• 대한공업교육학회지
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• v.33 no.2
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• pp.170-191
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• 2008

Many former researchers demonstrated that algorithm learning has a positive outcome on students' problem-solving abilities. One of the methods for algorithm learning, the 'programming learning' method is highly effective. However, there are numerous constraints in schools for programming learning. This study attempts to overcome these issues. Squeak Etoys, one of the educational visual programming languages for easy and interesting learning, has been selected as a learning tool. We developed the algorithm-learning curriculum for middle school students. They were divided into a control group and an experimental group. The students learned on the basis of equal curriculum but, they used other learning tools through over a total 6 sessions. The result showed that Squeak Etoys based Algorithm learning has a positive effect on improving middle school learners' problem solving abilities, self-efficacies and logical thinking abilities. Although the students' logical thinking abilities in the experimental group are improved a lot more than the students' abilities in control group, the students' logical think abilities in the both groups are improved. Therefore, algorithm education in secondary schools are necessary. In conclusion, Squeak Etoys based Algorithm learning has a positive effect on problem solving ability and self efficacy. The developed curriculum can be applicable as a basis for study on algorithm learning and educational programming language.

• Journal of Korea Multimedia Society
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• v.16 no.7
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• pp.888-896
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• 2013

The existing interface study has been focused on rhetorical metaphor based on a cognitive viewpoint in traditional objectivism. But the existing study viewpoint about the interface shows logical limitation by the changes in media environment. This study suggests conceptual metaphor based on embodied cognition for an alternative to solve the limitation, and research logical suitability of the existing interface environment. The result of this study is as follow; The first, the embodied cognitive viewpoint provides the interface as a space for holistic recognition communication, and the conceptual metaphor based on embodied cognition provides a well-structured metaphor logic and is a suitable metaphor to explain complicated metaphor structure. The second, the container image schema provides concrete and detailed metaphor structure than previous metaphor when it comes to explaining desktop metaphor by offering subsidiary image schema from 'IN-OUT-BOUNDARY' image schema. The third, path image schema is possible to make a concrete logic and works off the laxity and confusion of logical structure in existing metaphor by offering subsidiary image schema from 'SOURCE-PATH-GOAL' image schema. The conceptual metaphor based on embodied cognition is expected to be a basic theory to explain interfaces for various media environment by thinking of human physical experience as container and path image schema.

• Communications of Mathematical Education
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• v.28 no.4
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• pp.529-552
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• 2014

Recently, mathematical reasoning has been considered as one of the most important mathematical thinking abilities to be established in school mathematics. This study is to investigate the mathematical problems on the content of 'Set and Statement' and 'Sequences' in high school according to the four types of reasoning, namely Making Conjectures, Investigating Conjectures, Developing Arguments, and Evaluating Arguments. Those types of reasoning were reconstructed based on Johnson's six types of reasoning suggested in 2010. The content is dealt with in 'Mathematics II' textbook developed and published according to the mathematics curriculum revised in 2009. The subject of this study is nine types of textbooks and mathematical problems in the textbook are consisted of as two parts of 'general problem' and 'evaluation problem'. Finally, the results of this study can be summarized as follow: First, it is stated that students be establishing a logical justification activity, the highest reasoning activity through dealing with the 'Developing Arguments' type of problems affluently in both 'Set and Statement' and 'Sequence' chapters of Mathematics II textbook. Second, it is mentioned that students have an chance to investigate conjectures and develop logical arguments in 'Set and Statement' chapter of Mathematics II textbook. In particular, whereas they have an chance to investigate conjectures and also develop arguments in 'Statement', the 'Set' chapter is given only an opportunity of developing arguments. Third, students are offered on an opportunity of reasoning that can make conjectures and develop logical arguments in 'Sequences' chapter of Mathematics II textbook. Fourth, Mathematics II textbook are geared to do activities that could evaluate arguments while dealing with the problems relevant to 'mathematical process' included in 'general problem'.

