• 한국과학교육학회지
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• 제37권3호
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• pp.523-537
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• 2017

본 연구의 목적은 초등학생들이 열 현상과 관련된 문제를 해결하는 과정에서 나타나는 직관적 사고의 특징을 '발현의 맥락'과 '직관적 사고와 논리적 사고의 관계'를 중심으로 살펴보는 것이다. 이를 위해 초등학교 5학년 학생 9명에게 열 현상과 관련된 문제를 제시하고, 학생들의 문제해결 과정에서 나타나는 사고를 살펴보았다. 특히 본 연구에서는 학생의 설명 기저에 있는 사고의 맥락을 총체적으로 탐색 할 수 있는 임상면담 기법을 활용하여 학생의 사고 과정을 분석하였다. 분석 결과, 직관적 사고의 특징을 '발현 과정의 특징'과 '발현의 촉진' 측면에서 발견할 수 있었다. 첫째, 직관적 사고의 발현 과정에서 학생들은 직관적 사고를 통해 해결방법을 먼저 떠올리고 논리적으로 해결방법을 정당화하였으며, 문제 상황과 관련된 구체물과 추상적 개념을 직관적으로 연결 짓는 모습을 보였다. 또한 초등학생들은 충분하지 않은 정보 속에서 직관적인 예감을 통해 문제를 해결해갔다. 둘째, 직관적 사고는 의도적인 사고 전략을 통해 발현되는 경우도 있었다. 이러한 전략으로 그림으로 그려보기, 다른 관점이나 반대로 생각해 보기, 방법을 통합하기가 발견되었다. 이와 같은 문제해결 과정에서의 직관적 사고에 대한 본 연구결과는 그동안 주목받지 못하였던 학생들의 직관적 사고를 드러내어 탐색하고, 학생들의 문제해결 과정을 새로운 관점에서 조력할 수 있는 방안을 제안할 수 있다는 점에서 의미가 있겠다. 또한 본 연구의 결과를 통해 문제해결 상황에서의 과학학습에서 나타난 시사점에 대하여 논의하였다.

• 영재교육연구
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• 제7권1호
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• pp.51-76
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• 1997

The purpose of this study was to investigate the effects of Structure of Intellect( SOI) program for children. To achieve this purpose, 81 second grade children were sampled in a elementary school located In Seoul-city and randomly assigned to the experimental group and control group The SO1 training program were treated to the experimental group for 10 weeks, and the 'Thinking Abilities Test developed by Korea Creativity Research Institute were administered to them for pre-test and post-test. The collected data were analyzed by t-test for comparing the group means of experimental group and control group 'I'he results of this study were as follows : Firstly ere were statistically significant differences between experimental group and control group on the post-test scores of arithmetic[t(79)=2.73p,< .01] and visual memory[t(79)-3.68,p <.001]. The mean scores of experimental group(M=8.63) u ere higher than that of control group(Mz7.34) on arithmetic, and the mean scores to experimental group(M=16.68) were higher than that of control group(M=15 32) on visual memory Secondly there were no statistically significant differences between experimental group and control group on the post-test scores of logistic thinking abilities[t(79)=0.22, p>.05] and abstract thinking abilities[t(79)-0.22, p>.051. Thirdly, the post-test scores of visual memory and logical thinking abilities were more increased in the low intelligence group than the high intelligence group. This result showed that the SO1 program were more effective for the low intelligence group. Fourthly, the post-test scores of visual memory and logical thinking abilities were more increased in the low achievement group than the high achievement group. This result showed that the SO1 program were more effective for the low achievement group.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제9권4호
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• pp.329-333
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• 2005

Based on author's practice of instructing Chinese gifted students to join the Chinese Mathematics Olympic (CMO), the paper adopted test analysis model of the Scholastic Aptitude Test of Mathematics (SAT-M), tested mathematics ability of 212 mathematical gifted students to join the CMO, applied correlation analysis and factor analysis and proposed the mathematics ability structure in Chinese gifted students including comprehensive operation ability, logic thinking ability, abstract generalization ability, spatial imagination ability, memory ability, transfer ability and intuition thinking ability. And it analyzed the expression form of these abilities respectively and gave some suggestion on mathematics teaching about gifted Chinese students.

• 디자인학연구
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• 제4권1호
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• pp.31-37
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• 1991

Process of thinking on the form in product design includes the process in which unclear requirements are transformed into defined concepts, and the process in which the design as a form conforming to the concepts in conc1uded.(The former is called fconceptualizationJ which deals with abstract matters, and the latter "manipulation of the formJ which deals with more embodied matters) In conceptualization process the operation which transform the diverse requirements in the initial phase of de\ulcornersign to related linguistic expressions or to an image that directly suggests the form is executed. In the process of manipulation of the form the transformation to design as the description of relationships between the formal elements of the design solution resulted from the transformed requirements. It is the job of selecting the most suitable formal elements, balancing the relationships between them, out 01 the possibilities that reside in the individual attributes of formal elements, and finally leading to the design as the end solution. This writing focuses down to the wilfulness and ambiguity of design, and the diversity of design solution after the requirements, formal elements, and the process of relating the formal attributes to each other is built up the two phases.ases.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제23권1호
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• pp.47-62
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• 2020

Learning through "recreational mathematics" has become a meaningful outlet to children of all ages. The Edumatrix set is a didactic tool for the development of logical and abstract reasoning among students. In this paper, we provide several illustrative exercises involving Edumatrix that teachers can utilize in their classrooms. We formulate students' expected learning outcomes by aligning each exercise to the CCSSM content standards as well as examining which Standards for Mathematical Practices (SMP) our proposed exercises promote.

