• Journal of the Korean earth science society
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• v.40 no.4
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• pp.340-352
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• 2019

The purpose of science education is scientific literacy, which is extended in its meaning in the $21^{st}$ century. Students must be equipped with the skills necessary to solve problems from the community beyond obtaining the knowledge from curiosity, which is called 'computational thinking'. In this paper, the authors tried to define computational thinking in science education from the view of scientific literacy in the $21^{st}$ century; (1) computational thinking is an explicit skill shown in the two steps of abstracting the problems and automating solutions, (2) computational thinking consists of concrete components and practices which are observable and measurable, (3) computational thinking is a catalyst for STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, and (4) computational thinking is a cognitive process to be learned. More implication about the necessity of including computational thinking and its emphasis in implementing in science teaching and learning for the envisioned scientific literacy is added.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.3
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• pp.909-919
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• 2017

The purpose of this study was to apply the learning clinic program to the maladjusted children to help the cognitive processing style, sense type and learning strategy. The results were as follows. First, the cognitive processing style of low-grade elementary school children is divided into the concept of sequential low-order style, which analyzes information sequentially and consecutively, concrete thinking style that processes real and direct information coming in from outside, and invisible principle or information. The abstract cognitive thinking style improved after the process before the program proceeded. However, There was no meaningful result in the simultaneous processing cognitive style which had excellent intuition and emotion and likes change. Second, the temporal lobe in which the linguistic activity is viewed, heard and spoken in the sensory type, the function of the occipital lobe in which the character or the language is processed is improved, but the function of the parietal lobe in moving and manipulating the body is not significant. Finally, factors that contribute to learning such as sincerity, learning initiative, study method, study habits, and concentration are helpful in learning and school life.

• Asia pacific journal of information systems
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• v.26 no.2
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• pp.268-289
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• 2016

While most of studies have paid attention to the initial adoption of a specific application, research on applications has not focused on an individual's update decision process. This study draws upon both dual information processing and status quo bias perspectives as a comprehensive theoretical lens to explain why individuals do not update their applications. This study assumes that individuals' inertia could be the main reason for their reluctance to update the applications. Based on a survey of 186 smartphone users, this study demonstrated that both habit as an affective trigger of system 1 thinking and sunk cost as a cognitive trigger of system 2 thinking promoted the two types of inertia (i.e., affective and cognitive based inertia) in individuals, which have a negative effect on their willingness to update their applications. By grounding the research model in a theoretical view, such as dual information processing and status quo bias, this study provides a unique theoretical lens from which to view individuals' behaviors, thereby gaining a better understanding of their decision not to update to the current version of applications. This study also investigates the moderating effect of the types of applications on the relationships between affective/cognitive-based inertia and willingness to update. Results show that both habit and sunk cost decrease the willingness to update because they increase both affective and cognitive-based inertia. This study also found that the effects of affective/cognitive based inertia differed depending on the type of applications.

• Journal of Science Education
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• v.33 no.2
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• pp.321-335
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• 2009

The purpose of this study was to design of instructional models for underserved science gifted students, especially developing the thinking skills. We made orientation and methodology to design of instructional models. According to these orientation and methodology, we designed instructional models that improving cognitive thinking and affective attitude of underserved science gifted students. Particularly, we designed instructional models that is composed of objective, activity, evaluation. According to the Bloom's cognitive educational objective taxonomy(cognitive thinking process) and Krathwohl's affective educational objective taxonomy(affective attitude), we designed integrated(cognitive and affective) and progressive 4 stages or steps instructional models.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.5 no.10
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• pp.1799-1813
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• 2011

Many researches indicate that programming learning could help improve problem solving skills through algorithmic thinking. But in general, programming learning has been focused on programming language features and it also gave a heavy cognitive load to learners. Therefore, this paper proposes a programming activity process to improve novice programming learners' algorithmic thinking efficiently. An experiment was performed to measure the effectiveness of the proposed programming activity process. After the experiment, the learners' perception on programming was shown to be changed, to effective activity in improving problem solving.

