• Journal of the Korean earth science society
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• v.40 no.6
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• pp.654-670
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• 2019

From the perspective of science gifted education, the successful intelligence theory is a means to understand how the gifted education curriculum reflects the characteristics of science gifted students. The purpose of this study is to investigate if the successful intelligence is fully reflected in the teaching materials of two gifted education centers (GECDOE: Gifted Education Center affiliated with District Office of Education, GSEIU: Gifted Science Education Institute attached to University). For this study, we selectively used 143 (GECDOE) and 134 questions (GSEIU) from the teaching materials of two gifted education centers. Those questions is analyzed through the semantic network analysis method. The results are as follow. First, the teaching materials of two gifted education centers are not evenly reflected in the successful intelligence, such as analytical ability, creative ability, and practical ability. Second, the teaching materials of two gifted education centers intensively demands analytical ability for students such as 'identify problem', 'represent and organize information', and 'additional prompts for analytical thinking'. Third, the teaching materials of two gifted education centers are presented to students without linking each frame of successful intelligence to one another. As the gifted students are quick to learn and show a preference for more complex thinking, it is necessary to develop teaching materials to experience the various abilities and promote integrated thinking according to the level of the gifted students. In this respect, this study is expected to be used as useful information for developing teaching materials to support customized education for gifted students.

• Journal of Elementary Mathematics Education in Korea
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• v.6 no.1
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• pp.23-40
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• 2002

Historically, the use of algorithms has been emphasized in the mathematics curriculum at the elementary school mathematics. The current reform movement in our country are seemed to emphasize the importance of algorithms in favor of problem-solving approaches, the conceptualization of mathematical processes and applications of mathematics in real world situations. Recently, children may come to school with a fairly well-developed attitude about mathematics and mathematical ideas. That is, they do not come to school and to learning mathematics with a clean slate. Because they have already formed some partial mathematical concepts in a wide variety of contexts. Many kindergarten children have attended pre-school programs where they played with blocks, made patterns, and started adding and subtracting. It seems that there are psychological change attitudes of the children in upper grades toward learning mathematics. In our elementary school mathematics, almost every student are still math anxious or have developed math anxiety because of paper-pencil test. In these views, this paper is devoted to introduce and apply to second grade students in ND-elementary school in Taegu City the new method for learning addition and subtraction so called ‘Mrs Weill's Hill’, which is believed as a suitable method for children with mathematical teaming disabilities and Math anxiety.

• Journal of the Korean School Mathematics Society
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• v.15 no.2
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• pp.259-279
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• 2012

The purposes of this study were to investigate the effects of the use of link sheet in pre-service mathematics teachers' mathematics learning. The study was conducted in Calculus course during 1 semester with 25 pre-service mathematics teachers. According to the results of questionnaires and focused group interviews, the use of the link sheet helped students to develop deeper understandings of mathematical concepts and mathematical communication ability. In addition, the use of the link sheet encouraged students to realize the value of the mathematics and it also played a central role in creating active and self-directed learning atmosphere.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2000.05a
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• pp.279-284
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• 2000

시각적으로 제시된 영어 단어 재인시에 주로 단어빈도와 단어길이가 영향을 준다고 알려져 있다. 그러나, 단어빈도와 관련된 연구는 체계적으로 이루어져 왔지만 단어길이와 관련된 연구는 체계적으로 이루어지지 않은 편이다. 또한, 단어빈도와 단이길이에 따라 단어가 성 어휘집(mental lexicon)에 어떻게 표상되어 있으며, 상호간에 어떠한 관계가 있는 것인지에 대해서는 아직 구체적으로 알려져 있지 않다. 본 연구의 목적은 첫째, 단어길이와 빈도가 시각적으로 제시된 영어단어 어휘접근에 어떠한 영향을 미치는지 알아보아 단어길이효과가 어휘접근단계에서 영향을 미치는지 알아보고자 하며 둘째, 단어길이와 빈도가 미국인과 한국인의 어휘접근시 어떤 차이를 보이는지 알아보아 한국인과 미국인의 영어단어 정보처리의 차이를 살펴보고자 하는 것이다. 단어 명명과제와 어휘판단과제를 사용한 실험결과 한국인과 미국인에게 모두 단어 길이와 빈도가 어휘접근에 영향을 주었다. 그러나, 한국인의 경우는 상대적으로 어휘판단과제에서 보다는 단어명명과제에서 어려움을 겪는다는 결과를 보여주었다. 이와 같은 결과를 볼 때 한국인이 영어단어 어휘에 접근할 때에도 미국인과 유사한 방식으로 처리를 하는 것으로 보인다. 그러나, 한국인의 경우는 미국인보다 조음과정에 상대적으로 더 어려움을 느끼는 것으로 보이며, 이것은 영어교육시 단순한 어휘암기보다 음운부호를 산출하고 단어를 말하는 능력을 향상시키는 방법을 좀 더 강조해야 한다는 것을 시사한다.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1385-1402
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• 2013