• Journal of Educational Research in Mathematics
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• v.17 no.2
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• pp.179-199
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• 2007

The purpose of this study was to discover differences between mathematically gifted students (MGS) and non-gifted students (NGS) when making probability judgments. For this purpose, the following research questions were selected: 1. How do MGS differ from NGS when making probability judgments(answer correctness, answer confidence)? 2. When tackling probability problems, what effect do differences in probability judgment factors have? To solve these research questions, this study employed a survey and interview type investigation. A probability test program was developed to investigate the first research question, and the second research question was addressed by interviews regarding the Program. Analysis of collected data revealed the following results. First, both MGS and NGS justified their answers using six probability judgment factors: mathematical knowledge, use of logical reasoning, experience, phenomenon of chance, intuition, and problem understanding ability. Second, MGS produced more correct answers than NGS, and MGS also had higher confidence that answers were right. Third, in case of MGS, mathematical knowledge and logical reasoning usage were the main factors of probability judgment, but the main factors for NGS were use of logical reasoning, phenomenon of chance and intuition. From findings the following conclusions were obtained. First, MGS employ different factors from NGS when making probability judgments. This suggests that MGS may be more intellectual than NGS, because MGS could easily adopt probability subject matter, something not learnt until later in school, into their mathematical schemata. Second, probability learning could be taught earlier than the current elementary curriculum requires. Lastly, NGS need reassurance from educators that they can understand and accumulate mathematical reasoning.

• Journal of Gifted/Talented Education
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• v.21 no.1
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• pp.175-191
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• 2011

This study is to investigate the creative thinking style and it's leaning that normal students and scientifically gifted students use mainly at processing information. Right Brain vs Left Brain Creativity Test(R/LCT) and Brain Preference Indicator(BPI) is taken to investigate the creative thinking style of normal students(N=144) and scientifically gifted students(N=97). In the R/LCT, the normal students responded that they prefer to use right-brain thinking rather than left-brain thinking. But the scientifically gifted students prefer to left-brain thinking. The normal students showed most preference for Holistic Processing of right side brain and they did most avoiding for Verbal Processing of left side brain. The scientifically gifted students showed most preference for Logical Processing of left side brain. And they did most avoiding for Random Processing of right side brain. There was a meaningful difference between left side brain preference group and right side brain preference group on Sequential, Symbolic, Logical, Verbal, Random, Intuitive, Fantasy-oriented Processing of normal Students. But the scientifically gifted students showed a meaningful difference in right side brain processing mainly. In other word, all the scientifically gifted students took an lean processing in Logical, Symbolic, Linear Processing, etc. In sum, the scientifically gifted students are unequal in at processing information against the normal students. So it is required more appropriate teaching-learning method based on the creative thinking style and it's leaning for effective gifted education.

• Journal of Internet Computing and Services
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• v.15 no.5
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• pp.25-32
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• 2014

In the current information and knowledge-based society, a nation's economy power heavily depends on IT-related industry and technology. In this sense, most countries are trying to foster IT industry by developing new and innovative IT technologies. Traditionally, only a few talented persons have been leading the whole IT industry. Thus, it is very important and necessary to identify and support the gifted children in IT in early ages for development of IT industry. The purpose of this paper is to investigate study performance of the gifted children in IT for different grades. Our research is focused on especially 4th grade students, 5th grade students, and 6th grade students in elementary schools. Among various abilities of the gifted children in IT, in this paper, we are interested in programming ability and logical thinking ability. To our best knowledge, there is no research work on study performance depending on different grades of the gifted children in IT. For this purpose, the gifted students in gifted science education center attached in a university at Seoul Metropolitan Area are selected and their test scores for 8 years were collected and analyzed. The statistical analysis results show that there is no significant difference among 4th grade students, 5th grade students, and 6th grade students for programming ability and logical thinking ability. We hope that this result can help suggest and propose study contents, curriculum, principles and laws for the gifted education in IT.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.571-585
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• 2002