• Journal of the Ergonomics Society of Korea
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• v.23 no.3
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• pp.73-88
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• 2004

This study was contrived Hierarchical Information Search (HIS) model. HIS model is based on a “cognitive process” in which model, comprising basic human information processing mechanize and information interaction. Its process include 3 semantic cognitive processes: Schema-Association LTM, Form Domain, and Alternative Selection. Design methodology consists to elicitate memory, thinking and cognitive response variables. In case study, menu structure of mobile phone was applied. In result, a correlation between predictive error rate and real error rate was .892. and a correlation between selective and real reaction time was .697. This present to suggest a model of how the methodology could be applied to real system design effectively when this was used. HIS model could become one of the most important factors for success of product design. In the perspective, the systemic methodology would contribute to design a quantitative and predictive system.

• East Asian mathematical journal
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• v.37 no.4
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• pp.461-480
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• 2021

There have been gradually a few studies on Noticing in the domestic and international area. For the purpose of increasing the concern on teacher noticing and pursuing the affluent studies on the noticing, this study tried to explore and understand the background, the meaning, and the properties of the teacher noticing while summing up the views of the various researchers. As a result, the teacher noticing could be defined as a cognitive process which is focused on mathematical objects, students' mathematical thinking, students' emotions, teaching strategies, classroom environment and interprets them to determine how to react. From this, noticing might be cognitive process which is a combined form of the objects and cognitive behavior, while the objects whom teachers notice covers up the mathematical objects and the teaching objects. Eventually, this study expects to serve as a basis to foster the in-depth understanding of teacher noticing and to derive the follow-up studies.

• Journal of The Korean Association For Science Education
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• v.17 no.1
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• pp.1-10
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• 1997

The purpose of this study was to analyze the structural model of causal effects of students' variables on science process skills. Student characteristics investigated in the study included attitude related to the science, logical thinking ability, scientific experiences, cognitive style. Covariance structural modeling procedures were used to test causal inferences about hypothesized relationships. The sample consisted of 319 6th grade students and 321 8th grade students in Seoul City, Korea. Five instruments were used in the study, TSPS(test of science process skills), GALT(group assessment of logical thinking), CEFT(children embedded figures test), questionnaire of attitude related to the science, questionnaire of scientific experience. For statistical analysis, the study adopted the structural equation modeling with LlSREL, a computer statistical program developed by J reskog and S rbom. Major findings of the study are as follows:1) Logical thinking ability has a most strong direct effect on science process skills. 2) The structural coefficient of scientific experience influence on attitude related to the science has the greatest direct one than the others in the covariance structural model. According to the results of this study, it is very importance that various scientific experiences, particularly hands-on activity, should be offer to students to improve science process skills. Also, understanding the relationships of student variable to science process skills will be helpful to decision making on the part of curriculum developers, science teachers and researchers.

• 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 Digital Convergence
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• v.15 no.12
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• pp.47-57
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• 2017

The purpose of this study was to investigate the difference of counselor-client's intimacy, empathy, and communication level when cognitive thinking trait between counselor and client is the same or not. For this purpose, 70 peer counselors of the S division conducted counseling training for 10 hours with 6 hours of education and 4 hours of practice. All counseling sessions were preceded by APL cognitive test, divided into two cognitive trait, followed by counseling with the same cognitive trait for two hours, and with a different cognitive for two hours. After each session, questionnaires were conducted. The results of this study showed that intimacy, empathy and communication level were significantly higher in counseling with the same trait as counselors than different. The results of this study are verifying the difference of the cognitive trait of the counselor and the client among the variables of the counselors influencing effect in the counseling process. Suggesting the importance of a counseling plan that takes into account the self-understanding of counselor and the trait of the client. Finally, the points of this study were discussed.