• Education of Primary School Mathematics
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• v.27 no.3
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• pp.281-301
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• 2024

Many students have experienced difficulties due to the discontinuity in instruction between arithmetic and algebra, and in the field of elementary education, algebra is often treated somewhat implicitly. However, algebra must be learned as algebraic thinking in accordance with the developmental stage at the elementary level through the expansion of numerical systems, principles, and thinking. In this study, algebraic thinking-based classes were developed and conducted for 6th graders in elementary school, and the effect on the ability to solve word-problems in fraction division was analyzed. During the 11 instructional sessions, the students generalized the solution by exploring the relationship between the dividend and the divisor, and further explored generalized representations applicable to all cases. The results of the study confirmed that algebraic thinking-based classes have positive effects on their ability to solve fractional division word-problems. In the problem-solving process, algebraic thinking elements such as symbolization, generalization, reasoning, and justification appeared, with students discovering various mathematical ideas and structures, and using them to solve problems Based on the research results, we induced some implications for early algebraic guidance in elementary school mathematics.

• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.565-584
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• 2009

This study is aimed at providing the theoretical framework of characteristics of mathematical thinking processes and structuring the thinking process patterns of the mathematical gifted students through the analysis of their cognitive thinking processes. For this purpose, this study is trying to analyze characteristics of mathematical thinking processes of the mathematical gifted students in an objective and a systematic way, by using think-aloud method. For comparative study, the analysis framework with the use of the thinking characteristic code as a content-oriented method and the problem-solving processes code as a process-oriented method was developed, and the differences of thinking characteristics between the two groups chosen by the coding system which represented the subjects' thinking processes in the form of the language protocol through thinking-aloud method were compared and analyzed.

• Journal of Engineering Education Research
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• v.13 no.1
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• pp.23-37
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• 2010

The purpose of this study is to explore applicability of teaching-learning methods for creative problem solving which was designed to improve students' creative thinking and problem solving competencies. Methodology is literature review and focus group interview. The students who attended the elective course 'creative women and science' was participated during 15 weeks. Through this teaching-learning methods, students were fully aware of learning methods for creative problem solving, sought for problems, clarified problems, found solutions through discussions, and continuously examined ideas by receiving feedbacks. They could deduce creative new solutions to solve encountered problems regarding team dynamics and apply it in real situation. As the results of applying teaching-learning methods for creative problem solving to a course in University, it had the advantages of enhancing students' competencies in analyzing problems and applying derived solutions in actual field.

• Proceedings of The KACE
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• 2018.01a
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• pp.111-114
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• 2018

4차 산업혁명의 특징 중 하나는 생산과 소비의 결합이다. 이제는 소비자가 직접 구매할 물건의 생산에 관여하고, 직접 필요한 물건을 생산한다. 이는 다양한 제작도구들이 보편화되면서 가능해졌다. 이런 흐름으로 세계적으로 메이커 운동, 메이커 교육이 주목받고 있다. 메이커들은 실생활의 문제를 해결하기 위해 창의적인 문제해결 방법을 활용하여 무언가를 만들고 공유한다. 이런 공유문화는 메이커들의 축제인 메이커 페어에서 쉽게 확인할 수 있다. 창의적인 메이커를 교육을 통해 길러내야 될 필요성을 공감하고 있으며, 메이커 교육을 학교 현장에 적용하기 위한 방법으로는 디자인 사고가 있다. 디자인 사고 프로세스는 실제 제품을 사용할 소비자에게 공감하여 이해한 뒤, 다양한 대안을 찾는 확산적 사고, 주어진 상황에서 최선의 방법을 찾는 수렴적 사고의 반복을 통해 결과물을 도출하는 창의적 문제해결 방법이다. 현재 온라인과 오프라인 상에서 다양한 메이커 교육이 이뤄지고 있다. 이를 학교에 도입하여 학생들을 가르치기 위해서는 교사의 역량이 중요하다. 아무리 좋은 교육이라도 교사들이 모른다면 학생들을 가르칠 수 없기 때문에 메이커 교육을 학교 현장에 투입하기 위해서는 메이커 교육을 위한 교사 연수 프로그램 개발이 필요하다. 따라서 본 연구에서는 디자인 사고 기반 메이커교육을 위한 초등교사 연수프로그램을 개발하고자 한다.

• Journal of Digital Convergence
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• v.15 no.5
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• pp.345-351
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• 2017

The international status of the Korean language has been elevated as the demand for studying the language among foreign students has grown sharply over the past few years. Unfortunately, foreign students face difficulties in learning the language, conflicts are also deepening between Korean and foreign students. Using Erin Sander's design research spiral, this paper investigates foreigners' Korean language learning experiences, identify the main cognitive and affective factors influencing their learning process. Research findings collected with the design analysis revealed needs and insights that offer opportunities relevant specifically for the conception, design and development of new products and services related to Korean language learning.

