• Journal of The Korean Association of Information Education
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• 제18권1호
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• pp.65-74
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• 2014

The STEAM education and the computer science education have become increasingly important with the advert of science technology that enhances the national competitiveness. The purpose of the research is to develop the STEAM education program focused on programming education. I introduced a programming activity utilizing a sensor that can trigger students' interest with relation to other school subject factors. I applied the education program to grade 4-5 students, then compared and analyzed effects of the education program by conducting pretest and posttest regarding the creativity, reasoning skills, and the affective domain in science learning. Overall, the analysis reveals that the STEAM education program developed in this study improved fluency, originality and creativity index of the students' creativity, reasoning skills and scientific attitudes.

• Journal of The Korean Association For Science Education
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• 제24권2호
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• pp.287-297
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• 2004

In this study, students' understanding of the analogies used for chemical concepts in science textbooks, misconceptions induced by the analogy, and the factors affecting conceptual understanding were investigated. In addition to the tests of field independency and logical thinking ability, tests of students' understanding of concepts and analogies on three states of matter, pressure-volume relation, molecular motion, and changing state depending upon energy were administered. The results revealed that half of the subjects understood the analogies differently from the textbook writers' intention and that students' conceptual understanding was significantly correlated with the degree of understanding on corresponding analogies, field independency, logical thinking ability, and prior achievement of science. The results of analyzing the direct and indirect effects of each variable on conceptual understanding showed that the direct effect of prior achievement was significant and that field independency and logical thinking ability had indirect effects through understanding of analogies and prior achievement of science. The limitations and implications of using analogies in science education were discussed on the basis of the results.

• The Journal of Korean Association of Computer Education
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• 제18권5호
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• pp.1-13
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• 2015

In recent domestic and international curriculum it is emphasized that students should acquire 'problem solving' competence as a member of knowledge information society and various programming educational methods of improving problem solving competence have been studied. But there is no difference between programming problems in related research and traditional programming courses. Most methods of solving problems are focused on acquiring specific languages rather than enhancing problem solving ability. In this research, we developed a suitable programming problems and curriculum for fostering problem solving competence and designed and developed teaching and learning contents based on PSA(Problem Solving Activities). Furthermore, we obtained meaningful results of improving learners' problem solving ability and logical thinking ability by operating curriculum with developed contents as learning materials. The results of this research are expected to be used as a reference model or basic teaching materials for developing and operating the programming teaching and learning contents or curriculum to enhance problem solving competence.

• Journal of the Korea Institute of Information and Communication Engineering
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• 제18권12호
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• pp.3013-3019
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• 2014

In the knowledge-based society, a nation's national power depends on IT industry. Also, literacy and application of IT technology can make a person live in comfortable circumstances. Currently, a few outstanding people lead entire IT industry and academy. In this sense, it is necessary to identify and nurture the gifted children in IT as early as we can. The purpose of this paper is to investigate gender difference of the gifted students in IT. Especially we are interested in their grade difference so that we select programming ability and logical thinking ability as academic performance evaluation. For this purpose, the gifted children in gifted science education center attached to a university at Seoul Metropolitan Area are selected. Their grades for 8 years were collected and analyzed. The analysis results show that there is no significant difference between male students and female students for programming ability and logical thinking ability. This also means that there is no academic difference between male and female students for the gifted children in IT.

• Journal of The Korean Association For Science Education
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• 제22권2호
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• pp.252-260
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• 2002

The types and the characteristics of students' responses to anomalous data in studying 'boiling point' were investigated, and the degree of cognitive conflict and conceptual change were compared by students' cognitive variables. Tests regarding field dependence-independence and logical thinking ability, a preconception test, and a test of responses to anomalous data were administered to 137 sixth graders. Among them, 90 students whose preconceptions were consistent with the presented initial theory were selected. After learning the scientific concept, students' conceptual change was examined. Six types of responses identified were as follows: Rejection, reinterpretation, exclusion, uncertainty, belief decrease, and theory change. The main responses were rejection (33%) and theory change (39%). The results of Mann-Whitney U test indicated students who were field independent and had higher logical thinking abilities felt more cognitive conflict and exhibited more conceptual change.