This is one of the basic research for inspecting the possibility of the development of logical thinking capability to make possible formal thinking. The 5th grade students (n=306) in the elementary school were participated in this study. Performing the 6 variable-controlling activities in the 'Thinking Science' program for one semester, the SRT II test and the Variable-Controlling test were operated to examine the effects on the development of the variable-controlling ability by treatments, gender, and cognitive levels. Performing of the variable-controlling activities was highly successive on the development of students' variable-controlling ability. Although learning effect on the ability of identifying causal variable was moderate, the abilities of controlling experimental condition, measurement of variable, and identifying result variable were significantly developed. There was statistically significant difference by gender. Girls showed better performance all the time in both groups. Boys in the experimental group were getting better gradually, so the difference by gender was somewhat decreased. Examining the variable-controlling ability by cognitive levels, students in the experimental group show significant increase in all levels, especially the students in early, mid, and mature concrete level show substantial learning effects. The results of this study implied that the variable-controlling activities in the 'Thinking Science' could be effective for learning of variable-controlling and eventually for the development of logical thinking capability to make possible formal thinking.

• The Journal of Korean Association of Computer Education
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• v.19 no.1
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• pp.27-39
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• 2016

It is necessary for us to be equipped with problem-solving ability, logical thinking ability, and convergence thinking ability in the digital information age. To have these abilities, modern people in the $21^{st}$ century should be educated to develop the computational thinking ability. However, it is difficult to cultivate the computational thinking ability in current computer education curriculum. Therefore, this paper aims to propose a programming-based computer educational program to make students better understand the principles of computer science and enhance student's computational thinking ability escaping from current fragmentary and limited computer education. In order to verify the effectiveness of the educational program, students in total 42 middle school (22 students in 1st and 2nd grades and 20 in 3rd grade) were applied to the educational program for twenty-four hours on 12 weeks and then we obtained a positive result that might bring improvement on the logical thinking ability and creative problem-solving skills. As a result, this study presents the possibility of its field applications of computational thinking-based programming learning and analyzed the effectiveness. therefore, it has a notable point of presenting the development direction of a variety of education programs for enhancing the computational thinking in the future.

• Journal of the Institute of Electronics and Information Engineers
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• v.50 no.5
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• pp.94-101
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• 2013

The market for NAND flash-based storage devices has grown significantly as they rapidly replace traditional disk-based storage devices. Heterogeneous NAND flash-based storage devices using both multi-level cell (MLC) and single-level cell (SLC) NAND flash memories are also actively researched since both types of memories complement each other. Heterogeneous NAND flash-based storage devices suffer from the overheads incurred by migration from SLC to MLC and garbage collection of SLC. This paper proposes a new flash translation layer (FTL) for heterogeneous NAND flash-based storage devices to reduce the overheads by utilizing SLC efficiently. The proposed FTL analyzes the access patterns of logical blocks and selects and stores only logical blocks expected to bring performance improvement in SLC. The experimental results show that the total execution time of heterogeneous NAND flash-based storage devices with our proposed FTL scheme is 35% shorter than that with the previously proposed best FTL scheme.

• Journal of the Korean earth science society
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• v.26 no.8
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• pp.751-758
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• 2005

The purpose of this study was to develop an inquiry analysis framework based on the features of earth science inquiry methodology and to analyze inquiry activities in the 8th grade 'Earth History and Diastrophism' unit by using this framework. The framework classified earth science methods as logical inference, hermeneutic, and historical methods, each of which was subdivided in consideration of its subordinate methods and characteristics. The analysis revealed that the logical inference method reflected in the unit as the 'abductive method' (70%) was used more frequently than the 'inductive' (23%) and 'deductive' (22%) methods. The hermeneutic method was found in terms of the 'forestructures of understanding' (92%), 'circular reasoning' (9%). and 'historical nature of human understanding' (17%). The historical method also used as the 'constructing proper taxonomy' (53%), 'adhering to the modem principle of uniformitarianism' (47%), and 'relic interpretation' (41%) were identified with ratios more fester than those for the 'place substituting for time in stage theorizing' (3%) and 'evaluating independent lines of inquiry for convergence' (3%).