• 수산해양교육연구
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• 제23권1호
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• pp.105-115
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• 2011

Education is focused on how to nurture creative problem-solving skills talent in rapidly changing information society. The algorithm education of computer science is effective in improvement of students' logical thinking and problem solving capability. However, the algorithm education is very difficult to teach in elementary students level. Because it is difficult to understand abstract characteristic of algorithm. Therefore we developed educational contents based on the principle of the algorithm for improve students' logical thinking and problem-solving capability in this study. And educational contents contain interesting elements of the game. So, students will be interested in algorithm learning and participate actively through developed educational contents. Furthermore, students' creative problem-solving capability may improve through algorithm learning.

• 의학교육논단
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• 제11권1호
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• pp.11-20
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• 2009

The purpose of this study was to introduce the concepts of experiential learning and the Kolb's model, and to review some applications of experiential learning theory in graduate medical education. The published literature on GME and education for general practitioners applying the experiential theory and the Kolb's model was reviewed. Experience learning defined the cyclical learning process which emphasizes the learners' reflective thinking of the learners' concrete experiences and their active participation in continuous learning actives. Kolb includes this 'cycle of learning' as a central principle in his experiential learning theory. This is typically expressed as a four-stage cycle of learning. Kolb's cycle moves through concrete experience(CE), reflective observation(RO), abstract conceptualization(AC) and active experimentation(AE). Components of continuing education of the adult learner were based on autonomy, context of learning, and competence and performance as educational objectives. Some strategies for graduate medical education were reflective thinking, self-directed learning, morning reporting and feedback with peer review, etc. Opportunities for learning from experience in practical life can be made to enhance reflective thinking and performance of practitioners. Strategies to develop reflective practice among physicians should be explored by further research.

• 디지털콘텐츠학회 논문지
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• 제10권2호
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• pp.367-373
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• 2009

컴퓨터 프로그래밍 교육에서는 추상적 개념을 이해하고 주어진 문제를 스스로 해결하도록 한다. 기존의 프로그래밍 교육에서 BASIC, C와 같은 절차적 프로그래밍 언어에 대한 연구는 많이 있지만 JAVA와 같은 객체지향 프로그래밍 언어를 통한 교육콘텐츠는 찾아보기 힘들다. 본 논문에서는 구조 중립적이며, 분산 인터넷 환경에 적합한 특성을 가지고 있는 객체지향 프로그래밍(OOP)/JAVA 학습 시스템을 개발하여, 초등학교 학생들로 하여금 활용하도록 하였다. OOP/JAVA 학습 시스템을 통한 객체지향 프로그래밍 교육은 초등학생들의 논리적 사고력을 향상시키고, 수학, 과학 과목의 학습 성취도에 긍정적인 영향을 주는 동시에 컴퓨터에 대한 흥미도가 상승함을 실험을 통해 확인할 수 있었다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제7권4호
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• pp.223-234
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• 2003

Children interest themselves in all different toys they see, before beginning to speak. The psychological reasons for children′s interest in toys have been investigated for a long time. Thus many scientists have studied on the question "what is game？", but they have not reached a consensus yet. Such contradiction may be dependent upon different points of view of the researchers about game. Besides, the view of game of a child and an adult is different too. According to an adult game is a rebirth and escape from monotony. For child it is a work. The aim of this study is to make mathematics regarding a mass of abstract concepts for the students of grade 1-3 of primary school in the concrete operations period, more attractive with the help of educational and instructional games, and to contribute to student′s developing. The capability of thinking and producing by changing abstract concepts into concrete ones.

• 대한수학교육학회지:학교수학
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• 제3권2호
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• pp.447-473
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• 2001

Since the greater part of mathematical concepts have been developed in the direction of “from the concrete and realistic aspects to the abstract level”, children should be secured to learn mathematics genetically with various manipulative materials. The aim of this study is to instigate the active use of geoboards in mathematics classroom. To achieve this arm, we first embodied the several significances on the use of geoboards in mathematics instruction. And we then performed an instruction that children discover and justify the formula related to the area of trapezoid by exploring with geoboards, and analyzed the instructional episode to support our assertion about some secure merit accompanied by using geoboards. From this study, we obtained the conclusion that geoboard activity contains many significances such as children can explore congruence, symmetry, similarity, fundamental properties of figures, and pattern. Futhermore, geoboard activity enable children to transform a figure into other equivalently, develop spatial sense, have basic experiences for coordinate geometry, build a concrete model to explain abstract ideas, and foster the ability of problem solving and mathematical thinking.