• School Mathematics
• /
• v.15 no.2
• /
• pp.289-314
• /
• 2013

Achievement profile by attribute in Korean students' mathematics was analyzed by applying cognitive diagnostic model, which is the newest measurement theory, to 2011 NAEA(National Assessment of Educational Assessment) results. The results are as follows. As the level of school is higher from 6th grade, 9th grade to 11th grade, the percentage of students mastering cognitive attribute 9(expressions using picture, table, graph, formula, symbol, writing, etc) drastically declined from 78%, 35% to 26%. It is necessary to have learning strategies to reinforce their abilities of expressing table, graph, etc. that higher graders in mathematics are more vulnerable to. Next, the property of mastering cognitive attributes according to gender, multi-cultural family was analyzed. In terms of mathematics, the percentage of girls mastering most of the attribute generally is higher than that of boys from 6th grade to 9th grade, however, boys show higher mastery in almost attributes than girls in the 11th grade. Compared to boys, the part where girls have the most trouble is attribute 9 in mathematics(expressions using picture, table, graph, formula, symbol, writing, etc). As international marriage, influx of foreign workers, etc. increase, the number of students from Korea's multi-cultural families is expected to be higher, therefore, identifying the characteristics of their educational achievement is significant in reinforcing Korea's basic achievement. In mathematics, gap of mastery level of attributes between multi-cultural group and ordinary group is more severe in higher grade and the type of multi-cultural group that needs supports for improving achievement most urgently changed in 6th grade, 9th grade and 11th grade respectively. In the 6th and 11th grade, migrant students from North Korea show the lowest level of mastering attributes, however, in the 9th grade, the mastery rate of immigrant students is lowest. Therefore, there is an implication that supporting plans for improving achievement of students from multi-cultural family should establish other strategies based on the characteristics of school level.

• Korean Journal of Cognitive Science
• /
• v.13 no.4
• /
• pp.80-80
• /
• 2002

The main thesis of this article is that the decisive point of creativity education is the cultivation of critical thinking capability. Although the narrow conception of creativity as divergent thinking is not subsumed under that of critical thinking, the role of divergent thinking is not so crucial in the science context of creative problem-solving. On the contrary, the broad conception of creativity as focusing on the reference to utility and the third conception of creativity as a process based on the variation and combination of existing pieces of information are crucial in creative problem-solving context, which are yet subsumed under that of critical thinking. The emphasis on critical thinking education is connected with the characteristics of contemporary knowledge-based society. This rapidly changing society requires situation-adaptive or situation-sensitive cognitive ability, whose core is critical thinking capability. Hence, the education of critical thinking is to be centered on the learning of blowing-how and procedural knowledge but not of knowing-that and declarative knowledge. Accordingly, the learning of critical thinking is to be headed towards the cultivation of competence but not just of performance. In conclusion, when a rational problem-solving through critical and logical thinking turns out consequently to be novel, we call it creative thinking. So, creativity is an emergent property based on critical and logical thinking.

• Korean Journal of Cognitive Science
• /
• v.13 no.4
• /
• pp.81-90
• /
• 2002

The main thesis of this article is that the decisive point of creativity education is the cultivation of critical thinking capability. Although the narrow conception of creativity as divergent thinking is not subsumed under that of critical thinking, the role of divergent thinking is not so crucial in the science context of creative problem-solving. On the contrary, the broad conception of creativity as focusing on the reference to utility and the third conception of creativity as a process based on the variation and combination of existing pieces of information are crucial in creative problem-solving context, which are yet subsumed under that of critical thinking. The emphasis on critical thinking education is connected with the characteristics of contemporary knowledge-based society. This rapidly changing society requires situation-adaptive or situation-sensitive cognitive ability, whose core is critical thinking capability. Hence, the education of critical thinking is to be centered on the learning of blowing-how and procedural knowledge but not of knowing-that and declarative knowledge. Accordingly, the learning of critical thinking is to be headed towards the cultivation of competence but not just of performance. In conclusion, when a rational problem-solving through critical and logical thinking turns out consequently to be novel, we call it creative thinking. So, creativity is an emergent property based on critical and logical thinking.

• Journal of Chest Surgery
• /
• v.31 no.12
• /
• pp.1119-1126
• /
• 1998

Background: In this study, we investigated the early time course of expression of the major histocompatibility(MHC) antigens, intercellular adhesion molecule-1(ICAM-1), vascular cell adhesion molecule-1(VCAM-1), interleukin-6 and the histopathological changes in the coronary arteries of cardiac allografts exchanged between inbred mice strains that differ in one loci of class I major histocompatibility antigen (B10.BR to B10.A). Material and Method: No immunosuppressive therapy was used. Both allografts and the hearts of the recipients were harvested at 7(group 1, n=6), 15(group 2, n=6), 21(group 3, n=6), and 30(group 4, n=6) days after transplantation. They were examined by immunohistochemistry, microscopy and morphometry. All allografts had contractions at the time of harvest. Result: A strong MHC class I antigen expression was present on the endothelial and medial cells of the coronary arteries in group 1 and remained unchanged in the rest of the groups. However, MHC class II reactivity was none or very little at any time. Mild to moderate ICAM-1 expression was observed on the endothelial cells, but not on the medial cells at any time by 30 days. VCAM-1 expression was strong both on the endothelial and medial cells at any time. Moderate degree expression of interleukin-6 was observed from 7 to 30 day specimens. Histopathologically, percentage of affected vessels(vessels with intimal thickening) was less than 10 % in 7 day group and increased up to 50 % at 30 days. Mean percent narrowing of the lumen of the affected vessels revealed less than 20 % at 7 days and 40 % at 30 days. The area occupied by tropomyosin positive cells in the intimal lesion, graded from 0 to 3, showed gradual increase but remained between grade 0 to 1 by 30 days. Medial integrity was also well preserved at any time. Moderate perivascular mononuclear cell infiltration was observed at 7 days and it was progressively increased upto 30 days. Recipients' heart revealed no positive immunopathologic findings. Conclusion: In this study, the early time course of progression of the transplantation vasculopathy was demonstrated in the murine heterotopic heart transplant model.