• The Journal of Korean Association of Computer Education
• /
• v.13 no.2
• /
• pp.1-14
• /
• 2010

Previous researches on the improvement of logical thinking in Informatics subject have used general logical thinking test and only limited improvement of logical thinking by programming learning result. In this study, the operational definition of the logical thinking in problem-solving process on Informatics education is different from the general logical thinking and the logical thinking of the other subjects. Firstly, we suggested the operational definition of components of logical thinking using the open questionnaire by expert and research team discussion. Also, we suggested the relationship between the operational definition and contents of the 'problem-solving methods and procedure' section in secondary Informatics subject. Finally, this study developed the evaluation contents based on the operational definition of components of logical thinking. The components of logical thinking which was required in problem-solving process on Informatics subject were ordering reasoning, propositional logic, controlling variables, combinatorial logic, proportional reasoning. We suggested the relationship between operational definition and problem-solving process and assessment of logical thinking in problem-solving process on Informatics subject. This paper will give meaningful insight to supply the guideline of the teaching strategy and evaluation methods for improving the logical thinking in Informatics education.

• Journal of the Korean Chemical Society
• /
• v.58 no.6
• /
• pp.667-680
• /
• 2014

The purpose of this study was to develop teaching stratege focused on Conservational reasoning, Proportional reasoning, Variable-controlling reasoning, Probabilitic reasoning, Correlational reasoning, Combinational reasoning and investigate its effects on enhancing students' logical thinking skills through the science teaching on common education. And the teaching materials was implemented to 110 students in middle school over about six months. The results indicated that the experimental group presented statistically meaningful improvement in logical thinking skills (p<05). Especially, this teaching stratege was effective on Conservational reasoning, Variable-controlling reasoning, Combinational reasoning but was not effective on Proportional reasoning, Probabilitic reasoning, Correlational reasoning (p<.05). Logical thinking according to the teaching strategy skill was not affected by gender, cognitive level, academic achievement (p<.05).

• Journal of The Korean Association of Information Education
• /
• v.24 no.4
• /
• pp.379-390
• /
• 2020

Recently, interest in online teaching·learning and evaluation tools has increased in the context of Covid-19. In order to use tools effectively, it is necessary to identify the structural influence and causal relationship between the learner's affective and cognitive variables. In this study, to identify a causal relationship between motivation and thinking while using online judge, research and competing model were established and model fit/path analysis were performed. It was found that there was a linear causal relationship from tool usage, self-efficacy, flow, logical thinking, to computational thinking. It was confirmed that 'self-efficacy → flow', or 'flow' had mediating effect on the path from tool usage to thinking, and tool usage was not exerted to thinking through 'flow → self-efficacy'. The causality of 'logical thinking → computational thinking' was identified on the path where tool usage affects thinking ability through learning motivation, but the causality of 'computational thinking → logical thinking' was not identified.

• Journal of Digital Contents Society
• /
• v.10 no.3
• /
• pp.375-380
• /
• 2009

Computer programming education can improve students' logical thinking and problem-solving ability. Therefore, it is essential tool to improve algorithmic thinking ability. We study how much Dolittle and Squeak influences improving elementary students' logical thinking ability. Thus, we divided 6th grade elementary students into two classes and then taught Dorittle and Squeak programming languages for 6 weeks, respectively. We compare and analyze each logical thinking ability and its sub-classifications. The results showed that Dorritle affects significant improvement, but not Squeak.

• The Journal of Korean Association of Computer Education
• /
• v.12 no.6
• /
• pp.11-19
• /
• 2009

In the knowledge-information-oriented society, it is difficult for students to solve lots of problems or adapt themselves to society just by using simple knowledge. Students have to develop individual problem solving ability and creative, logical thinking ability. They can develope these abilities by learning computer programming. This thesis studies the influences of a flow-chart learning on the logical thinking ability in Scratch using programming learning. The findings identify that the making algorithm by using flow-chart is more effective in developing logical thinking ability then the making algorithm by using pseudo-code.

• Journal of Gifted/Talented Education
• /
• v.23 no.3
• /
• pp.335-354
• /
• 2013

