• Journal of The Korean Association of Information Education
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• v.23 no.6
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• pp.639-653
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• 2019

The purpose of this study is to design an instructional framework and cognitive learning environment for AI education based on computational thinking in order to ground the theoretical rationale for AI education. Based on the literature review, the learning model is proposed to select the algorithms and problem-solving models through the abstraction process at the stage of data collection and discovery. Meanwhile, the instructional model of AI education through computational thinking is suggested to enhance the problem-solving ability using the AI by performing the processes of problem-solving and prediction based on the stages of automating and evaluating the selected algorithms. By analyzing the research related to the cognitive learning environment for AI education, the instructional framework was composed mainly of abstraction which is the core thinking process of computational thinking through the transition from the stage of the agency to modeling. The instructional framework of AI education and the process of constructing the cognitive learning environment presented in this study are characterized in that they are based on computational thinking, and those are expected to be the basis of further research for the instructional design of AI education.

• Archives of design research
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• v.21
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• pp.1-12
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• 1997

This research is that it could use a theory from a .cognitive science, making a hypothesis to explain the thingking steps of designing, adapting the problem solving of the design from knowledge of a cognitive science, to meet the possiblity which it can be developed the new way of the thinking. Design is a field where it needs a complexity with hi-brain activities. And cognitive science is a science which it study human brain activities. However, it is also quite possible to bo adaped over all design by linking with design and cognitive science. I explaned the ideation of the thinking steps on this study by the knowledge of cognitive science, to observe to be possible. I found out the new ways of possibilities from design thinking process. It is a result that I've been interpretated the design process and the thinking process out of the theory of knowledge structure.

• Archives of design research
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• v.15 no.4
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• pp.307-316
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• 2002

Metaphor thinking is a kind of intuitive thinking and plays a central role in design process. But there are not many researches on this topic because it happens in designer's mind during design problem solving. In this paper, we considered cognitive aspects of metaphorical thinking as they cropped up in the process of design concepts development. As a method of cognitive experiment we used a protocol analysis of the design review reports. At the end of this research we concluded that metaphorical thinking is engaged in restructuring of new frames and reconciliation of conflicting frames for the development of new design ideas and concepts. This role of metaphorical thinking makes the design thinking divergent and the design process creative.

• Archives of design research
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• v.19 no.3 s.65
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• pp.143-154
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• 2006

The primary purpose of this study was to investigate the influence of Cognitive Factors (CF) on the Creative Abilities (CAs) in design. We set up a model of Cognitive Design Process (CDP), which consists of four domains: Concepts, Experience, Five Senses (FS), and Thinking Modes (TM). Here, experience is first perceived by the five senses, and then recognized by intelligence. We regard design as a transforming process from concept to experience. For this study, two major Sensory Modalities (Visual and Kinesthetic), four Thinking Modes (Brain Dominance Profile), and four Creative Abilities (Fluency, Flexibility, Originality, and Elaboration) were reviewed. We hypothesized that idea generation is influenced by different Sensory Modalities (Visual Sense vs. Kinesthetic Sense) and Thinking Modes, and that these have a close relationship with the attributes of CAs. Firstly, we have examined the cognitive thinking model in design. Then, we adapted the Test of Creative Abilities of Design Thinking (TCADT) for measuring CAs. We surveyed the CAs under CF in particular. Finally, we have investigated the influences of the different Sensory Modalities (Visual Sense vs. Kinesthetic Sense) on CAs. It was found that a close relationship between Brain Dominance and CAs, and Sensory Modalities (SM) have different influence on these creative abilities. As a result, a tool for the Test of CAs and a framework for creative idea generation with the effective CF will be presented. These provide the basis for a new approach to creative idea generation in Experience Design.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.1-7
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• 2001

The purpose of this study is to examine the learner's variables affecting on scientific thinking and scientific process skills. To study this purpose, through the procedure study, the learner's variables were divided into cognitive variable, ego variable, and affective variable, then the questionaire survey through the reconstruction of standardization instrument was made over 120 elementary school fifth grade student in Seoul, Anyang, and Pajoo. The results of this study were as follows: 1) The learner's variables affecting on scientific thinking were cognitive variable and for female students, also affect affective variable. The subordinated catagories of statistically significant degree of explanation were achievement motivation, cognitive level, and cognitive style and another statistically significant correlation were meta-cognition, self regulated learning, self efficacy, and muliple intelligence. 2) The learner's variables affecting on science process skills were cognitive variable and affective variable. And the subordinated catagories of statistically significant degree of explanation were achievement motivation, and cognitive level. And another statistically significant correlation were meta-cognition, self regulated loaming, self efficacy, multiple intelligence, and attribution.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.59-69
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• 2020

