• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.485-494
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• 2013

The purpose of this study was to know that the 'Thinking Science' activities affects the enhancement of critical thinking skill by the logical thinking skill about pupils in the $5^{th}$ and $6^{th}$ grade of elementary school in Korea. The 19 activities of 'Thinking Science' as the teaching materials was implemented to 40 pupils in elementary school over 13 weeks. Results indicated that the experimental group presented statistically meaningful improvement in logical thinking skills(p<.05). Those teaching materials contributed to improve 3 logical sub-elements significantly(p<.05) as the proportional logical element, the probabilistic logical element, and combinational logical element. But, there was no significant improvement in conservational logical element, control of variable element, and correlational element(p<.05).

• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.165-173
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• 2013

This study was to analyse the understanding of the concepts of science based on the 6th graders' levels of logical thinking in elementary schools. To achieve the goal of this study, logical thinking test was given to 108 6th graders of elementary school and 32 students were interviewed. The result of this study was as follows. First, 61.1% of students were in concrete operational period in their logical thinking, 27.8% were in their transitional period, and 11.1% were in their formal operational period. By using Flow-Map, 32 students were analyzed and their levels of logical thinking was significantly associated with their understanding of concept. Students' flexibility of cognitive structure was significantly associated with logical thinking and the levels of understanding concepts as well. However, misconception didn't show significant association with levels of logical thinking. Second, the characters of understanding of scientific concept by their levels of logical thinking was that as you get higher levels of logical thinking, their cognitive structure to understand concept was more systemized, in order and more logical. The result of this study suggested the followings in science experiment class. First, 6th graders of elementary schools had various levels of logical thinking and that affected to their understanding of scientific concepts. Therefore, lesson planning and class should be done by reflecting their different levels of logical thinking. Second, since they had different levels of logical thinking, various teaching methods should be utilized to make students understand scientific concepts more systematically.

• Korean Journal of Logic
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• v.19 no.1
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• pp.1-49
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• 2016

In the Tractatus, 'logical space' raises the several puzzles as follows. What are logical space, logical coordinates and logical place? What is the point of such analogies and what do they refer to exactly in the Tractatus? And what do occupy logical space? Can facts, proposition, propositional sign, situation and contradiction occupy it respectively? Or is it impossible to reconcile the remarks concerning logical place in the Tractatus? Futhermore, why did Wittgenstein need the concept of logical space? What is the problem that he tried to solve through this concept? In this paper, I will endeavor to answer to these problems. Logical space in the Tractatus is the system of propositions with senses. And it is the concept which Wittgenstein contrived by making model of Hertz's configuration space. Wittgenstein's fundamental coordinates are in some ways similar to geometrical ones. On the other hand logical coordinates are completely different from geometrical ones. Hence attempts to understand logical space by a kind of geometrical spaces cannot be right at all.

• The Journal of Korean Association of Computer Education
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• v.7 no.4
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• pp.15-25
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• 2004

Previous researches on the effect of programming learning upon logical thinking ability have used a standardized test to measure logical thinking ability in the general and comprehensive aspect after programming learning. Considering that the areas of intelligence are separated from one another and work independently, the existing standardized tool to measure general and comprehensive logical thinking ability has a limitation in measuring a logical thinking ability required at specific areas. Thus this study extracted logical thinking and its sub-factors related to computer programming and suitable for the level of cognitive development through analyzing standardized test sheets at home and abroad, and developed logical thinking test I and II of the same form according to a development procedure model. The result of verifying the developed logical thinking tests proved that the two tests are logical thinking tests of the same form. The developed tests can be utilized in identifying the effect of programming learning upon logical thinking and its sub-factors.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.28 no.6A
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• pp.361-370
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• 2003

This paper attempts to improve the existing architecture of location register for location management in Private Network to Network Interface(PNNI)-based wireless ATM networks. Our approach enhances the hierarchical architecture of location registers based on a PNNI hierarchical architecture, which is referred to as the logical hierarchy architecture of location registers. This paper introduces a logical hierarchy architecture for location registers to reduce the cost of their location management. This logical hierarchy architecture of location registers begins with the lowest level physical location registers that are organized into clusters called logical groups. These logical groups are then represented in higher layers by logical nodes. These logical nodes are again grouped into clusters that are treated as single nodes by the next higher layer. In this way, all location registers are included in this tree-type logical hierarchy architecture. Compared with the existing physical hierarchy architecture of location registers, the analysis results show that the proposed logical hierarchy architecture can reduce the number of databases and thereby the average total location management cost.

