• Korean Journal of Logic
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• v.22 no.3
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• pp.397-415
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• 2019

This paper deals with the pretabular property of some fuzzy logics. For this, we first introduce the involutive idempotent uninorm logics IdIUL and IUML and examine the relationship between IdIUL and the another well-known system $RM^T$. Next, we show that IUML is pretabular, whereas IdIUL is not.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.937-954
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• 2008

Although the development of scientific thinking is one of the significant goals in science education in schools, there is a lack of empirical research on how science teachers conceptualize scientific thinking. This study explored how four pre-service secondary-level science teachers conceptualized scientific thinking and elaborated their conceptions through peer discussions. Results involved each pre-service teacher's conceptual spectrum of scientific thinking and showed the process of elaboration in their conceptions about three crucial issues in small-group or larger discussions. Three issues related to scientific thinking included everyday vs. scientific thinking, the relationship between science knowledge and scientific thinking, and the relationship between logical systems and evidence. Implications for pre-service science teacher education were discussed, and further research was suggested based on the results of this study.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.977-986
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• 2004

The purpose of this study was to investigate the general transfer effects of Thinking Science program on the problem solving with compensational reasoning of the elementary school students. For this study, 156 5th grade and 138 6th grade students were selected from four elementary schools. The students were tested with SRT(Science Reasoning Task) and compensational reasoning task. Statistically significant gains on the development of compensational reasoning were shown by the experimental group implemented with Thinking Science activities compared to the group implemented with compensation activity only. The achievement of the experimental group was higher than that of the compensation activity group in solving problem with compensational reasoning, specially for the boys and students in both the mature concrete and the concrete generalization stage. The results of this study implied that implementation of Thinking Science program related to several formal reasoning were effective for the development of reasoning ability as a general-transfer.

• The Journal of Korean Association of Computer Education
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• v.17 no.4
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• pp.23-32
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• 2014

The nature of complex modern society inevitably creates intricate problems that can be solved by the computational and logical reasoning. The programming education in Informatics can effectively raise the ability of computational thinking. The paper proposes and evaluates a STEAM curriculum that can draw the interest and attention of students. The curriculum educates the multi-disciplinary knowledge from science, music and informatics, and it was designed to have group discussions with self-directed study. The experiments were performed with $4^{th}{\sim}6^{th}$ grade gifted students in Informatics from elementary schools. The Arduino was used as the experiment environment. The experiment results reveal that the interests in Informatics and programming have been escalated after the STEAM class; 75% of students expressed the surge of interest in computers and 93% of students responded positively to the Arduino-based class. The effectiveness of the experiment outcomes was validated with t-test.

• Journal of Educational Research in Mathematics
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• v.24 no.3
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• pp.467-480
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• 2014

Concepts related to the fraction should be taught with formative thinking activities as well as concrete operational activities. Teaching improper fraction should follow the concept of fraction as a relation of two natural numbers. This concept is also important not to be skipped before teaching the fraction such as "4 is a third of 12". Mixed number should be taught as a sum of a natural number and a proper fraction. Fraction as a quotient of a division is a hard concept to be taught since it requires very high abstractive thinking process. Learning the transformation of division into multiplication of fractions should precede that of fraction as a quotient of a division.

• Journal of Korean Library and Information Science Society
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• v.52 no.2
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• pp.145-166
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• 2021

The study was aimed at verifying the effectiveness of Book-Coding reading education as a reader activity of older elementary school children at a time when high-dimensional thinking abilities were formed. To this end, 30 fifth-grade children of N Elementary School in N-si, Gyeonggi-do, comprised of 15 students from a reading education program using Book-Coding, and 15 students from a reading comprehension program, and applied the reading education program over a total of 12 sessions. The main results of the study are summarized as follows. First, when the effects of the convergence reading education program using Book-Coding on the logical thinking ability of the students in the upper grades in the elementary school were analyzed, all the six sub-factors of logical thinking ability, that is, conservation logic, proportional logic, variable controlling logic, probabilistic logic, correlational inference logic, and combinational logic, were proved to have statistically more meaningful difference than the group writing a book report. Second, the analysis result of the influence of the convergence reading education program using Book-Coding on the creativity of the students in the upper grades of the elementary school showed that all the 13 elements of curiosity, persistence, effectiveness, independence, adventurousness, openness, knowledge, imagination, originality, sensitivity, fluency, flexibility, and accuracy were statistically meaningfully different compared to the book report group. Third, when it was analyzed how the convergence reading education program using Book-Coding affected the creative personality of the elementary school students, all the six factors of curiosity, task commitment, independence, awareness of risk, and openness of thinking, and aesthetics were found out to have a statistically more meaningful difference than the group that wrote a book report.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.327-331
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• 2010

