• School Mathematics
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• v.18 no.1
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• pp.159-173
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• 2016

In real educational field, there are cases that concrete problematic situations are introduced after abstract concepts are taught on the contrary to process that abstract from concrete contexts. In other words, there are cases that abstract knowledge has to be concreted. Freudenthal expresses this situation to antidogmatical inversion and indicates negative opinion. However, it is open to doubt that every class situation can proceed to abstract that begins from concrete situations or concrete materials. This study has done a comparative analysis in difference of mathematical thinking between a process that builds abstract context after being abstracted from concrete materials and that concretes abstract concepts to concrete situations and attempts to examine educational implication. For this, this study analyzed the mathematical thinking in the abstract process of concrete materials by manipulating AiC analysis tools. Based on the AiC analysis tools, this study analyzed mathematical thinking in the concrete process of abstract concept by using the way this researcher came up with. This study results that these two processes have opposite learning flow each other and significant mathematical thinking can be induced from concrete process of abstract knowledge as well as abstraction of concrete materials.

• Journal of Korean Elementary Science Education
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• v.17 no.1
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• pp.61-73
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• 1998

This research suggests science inquiry play of analogy as a teaming method to help the students in concrete operational stage to develop scientific thinking skills and to understand abstract science conceptions. The research focuses on/considers the characteristics and merits of the science inquiry plays, and the learning method by analogical reasoning. This learning through the science inquiry play of analogy can be considered as a meta-model for scientific thinking skill. The learning has the following processes: 1) Students analogize the abstract science conceptions and facts into play-type activities including the concrete contents such as students themselves, their physical-sensory motions, concrete objects, play methods, and play rules. 2) Students as analogized objects play a role physically and sensuously according to the methods and rules analogized in the play. 3) Students find out the concrete contents included in the science inquiry play of analogy, draw the results, and deduce the new conceptions from the results by reflective thinking and analogical reasoning.

• School Mathematics
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• v.10 no.1
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• pp.63-78
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• 2008

This research studied the role of images between visual thinking and analytic thinking to contribute to the ongoing discussion of visual thinking and analytic thinking and images in mathematics education. In this study, we investigated the thinking processes of mathematically gifted students who solved tasks generalizing patterns and we analyzed how images affected problem solving. We found that the students constructed concrete images of each cases and dynamic images and pattern images from transforming the concrete images. In addition, we investigated how images were constructed and transformed and what were the roles of images between visual thinking and analytic thinking. The results showed that images were constructed, transformed, and sophisticated through interaction of visual thinking and analytic thinking. And we could identify that images played central roles in moving from visual thinking to analytic thinking and from analytic thinking to visual thinking.

• Archives of design research
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• v.14 no.3
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• pp.77-85
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• 2001

This paper focuses on the idea development as a creative thinking process for design innovation. The process of thinking has the thinking structures of abduction and transformation. After we had studied the design thought, we found a structure of a thinking system, and created a creative thinking model with this. Using job analysis, we examined the duster of design jobs, which form the design process, and verified the thinking model. The findings suggest that our idea development has the creative process not only of divergent thinking and convergent one, but also of transformation in design. In same time, the design thinking shows their pattern of transition from abstract concept to concrete object. Between the design jobs, idea development shows higher difficulty than other jobs - marketing, product planning and follow-up. Combining the D-T-C (Divergent-Transformation-Convergent) thinking with abstract-concrete thinking, we designed a DFD(data flow diagram) for an early model of computer mediated thinking system (CMTS). This has implications for design support.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.10 no.2
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• pp.186-194
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• 1999

Objective：This study was conducted to examine the Draw-A-Person test as a non-verbal indicator of concrete and abstract thinking. Method：Thirty child-psychiatric children and 27 normal children were individually assessed with Draw-A-person Test and KEDI-WISC, and the scores were compared between similarity test and DAP. Results：The results showed significant differences between the groups. In clinical group, there were significant correlations with DAP scores and similarity test scores, especially abstract scores on DAP were highly correlated with similarity test scores. Results indicate characteristics of abstract thinking may be more discernable on the DAP than concrete thinking in clinical group.

• Archives of design research
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• v.14 no.2
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• pp.217-224
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• 2001

Graphic thinking for the idea sketches brings about variations between abstract realm and concrete one, and between conceptual realm and perceptual one. When design information is projected to the thinking process, some images are generated, and transformed. We reviewed the sketching devices for computerization to deal with a lot of design data in the computing environment. The LCD Tablet can be a substitute for the Pen & Paper to get rid of irksome tasks at handling the design data. Using a protocol analysis technique, we examined the influences of different design information, which is consisted of verbal concepts and/or visual images, and abstract information and/or concrete one. The findings show that there are no significant differences of influences between verbal/visual information and abstract concrete information at the conceptual design. These facts support that graphic thinking process is progressed with the perceptual and mental image.

• 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.

• Korean System Dynamics Review
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• v.1 no.1
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• pp.133-157
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• 2000

This paper deals with the social system from the point of system thinking consisting the fundamental construct of system dynamics. The Bertalanffy's general system theory, having been criticized because of its ambiguity, and the complex science theory, emerging system theory, are integrated by using the system thinking which is characterized with three concepts, 'feedback thinking', 'dynamic thinking', 'operational thinking'. In the integration, system thinking suggests the dynamic pattern of the social system have not only an equilibrium status but also complex status. The science of complexity gives an implication to system dynamics the important of the uncertainty and complexity if we interpret the social system as an open system. To show more concrete description, I simulate the cooperation model based on the iterated prisoner dilemma. The simulation results show the diverse patterns of cooperation and betrayal. Especially the sensitivity of initial payoff will cause the chaotic strategic landscapes as the game gose on. These results mean that we should not give the hasty prescription to control social system artificially. Because social system retains the self-organizing force in itself.

• Journal of Educational Research in Mathematics
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• v.12 no.4
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• pp.457-472
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• 2002

In this paper, we deal with the algebraic thinking from the perspective of ‘process’ and ‘object’ aspects. Generally, mathematical concepts have come from the concrete process. We consider the origin of algebra as the arithmetic calculations. Also, the concept of school arithmetic is beginning from actions or procedures. However, in order to develop the alge- braic thinking and to apply this thinking, we have to see the history of algebraic thinking, and find this duality. Next we investigate various researches relating to the ‘process-object duality’. Theses studies suppose that the concept formation and thinking process should be stared from the process-object duality. Finally, we reinterprete many difficulties in algebra - equals sign, variables, algebraic expressions, and linear equations, the principle of permanence of form- from the perspective of the process-object duality.

• Journal of Engineering Education Research
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• v.21 no.4
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• pp.3-9
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• 2018

This paper explores the educational method of using films as a means to cultivate critical thinking abilities for engineering students. It provides a practical educational model that elaborates on how films could be used as case studies to draw relevant questions, and in the process of answering them, develop students' ability to think critically. The educational model proposes a learning method of enhancing critical thinking abilities through debates and essay writing on issues raised in films. Furthermore, the paper entails concrete learning objectives on critical thinking education, and standards to evaluate levels of enhancement. Through raising the critical thinking abilities of engineering students, this paper will contribute to the utilization of creative ideas in the process of engineering research. Furthermore, the concept of utilizing films as a model for education used in this study could be adapted for fields other than that of engineering.