The purpose of this study is to design the framework of evaluation on learner's cognitive skill for artificial intelligence(AI) education through computational thinking. To design the rubric and framework for evaluating the change of leaner's intrinsic thinking, the evaluation process was consisted of a sequential stage with a) agency that cognitive learning assistance for data collection, b) abstraction that recognizes the pattern of data and performs the categorization process by decomposing the characteristics of collected data, and c) modeling that constructing algorithms based on refined data through abstraction. The evaluating framework was designed for not only the cognitive domain of learners' perceptions, learning, behaviors, and outcomes but also the areas of knowledge, competencies, and attitudes about the problem-solving process and results of learners to evaluate the changes of inherent cognitive learning about AI education. The results of the research are meaningful in that the evaluating framework for AI education was developed for the development of individualized evaluation tools according to the context of teaching and learning, and it could be used as a standard in various areas of AI education in the future.

• Korean Institute of Interior Design Journal
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• v.15 no.4 s.57
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• pp.138-146
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• 2006

Main elements in definition of space value were physical, formal, and reasonable characteristics in the past. Howener recently, definition of space value is changing by being advanced about study concerned with human's cognition and thinking way in definition and analysis of space. As you see, cognitive psychologists have emphasized the importance of human's cognitive structure and process and studied diverse aspects of human's thinking ; consciousness, perception, memory, image, language, decision-making, inference, and so on. Therefore main elements in definition of space value are five-dimensional, psychological, symbolic, mental, emotional characteristics above physical, formal, and reasonable characteristics. As mentioned above, the conversion of thinking focused on reason to thinking focused on human's spirit and emotion is achieved in contemporary architecture and 'human's experience' in space becomes a very important factor. For that reason, the purpose of this study is consideration of human's cognitive process in space by conversion of thinking and gives a definition about experience. And, I would like to define 'experience design' whose main attribute is experience in space and establish theoretical basis of experience design through theoretical researches about experience. This study on experience design that induces users to participate in space and stimulate human's spirit is a important point in definition of space value not only contemporary interior architecture but also prospective generation.

• Archives of design research
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• v.20 no.2 s.70
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• pp.65-76
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• 2007

The primary purpose of this study was to evolve integrated design process for Experiential Design which is based on the former study, 'The Influence of Cognitive Factors on the Creative Abilities in Design'. Experience is a transformation factor to all of the design processes, which has three phase of problem solving; Input, Process, and Output. We regard Experiential Design is a transforming process from concept to experience, and set up a mode) of Holistic Design Process (HDP), which consists of four domains: Four Causes, Thinking Modes, Sensory Modalities, and Creative Abilities. Revolving Sensory Modalities (SM), Creative Abilities (CA), and Thinking Modes (TM) around Product Design Specification (PDS) through a design process, Design Concepts ripen and mature into Externalization. Each component of Experiential Design (TM, SM, and CA) turns around the PDS. Here, experience is first perceived by the five senses. Then, the knowledge is formed, and the CA works for a problem solving. And TM controls all of these procedures. We regard these are a phenomenon of Experiential Design. The HDP can be helpful to develop valuable solutions and create a good experience.

• Korean System Dynamics Review
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• v.14 no.2
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• pp.55-69
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• 2013

The purpose of this study is to analyze nursing students' proficiency with ST(Systems Thinking) approach concerning asthma patient nursing process. For this study, 20 nursing students created causality cognitive maps which were consisted of the contents of 'asthma nursing care'. The word association and causality cognitive map were used to estimate ability of the ST. As a result, the students failed to understand the nursing process with the ST approach, or alternatively they applied low level ST approach and had a lower understanding of it. The findings of this study suggest that the development of a ST-based nursing educational program in order for nursing students to improve their ST ability as well as knowledge integration for multidisciplinary practice.

• Educational Technology International
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• v.14 no.2
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• pp.167-187
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• 2013

Team project learning is a type of Project-Based Learning, which is an effective learning method for developing collaborative competency and interpersonal communication skills, as well as for developing cognitive competency such as critical thinking, creative thinking, and analytical skills. This research, conducted to analyze learning activities, focuses on students' creative thinking and activities in TPBL(Team Project-Based Learning). A qualitative approach including a reflective journal based on the 6 stages of TPBL, was adopted for this purpose. In this study, 69 reflective journals on the three stages (developing a theme, researching, theme-making) of 23 undergraduate students were categorized on the basis of three criteria: divergent thinking factors, convergent thinking factors and affective factors. The results show that the participants' journals demonstrated twenty-eight activities from nine cognitive factors and nine activities from three affective factors were derived from reflect journal. This finding indicates that more appropriate instructional strategies are needed for students to enhance their creative thinking skills and activities