로봇 프로그래밍은 학생들의 논리적 사고와 문제 해결력, 창의력 등의 고등 사고능력 함양에 적합한 학습 도구이다. 본 연구는 초등학교 교육과정 중 고학년 과학의 에너지 단원에서의 학습 도구로서 로봇을 활용한 프로그래밍 교육방법을 제안하는데 목적이 있다. 초등학교에서 로봇 프로그래밍을 활용하여 통합교육 프로그램을 개발하였다. 차후, 개발된 프로그램을 적용하여 학교에서 교육적 활용 및 일반화 가능성과 학생들의 고등 사고 능력 증진과의 관계를 알아볼 계획이다.

• The Journal of Engineering Research
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• v.6 no.1
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• pp.139-150
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• 2004

Metaphor, considered as figurative language and used as methods for emphasis and resonance in verbal communications for over two millennia, has had entailed an important role in thought as well as language, especially in creative thought, Also, in architectural design lots of creative works have been produced using metaphor. Metaphorical expression in architectural design can be seen in many great works, therefore metaphorical thought must have been critical in architectural design. This research mainly focuses on what is the mechanism of metaphor in design and how metaphor works in creative architectural design.

• 정보화사회
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• s.104
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• pp.35-39
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• 1996

정보화사회가 정착되면서 현재 정부나 민간의 거의 모든 분야에서 다양한 용도로 전산화가 추진되고, 국내외의 각종 통신망을 통하여 수많은 양의 정보를 유통시키고 있다. 이러한 정보통신망 이용의 급격한 증가로 최근에는 정보의 역작용에 대한 정보보안 문제가 새로운 이슈로 떠오르고 있으나, 정보보안을 위한 적절한 대책은 아직 충분하지 못한 실정이다. 보안이 필요한 주요 정보를 각종 정보관련 사고로부터 보호한다는 것은 전산기에 보관되어 있는 상태거나, 보관된 정보의 이동시에 사용자의 과실이나 제3자의 불법행위 혹은 물리적인 자연재해등으로 부터 정보의 안정성을 보장해주는 행위 일체를 말한다. 일반적으로 정보보안이란 물리적인 장애에 의한 정보파괴와 불법적 정보조작등의 모든 장해로부터 정보를 보호하는 것이다. 국방이나 외교적인 측면에서는 물론이고, 최근에는 기업에서도 동종 기업과의 경쟁에서 우위를 확보하고 국제경쟁력을 향상시키기 위하여 정보보안 유지가 반드시 필요한 주요요소중의 하나이다. 그러므로 컴퓨터와 정보통신망의 확산으로 발생되고 있는 불법적인 정보의 이용, 유출, 파괴, 등의 정보의 역작용을 억제하기 위한 노력이 시급히 필요하다. 이러한 정보의 역작용에 대한 보안기술로는 물리적 보안기술과 기술적(논리적) 보안기술로 구분할 수 있으며, 주요한 논리적 보안기술의 유형은 다음과 같은 암호시스템(Cryptosystems), 디지탈서명(Digital Signature), 키관리(Key Management), 인증(Authentication), 접근제어(Access Control) 및 부인봉쇄(Non-Repudiation)등이 있다.

• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.32-47
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• 2011

The purpose of this study was to analyze the ability to control variables and the ways by which variables are controlled. First, the assessment criteria for evaluating the students' ability to control variables were developed for 8th grade students. Second, the ways variables are controlled were classified from student activity reports. These students' answers were categorized into six types (type A~ type F). Type A is defined as the group that excelled in recognizing the importance of controlling variables, eliminating unnecessary variables and identifying manipulated, dependent and controlled variables. Third, the scores of ability to control variables (CV score) and the classroom test of scientific reasoning (Lawson SRT) scores were measured. The results indicated that the CV score was highly correlated with Lawson SRT scores (r=.67, p<.01). Therefore, the assessment criteria developed in this study was used to evaluate the ability to control variables (CV score) and to measure the students' scientific reasoning.