The purpose of this study was to investigate cognitive development and logical thinking formation levels of elementary gifted students and to compare with those of elementary regular students. For this purpose, 79 gifted elementary school students and 114 regular elementary school students in Kyunggi Province were participated, and GALT(Group Assessment of Logical Test) was administered to them. The results obtained in this study were as follows. First, the logical thinking scores of elementary gifted students were significantly higher than general students'(p<.05). Comparing the distribution of cognitive development level, elementary gifted students showed higher ratio in formal operation and lower ratio in concrete operation compared to the general students. It was interpreted that the cognitive development of gifted students preceded general students'. Second, analyzing according to the grade of elementary gifted students, logical thinking scores were significantly different between 5th graders and 6th graders(p<.05). Compared to 5th graders, logical thinking and formal operation ratio of 6th gifted graders showed significantly higher. The scores of four logical thinking areas except for conservational logic and correlational logic of 6th gifted graders showed significantly higher than 5th gifted graders'. Both 5th and 6th graders showed the highest formation ratio in combinational logic, and the lowest ratio in correlational logic. Third, logical thinking scores of gifted students according to gender did not show a significant difference(p>.05). The gifted boys reached formal operation more than gifted girls, but stayed more in the concrete operation. There was gender difference in correlational logic. The gifted girls showed significantly higher than gifted boys in correlational logic(p<.05).

• Journal of The Korean Association For Science Education
• /
• v.22 no.4
• /
• pp.725-739
• /
• 2002

The purpose of this study was to investigate the relationships of graphing abilities to logical thinking and science process skills of middle school students. The subjects for this study were selected 481 students from four middle schools for TOGS(the Test of Graphing in Science), GALT(Group Assessment of Logical Thinking) and TIPS II (Test of Integrated Process Skills). This study shows that the correlation coefficient between abilities of students to construct/interpret graphs and the logical thinking was 0.45, and the correlation coefficient between abilities to construct/interpret graphs and science process skills are 0.32. As a result, abilities of students to construct and interpret graphs arc more correlate the logical thinking than science process skills.

• Journal of The Korean Association For Science Education
• /
• v.20 no.2
• /
• pp.297-306
• /
• 2000

The purpose of this study was to examine the relationship among an achievement, a meaningful learning orientation and a reasoning ability. 149 third grade middle school students were tested. The achievement test was designed to measure students' interrelated understanding of genetics. A modified LPQ(Learning Process Questionnaires) was used to measure students' meaningful learning orientation. Students' reasoning ability were identified by the short version GALT(Group Assessment of Logical Thinking). Correlations between different variables were examined. Regression analyses were conducted to examine the predictive influence of meaningful learning orientation and reasoning ability on the achievement of students. And ANCOVA was used to identify the interaction of these variables on students' achievement. Students did not understand well enough the concepts of genetics. Meaningful learning orientation indicated a significant gender difference. Girls tend to do more meaningful learning than boys(p<.05). Many students(48.76%) were at the transitional cognitive level. Results of correlations indicated that students' attainment of meaningful understanding was significantly and positively related with a meaningful learning orientation and a reasoning ability. But there was no significant correlation between students' meaningful learning orientation and reasoning ability. Regression analyses indicated that learning orientation and reasoning ability were able to predict the achievement of students. They predicted better on solving genetics problem than understanding genetics problem. Results of ANCOVA showed that the test scores of genetics were significantly different according to not only learning orientation levels but also cognitive levels. But, there was no interaction between learning orientation and cognitive levels. Within the transitional and formal cognitive level, the meaningful learners performed significantly better than the rote learners on the test of genetics.

• Journal of The Korean Association of Information Education
• /
• v.14 no.4
• /
• pp.555-560
• /
• 2010

The purpose of this study is to investigate the effect of learning algorithm which uses real-life examples including the concept of algorithm on the logical thinking of elementary school students. For this purpose, the experiment was performed by pre-GALT test, a case selection of algorithm which can be taught in real-life, experiment treatment after completing teaching plan, post-GALT test, and paired sample t-test on the results of pre and post GALT in order. As a result, changes in the degree of logical thinking ability and in five sub-regions(conservative logic, proportional logic, combinatorial logic, probabilistic logic, controlling variables) composing of logical thinking obtained statistically significant results in .05 significance level but changes in the correlational logic couldn't obtain the significant results.

• Journal of KIISE:Software and Applications
• /
• v.36 no.6
• /
• pp.498-507
• /
• 2009

There has been insufficient studies on the effect of programming language learning on logical thinking ability. Each study result on the improvement degree and items of logical thinking ability is different according to the object of the study, its method, and the learning subject, which makes the generalization process difficult. Moreover, the necessity of programming language learning seems not proved, because it is not apparent whether the improvement of logical thinking ability is due to the advancement of knowledge or programming language learning. In this study, we instructed educational programming languages to elementary students in 6th grade for 7 hours, investigated its effect on logical-thinking ability by the meta-cognition level, and compared the result with that of computer skill learning. As a result, for Dolittle, LOGO, and Powerpoint learning groups, the logical-thinking ability of high meta-cognition level students has increased with significance, but that of low meta-cognition level students has significantly increased for Dolittle and LOGO groups only. However, regardless of meta-cognition levels, there was no significant difference of logical-thinking ability between all three groups.