This study analyzes pre-service teachers' PCK dealing with visualization of the contents related to boiling point elevation and teaching methods in mock-lessons. As a result of analyzing pre-service teachers' knowledge based on PCK factors, most of the pre-service teachers accentuated on understanding boiling point elevation conceptually, whereas some of the others inclined to make students understand boiling point elevation in a scientific way, let the kids use numerical formulas to describe the concept, and motivate them to learn through the examples in real life. The pre-service teachers represented majority of the important facts of boiling point elevation as the knowledge required to understand things conceptually. However, they did not focus on improving the scientific thinking and inquiring levels of the students. Also, the pre-service teachers tended to teach at the level and order of the textbook. In some other cases, they considered the vocabularies and materials in the textbook (which could have been highlighted in the editing sequence) as the main topic to learn, or regarded the goal as giving students the ability to solve exercises in the textbook. It turned out that the pre-service teachers had a low level of knowledge of their students. It is recommended that they should make use of the materials given (such as data related to the misconception of students) during the training session. The knowledge of teaching and evaluating students was described superficially by the pre-service teachers; they merely mentioned the applications of models, such as the cyclic model and discovery learning, rather than thinking of a method related to the goals, or listed general assessment methods.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.144-160
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• 2013

This study is a proposal, which is the trial to explicate, in neurology, on how critical thinking as a creative method of sciences functions. The creative methods of sciences, even at present, are mostly the hypothetical insistences concerning with the logical processes of researches suggested from the philosophers of science; Popper, Kuhn, Hempel, or Lakatos. These insistences do excavate what process or approach can be scoped out of scientists' creativity. I call the tendency or approach of the researches, "Process Approach of Creativity (PAC)". From my view point, any PAC trial does not concern with how creative theories can actually be invented. On the other hand, this study is focused on the philosophical thinking abilities of scientists who invented new great theories. They mostly had some experiences to study philosophy while studying their science fields, thus had critical thinking abilities on their studies. From my point of view, critical thinking in philosophy raised questions as to their fundamental and basic (old) concepts and principles, and thus gave them new creative theories. I will try to explain this from the point of neurophilosophy. From the perspectives coming from "the state space theory of representation" of Paul & Patricia Churchland, the pioneers of neurophilosphy, the "creative theories" are the networks of topographic maps giving new comprehensive explanations and predictions. From these perspectives, I presuppose that the attitude of critical questioning revises the old networks of maps with back-propagation or feedback, and thus, is the generative power of searching new networks of maps. From the presupposition, I can say, it is important that scientists reflect on the basic premises in their academic branches for issuing out extraordinary creativity. The critical attitude of philosophy can make scientists construct the maps of new conceptual scheme by shaking the maps of the old basic premises. From this context, I am able to propose "Critical Thinking Approach of Creativity (CTAC)".