• Journal of Industrial Convergence
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• v.20 no.2
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• pp.29-36
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• 2022

Computational thinking in the AI and Big Data era for digital society means a series of problem-solving methods that involve expressing problems and their solutions in ways that computers can execute. Computational thinking is an approach to solving problems, designing systems, and understanding human behavior by deriving basic concepts in computer science, and solving difficult problems and elusive puzzles for students. We recently studied 93 pre-service teachers who are currently a freshman at ◯◯ university. The results of the first semester class, the participants created a satisfactory algorithm of the video level. Also, the proposed model was found to contribute greatly to the understanding of the computational thinking of the students participating in the class.

• The Journal of the Korea Contents Association
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• v.11 no.1
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• pp.458-468
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• 2011

Students meet with many problems during programming education in computer education. In part of computer education, computer programming education have been researched. And the research have said that computer programming education have helped to increasing of students' creativity during find answer of problem through flexible thought. Especially, elementary school students, who learn to programming language for the first time, feel difficulty, when they learn computer programming. But the use of EPL reduce difficulties. So Students can focus on the thinking. Therefore, in this paper, a draft was produced and applied to observe the creative elements increasing of elementary school students. Than modify and supplement the draft through improvements to a draft obtained by applying. Also, made the educational material that can be used directly in the field.

• Proceedings of the Korea Information Processing Society Conference
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• 2002.04b
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• pp.1029-1032
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• 2002

오늘날 학생들의 사고 방식이나 가치관은 과거와 달리 그 양상이 매우 다양하고 개성이 강하며 개인차 또한 심한 편이다. 그러므로 학생관리의 성패는 학생에 대한 보다 정확한 정보의 수집과 적재적소에의 이용이라고 볼 때, 필요한 정보를 적기에 추출하기에는 상당한 어려움이 따르는 게 현실이다. 본 논문에서는 학생 생활지도 및 진로지도에 활용할 수 있는 이미지를 이용한 효율적인 학생관리 시스템의 설계 및 모델을 제시하고자 한다. 제안한 시스템은 검색 대상의 부분적 정보인 신체적인 특징 등의 조합과 같은 비정형화된 데이터를 가지고 검색이 가능하며, 쉽고 빠르게 또한 정확한 결과를 도출한다. 학생에 관한 데이터를 새로이 생성하는 것이 아니라 데이터베이스 구축 시 기존의 학교종합정보관리시스템(C/S)의 데이터를 이용함으로써 보다 효율성을 높였다.

• Education of Primary School Mathematics
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• v.13 no.2
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• pp.85-97
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• 2010

The purpose of this study is to develop a teaching program in consideration of the geometrical thinking levels of students to make a contribution to teaching figures effectively. To do this, we checked the geometrical thinking levels of fourth-graders, developed a teaching program based on van Hiele's theory, and investigated its effect on their geometrical thinking levels. The teaching program based on van Hiele's theory put emphasis on group member interaction and specific activities through offering various geometrical experiences. It contributed to actualizing activity-centered, student-oriented, inquiry-oriented and inductive instruction instead of sticking to expository, teacher-led and deductive instruction. And it consequently served to improving their geometrical thinking levels, even though some students didn't show any improvement and one student was rather degraded in that regard - but in the former case they made partial progress though there was little marked improvement, and in the latter case she needs to be considered in relation to her affective aspects above all. The findings of the study suggest that individual variances in thinking level should be recognized by teachers. Students who are at a lower level should be given easier tasks, and more challenging tasks should be assigned to those who are at an intermediate level in order for them to have a positive self-concept about mathematics learning and ultimately to foster their thinking levels.

• Journal of the Korean association of regional geographers
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• v.20 no.2
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• pp.230-244
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• 2014

This study is to analyze the effects of geography class using taboo games on developing student's ability to think. After playing taboo games in which students explain keyword without using presented taboo words, worksheets of participants were analyzed with interviews to demonstrate what kind of thinking skills are working. The results of the analyses are as follows. First, while divergent thinking is applied to students who explain keyword in taboo games, convergent thinking is applied to students who listen to and guess them. Second, as groups play a role as explainer or answerer in turn, they can learn divergent and convergent thinking together. Third, students seem to improve high-order thinking ability like decision-making, critical thinking, metacogniton through taboo games. Fourth, students have a tendency to use a variety of direct and/or indirect experiences (especially, from media) as well as cross curricular knowledge in order to explain keyword without using taboo words.