• Journal of Korea Multimedia Society
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• v.7 no.10
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• pp.1354-1369
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• 2004

This paper presents a logical structure analysis method which transforms Web documents into XML ones. The proposed method consists of three phases: visual grouping, element identification, and logical grouping. To produce a logical structure more accurately, the proposed method defines a document model that is able to describe logical structure information of topic-specific document class. Since the proposed method is based on a visual structure from the visual grouping phase as well as a document model that describes logical structure information of a document type, it supports sophisticated structure analysis. Experimental results with HTML documents from the Web show that the method has performed logical structure analysis successfully compared with previous works. Particularly, the method generates XML documents as the result of structure analysis, so that it enhances the reusability of documents.

• Korean Journal of Logic
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• v.17 no.1
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• pp.71-109
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• 2014

Gila Sher believes that Tarskian definition of logical consequence is a conceptually and extensionally adequate explanation. She has tried to show this on the basis of Mostowskian conceptions of generalized quantifiers as being invariant under isomorphic structures and her own conceptions of models. In this paper I try to show that her attempt to justify the Tarskian definition is only partially successful. I admit that her conceptions of the logical as being invariant under isomorphic structures are enough to show the logical formality of logical consequence relations. But I think that since her conceptions of meanings of terms are quite inadequate for dealing with the problem of empty predicates, she fails to distinguish logically necessary truths from other kinds of truths.

• The Journal of Korean Association of Computer Education
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• v.13 no.2
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• pp.1-14
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• 2010

Previous researches on the improvement of logical thinking in Informatics subject have used general logical thinking test and only limited improvement of logical thinking by programming learning result. In this study, the operational definition of the logical thinking in problem-solving process on Informatics education is different from the general logical thinking and the logical thinking of the other subjects. Firstly, we suggested the operational definition of components of logical thinking using the open questionnaire by expert and research team discussion. Also, we suggested the relationship between the operational definition and contents of the 'problem-solving methods and procedure' section in secondary Informatics subject. Finally, this study developed the evaluation contents based on the operational definition of components of logical thinking. The components of logical thinking which was required in problem-solving process on Informatics subject were ordering reasoning, propositional logic, controlling variables, combinatorial logic, proportional reasoning. We suggested the relationship between operational definition and problem-solving process and assessment of logical thinking in problem-solving process on Informatics subject. This paper will give meaningful insight to supply the guideline of the teaching strategy and evaluation methods for improving the logical thinking in Informatics education.

• International Journal of Contents
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• v.10 no.4
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• pp.48-52
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• 2014

The purpose of this study was to examine 30 logical connectors in the essay writing of Korean university students for comparison with the use in similar types of native English writing. The main questions addressed were as follows: Do Korean EFL students tend to over- or underuse logical connectors? What types of connectors differentiate Korean learners from native use? To answer these questions, EFL learner data were compared with data from native speakers using computerized corpora and linguistic software tools to speed up the initial stage of the linguistic analysis. The analysis revealed that Korean EFL learners tend to overuse logical connectors in the initial position of the sentence, and that they tend to overuse additive connectors such as 'moreover', 'besides', and 'furthermore', whereas they underuse contrastive connectors such as 'yet' and 'instead'. On the basis of the results of this study, some pedagogical implications are made concerning the need for teaching of the semantic, stylistic, and syntactic behavior of logical connectors.

• Proceedings of the KIEE Conference
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• 2006.07a
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• pp.250-251
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• 2006

현대 전력산업은 IEC61850의 표준화작업이 한창 진행중이다. IEC61850-7-4는 전력설비 요소마다 Logical Node를 선언해 놓았다. 현재의 Logical Node는 보호, 제어, 인터페이스, 기록, 자동, 측정, 센서 & 모니터링, 변전기기 등의 그룹으로 나뉘어져 있다. 그러나 본 논문에서 대상으로 하는 GIS 예방진단 시스템에 관한 Logical Node와 공통 데이터 클레스(CDC: Common Data Class)가 명확히 선언되지 않았다. 1993년 IEC61850의 객체모델이 제안될 때부터 변전소의 다양한 설비를 완벽하게 객체화 할 수 있는가에 대한 의문이 있었으며 현재에서 이런 의문점을 개선하기 위하여 TC57위원회에서는 지속적인 모델 수정 및 정비 작업을 수행하였다. 실제로 현재에도 전력품질에 대한 logical node가 'Q'그룹으로 새롭게 제시되고 있고 풍력발전이나 분산전원에 대한 logical node가 추가되거나 기존의 IEC61850-7-4의 내용이 수정되고 있는 실정이다. 본 연구는 이와 같이 변전설비 자동화에 필요하지만 IEC TC57에서 표준화되지 않은 온라인 GIS 예방진단용 설비에 대한 표준모델을 제시하였고 모델에 대한 logical node나 CDC를 구성하였다.