• Journal of Practical Engineering Education
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• 제14권3호
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• pp.499-504
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• 2022

Artificial intelligence is expanding its reach throughout our society, and education is no exception to its scope of application. In line with this trend, we conducted a computer programming class for teachers in graduate school. The final purpose of this class is to develop the programming skills of teachers who teach students to code artificial intelligence programs. This paper studies how the logical thinking and mental consistency of teachers, who are learners, are related to programming aptitude and describes education environmental factors of the class. It was confirmed that logical thinking and mental consistency were proportional to the programming score. This proportional relationship is expected to apply to students learning programming languages. When team formation is required in programming classes, it is expected that better learning effects will be achieved if students with excellent logical thinking and mental consistency are included in each team.

• Journal of Science Education
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• 제35권1호
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• pp.68-79
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• 2011

The purpose of this study was to investigate the recognition of middle school students on 'Thinking Science' activities and the influence on the understanding of the gas particles behavior concepts. For this study 125 students of four classes first grade in middle school were divided into two groups, the experimental and the control group. The SRT II test was carried out to identify the cognitive level of the students. The logical factors, needed to understand of the gas particles behavior concepts, were extracted. And the 9 'Thinking Science' activities designed to develop these factors were chosen and then implemented to the students of the experimental group. After the lesson for the gas particles behaviors, the achievement test of understanding of the gas particles behavior concepts and the survey of the students' recognition on 'Thinking Science' activities were administered. According to the results of the achievement test, there was not significant difference between the two groups on the whole. But only mature concrete operational students in the experimental group got high scores than those in the control group in analyzing the effect size. According to the results of the ANCOVA analysis, there was significant difference between the two girls' group. When students in the experimental group had a positive perceptions about 'Thinking Science' activities, they got higher achievement scores. This implied that there was a correlation between perception about 'Thinking Science' activities and their achievement in the gas particles behavior concepts. Especially, students with positive perception in mature concrete operational period got higher scores in science achievement. After the 'Thinking Science' activities, there was a high perceptions about improving in scientific thinking.

• Journal of The Korean Association For Science Education
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• 제37권1호
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• pp.39-48
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• 2017

In this study, we investigated the characteristics of analogs generated by high school students to explain ionic bonding in the perspectives of the number of analogs, the understanding of mapping, and the source and type of analogs. We also compared the results by students' conceptual understanding, logical thinking ability, and analogical reasoning ability. Participants in this study were 395 11th graders in Seoul. The results of the study showed that the higher the conceptual understanding, the logical thinking ability, and the analogical reasoning ability, the more the students generated the analogs. The understanding of mapping was related to logical thinking ability and analogical reasoning ability. It is noteworthy that the sources of analogs differed only depending on their conceptual understanding of the target concept among the cognitive variables studied. Students who had higher conceptual understanding also generated analogs from more diverse sources. Some types of the generated analogs were related to the cognitive variables. For examples, the students who had higher conceptual understanding and logical thinking ability generated more verbal/pictorial analogs. The types of analogs were not related to cognitive variables in terms of artificiality, abstraction, and systemicity. Educational implications of these findings were discussed.

• Proceedings of the Korean Society of Computer Information Conference
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• 한국컴퓨터정보학회 2017년도 제56차 하계학술대회논문집 25권2호
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• pp.211-213
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• 2017

효율적인 학습활동을 위해 중요한 것 중 하나는 학습자의 학습의지다. 학습자의 학습동기를 유발할 수 있는 게임을 학습과 접목하여 학습내용으로 설정하고 프로그래밍 교육을 설계해보고자 한다. 교육도구로는 학습자들에게 친숙한 도구이자 일상생활에서 떼어놓을 수 없는 스마트 폰을 활용하고자 하며 프로그램으로는 앱 제작 프로그램인 앱 인벤터를 활용하고자 한다. 본 게임제작기반 교수학습설계를 통해 다양한 경우의 컴퓨팅 사고력을 훈련함으로 분석력, 논리력, 창의력 향상을 통한 문제해결력 신장과 제4차산업혁명시대에 적응할 수 있는 창의적 인재양성을 기대한다.

• Journal of The Korean Association of Information Education
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• 제16권4호
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• pp.463-474
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• 2012

The necessity of computer science education has been increased in the society which has been changing rapidly by the development of information science. But most elementary school teachers don't realize its necessity and don't recognize the notion of computational thinking which is the fundamental principle of computer science. In this research, we designed and implemented an algorithm learning program based on computational thinking with using Logo, which was for pre-service elementary school teachers to be able to realize the necessity of computer science education and recognize computational thinking. As the findings analyzed between pre- and post-test, the averages of correlational reasoning, combinatorial reasoning and the sum of overall logical thinking increased significantly. Also, participants' awareness of computer science education and computational thinking changed positively.