• Journal of the Korean earth science society
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• v.25 no.8
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• pp.647-655
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• 2004

PISA (Program for International Student Assessment) 2003, the second cycle of PISA, collected data with respect to students' cross-disciplinary problem solving capabilities. Problem solving is defined as the ability to use cognitive processes to solve real cross-disciplinary problems. For the purpose of PISA 2003 assessment, three problem types were chosen: Decision Making, System Analysis and Design, and Trouble Shooting. For this paper a preliminary analysis on Korean students' responses to the PISA 2003 problem-solving items was conducted. The quantitative analysis mainly focused on the difficulties of the PISA 2003 items, while the quantitative analysis dealt with students' responses to open-ended items, which helped understand Korean students' cognitive style and reasoning processes. According to the item analysis result, Korean students had difficulty in representing their answers with pictures or graphs, and interpreting long and complex text. They also showed low achievement with relatively unfamiliar topics or tasks. The paper concluded with several suggestions on improve the quality of science education.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.501-520
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• 2022

Considering the importance of spatial thinking in the process of learning astronomy, it is necessary to educate pre-service teachers on teaching methods that consider spatial thinking from the teacher training program stage. Accordingly, after providing education on spatial thinking to pre-service science teachers, problems and improvement plans perceived by them were explored for the images and inquiry activities of astronomy textbook units. In this study, spatial thinking in the astronomical domain was defined as the amalgam of the concepts of space, representation tools, and reasoning processes. The juniors attending the University of Education in the metropolitan area were educated on spatial thinking for two weeks in October 2021. They were then asked to voluntarily select one of the astronomy units to analyze problems in the textbooks and present modification plans to address those problems. Finally, 33 cases presented by 22 pre-service science teachers were analyzed, and the results of the study were as follows. Pre-service teachers recognized the problems in textbooks in terms of the concepts of space and reasoning processes, and proposed improvement plans to supplement them. However, in some cases, even if pre-service teachers properly recognized a problem, the improvement plan was not appropriate, or they were not able to analyze the images or inquiry activities in terms of spatial thinking. This study is significant in that it shows that pre-service teachers have the potential to properly reorganize and revise textbooks by participating in teacher training programs on spatial thinking. Furthermore, based on the results of this study, the direction of the teacher training program concerning spatial thinking was discussed.

• Korean Journal of Cognitive Science
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• v.28 no.4
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• pp.245-265
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• 2017

Recently, studies on cognitive control revealed that the optimal level of control is determined on the basis of reward and cost. The value of reward can be subjective and therefore, the optimal control strength can vary accordingly. The inconsistent effect of aging on cognitive control can be the result of flexible adjustment of control signal strength made by the older subjects. In other words, the elderly people maintains the ability to set the optimal level of control, which is known as the function of the dorsal anterior cingulate cortex. On the other hand, the age-related decline in cognitive control is obvious in rule maintenance and inhibition, which has to do with the function of lateral prefrontal cortex. In this study, we had young and old adults perform go-no go task and compared the behavioral and neural results for different reward conditions. Both age groups showed the best performance and the largest ERN amplitude when the reward was most appealing to them. And there was no age effect in ERN amplitude even though older adults' d' and accuracy was inferior to younger participants. These findings suggest that the effect aging on different cognitive control processes can be asymmetric.

• Korean Journal of Culture and Social Issue
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• v.11 no.3
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• pp.1-21
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• 2005

Many researches have argued the most important dimension of perception or evaluation of person is morality and competence in Korean culture. This study was to investigate the cultural characteristics of the criteria of personhood. Two studies were conducted to investigate the criteria used to evaluate person by qualitative approach and the differences of evaluation of wrongdoer who violates interpersonal norm or individual autonomy by experimental method. In addition, anger as emotional response to wrongdoer is conceptualized in terms of moral and self-conscious emotion. Expression of anger is less an outpouring of emotion and more a culturally regulated and normative mode of managing and putting into practice our society's system of rights and obligations - its moral code. According to results of qualitative data by interview and focus group interview, the most important criteria used to evaluate personhood was interpersonal concern, esp, expectation and norm. The results of experiment revealed that violation of interpersonal norm domain evoked angrier towards violator than autonomy domain. The subjects ascribed more blame and responsibility to interpersonal norm violator than autonomy keeper. Also function of behavior inhibition of anger was higher in interpersonal norm domain than autonomy domain.