MIA and MIP would be helpful for students.

• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.161-183
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• 2011

This study aims to design, develop the impact of a high school course in practical problem- focused teaching plan which will enable students to deal with an aging society, and prepare well for the aging by looking at issues the elderly face. This study set a target of analyzing the 2007 revised curriculum manual to develop instructor-led teaching and learning plans for 'Successful aging preparation'. Five common subjects were reframed on a practical problem basis through factor analysis of preliminary research regarding aging education for teenagers and the 2007 revised curriculum and textbooks of Technology Home Economics, and Human Development. The practical problem was 'What do we need to do to Successfully live an independent life in aging?', and the subjects studied to answer this question were the aging society and population changes. the nature of the elderly, aging preparation, care of the elderly, and welfare services for the elderly. These five subjects were grouped under the main categories of The Aging Society. Understanding the Elderly, and aging Preparation. The ultimate objective of the lessons was, through critical reasoning, to inquire into the causes of current problems the elderly face so that teenagers can understand aging societies and the elderly, and prepare for a Successful aging. Another objective was to seek reasonable alternatives for teenagers as they prepare for Successful and independent aging, and increase their problem-solving abilities in choosing the best course of action by considering the ripple effect of consequences of each of those alternatives. The practical problem-teaching lesson plans consisted of five classes on practical reasoning instruction. This study suggests that new high school curricula should include lessons on preparation for aging so that students can deal successfully with our aging society.

• The Journal of Korean Association of Computer Education
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• v.17 no.1
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• pp.97-105
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• 2014

To enhance the practical usage of solely quantitative evaluation method for each students on the current public education fields which might cause some social problems, an intelligent and adaptive fuzzy logical inference methodology for the additional qualitative evaluation technique is proposed to utilize each students personal characteristic properties to be evaluated. Proposed method uses some verbal descriptions for the linguistic qualifier in addition to the grade points. An imaginary virtual experimentation only has been implemented due to some difficulties with the critical national educational policy problems in the case of some possibly real and practical experimental environments to be utilized for the simulation.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.818-831
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• 2007

Recognizing the importance of abductive inquiry in Earth science, some theoretical approaches that deploy abduction have been researched. And, it is necessary that the abductive inquiry in a geological field excursion as a vivid locale of Earth science inquiry should be researched. We developed a geological field trip based on the abductive learning model, and investigated students' abductive inference, thinking strategies used in those inferences, and the impact of a teacher's pedagogical intervention on students' abductive inference. Results showed that students, during the field excursion, could accomplish abductive inference about rock identification, process of different rock generation, joints generation in metamorpa?ic rocks, and terrains at the field trip area. They also used various thinking strategies in finding appropriate rules to construe the facts observed at outcrops. This means that it is significant for the enhancement of abductive reasoning skills that students experience such inquiries as scientists do. In addition, a teacher's pedagogical interventions didn't ensure the content of students' inference while they helped students perform abductive reasoning and guided their use of specific thinking strategies. Students had found reasoning rules to explain the 01: served facts from their wrong prior knowledge. Therefore, during a geological field excursion, teachers need to provide students with proper background knowledge and information in order that students can reason rues for persuasive abductive inference, and construe the geological features of the field trip area by the establishment of appropriate hypotheses.

• Journal of Science Education
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• v.41 no.3
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• pp.426-446
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• 2017

The purpose of this study was to analyze undergraduate students' reasoning for solving a problem about a rock and investigate the roles and importance of critical evidence (CE) and critical resource models (CRMs) in abductive reasoning. Participants were 20 senior undergraduate students enrolled in a science major course in a university of education. They were asked to abductively infer geologic processes of sedimentary rocks having a lot of holes and represent them with models. Their reasoning were analyzed according to a scheme for modeling-based abductive reasoning. As a result, successful student reasoning was characterized by using a diversity of grains and lots of holes as CE, activating the sedimentary rock formation and weathering as CRMs, and combining the CRMs into a scientifically sound explanatory model (SSEM). By contrast, in the reasoning unsuccessful in proposing a SSEM, students activated the igneous rock (basalt) formation and deposition as resource models (RMs) based on the evidence of the holes in the rocks and diverse grains, respectively, and used the RMs to construct their own explanatory models (EMs). It was suggested that to construct SSEMs to solve earth scientific problems about rocks, students need to know what could be CE in a particular problem situation, take an integrative or systemic approach to a rock problem, use multiple RMs, and evaluate RMs or EMs in light of evidence.

• Communications of Mathematical Education
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• v.6
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• pp.411-428
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• 1997

• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.321-340
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• 2009

The purpose of this study was to analyze how lower graders in elementary school might respond to 4 different problem types in the context of measuring length: unit-length comparison, units and unit counting, unit-length expectation, and length comparison. A total of 375 students(185 second graders and 190 third graders) were surveyed and analyzed. The results showed that students were good at 'unit-length comparison' and 'units and unit counting', whereas they were not as to 'length comparison', This paper includes detailed analysis of students' responses as to both correct answer and incorrect one in conjunction with their typical answers and reasoning behind the answers. This paper suggests that teachers be sensitive to the certain level of reasoning tied to each type of problems and attend to students' difficulties in comparing length.

• Korean Journal of Logic
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• v.13 no.2
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• pp.83-116
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• 2010

In this paper we provide a teaching learning method for logic in debate, in particular, in debate of engineers. First we criticize the concept of argument and the Toulmin model on argument used in education for debate. We next provide a general method for learning arguments needed in debate. Finally, we suggest the hypothetico-inferential method and the model for inference to the best choice as argument methods coming in useful in debate education for engineers.

• Proceedings of the Korean Information Science Society Conference
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• 2006.10a
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• pp.113-118
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• 2006

고등학교 수학과 교육과정에서의 ‘확률과 통계'단원은 실제로 자료의 수집과 요약을 통하여 자료 분석방법을 배우고 사회와 자연현상을 인식하고 추론하는 능력을 기르는데 목표를 두고 있다. 추상적인 수학내용을 직접 시도하거나 학생들이 실제적인 자료를 수집하고 직접 자료를 해석하고 추론해 보는 경험과정은 수학실험과 시뮬레이션이라는 컴퓨터 학습을 통해 가능하고 개념학습의 전 단계에서 보다 구성적이고 탐구적인 활동을 강화할 수 있다. 본 논문에서는 ‘확률과 통계'의 교수-학습과정에서 수학적 시뮬레이션을 활용한 웹 기반 학습모형을 제시하여 학습자들에게 수학적 내용과 관련된 구체적 매체를 조작하는 컴퓨터 실험 활동을 통하여 수학에서의 원리발견과 통계적 추론을 경험하고 유도할 수 있는 탐구적 학습 환경을 조성해 보고자 한다.

• School Mathematics
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• v.13 no.4
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• pp.581-598
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• 2011

Given the growing agreement that algebra should be taught in the early stage of the curriculum, considerable studies have been conducted with regard to early algebra in the elementary school. However, there has been lack of research on how to organize mathematic lessons to develop of algebraic reasoning ability of the elementary school students. This research attempted to gain specific and practical information on effective algebraic teaching and learning in the elementary school. An exploratory qualitative case study was conducted to the fourth graders. This paper focused on the associative law of the multiplication. This paper showed what kinds of activities a teacher may organize following three steps: (a) focus on the properties of numbers and operations in specific situations, (b) discovery of the properties of numbers and operations with many examples, and (c) generalization of the properties of numbers and operations in arbitrary situations. Given the steps, this paper included an analysis on how the students developed their algebraic reasoning. This study provides implications on the important factors that lead to the development of algebraic reasoning ability for elementary students.