• The Mathematical Education
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• v.59 no.2
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• pp.113-130
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• 2020

The purpose of this study is to analyze how well middle school students understand space geometrical concept related to a cylinder. To this end, we developed the test tool based on prior research and examined 433 middle school students in November and December, 2018. And in March 2019, we interviewed 4 students who showed some type of errors. The difference in the correct answer rate of the questions by the grade and gender was tested, and the error type was analyzed based on the student's responses to the questions to evaluate the spatial reasoning ability. The results of this study are as follows. First, the difference by graders was not statistically significant in the questions evaluating spatial visual ability. On the other hand, in the case of the two questions for evaluating spatial measurement ability and spatial reasoning ability, the difference in the correct answer rate between the 7th graders and 8th is not significant, but the difference between lower graders and 9th was significant. Second, there was no significant difference in the spatial geometric ability of all girls and boys participating in this study. Third, analyzing the student's error type for an item which assessed spatial reasoning ability, we found that there are various error types in relation to visual, manipulative, and reasoning errors.

• The Journal of Engineering Geology
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• v.11 no.2
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• pp.153-161
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• 2001

The quantitative evaluation of the stereo graphic projection, the limit equilibrium analysis, the finite difference analysis, the distinct element methocI is a analytical evaluation using many variables. Through the reliability analysis by the point estimation technique, uncertainty of other variables that have an effect on the stability of the rock slo~ was considered. The organized evaluation method of the approximate reasoning concept and using a fuzzy language was developed to confer and analysis the failure factors in planning and constructing the rock slope. Considering the result of the an- alysis, it was demonstrated that stability of entire sections can be evaluated through reliability analysis of point estimation technique. The results of stability evaluation by Fuzzy Approximate Reasoning is generally identical with the results of other existirw; analyses. As mentioned above, general and organized evaluation of special qualities of rock slope is possible using RMR Classification, Stereo Graphic Projection, Limit Equilibriwn Analysis, Finite Difference Analysis, Distinct Element Method, Point Estimation Technique, and Fuzzy Approximate Reasoning.

• Journal of Families and Better Life
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• v.17 no.1
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• pp.191-203
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• 1999

The purposes of this study were to examine the relationships between how mothers scaffolded a shared bookreading task and the preschoolers' level of distributive justice reasoning and to investigate the mothers' shared bookreading process. The subjects were thirty-two 6-year-old children(16 boys and 16 girls) selected from 4 kindergartens and their mothers. The family SES was controlled. The children's response with story dilem,as and mothers' shared bookreading were audiotape recorded and transcribed and scored. Major findings were as follows; 1. Preschoolers' level of distributive justice reasoning were usually external characteristics - desire- need- and equity-orientation 2. There was no sex difference in the preschooler's level of distributive justice reasoning and the mothers' shared book reading process. 3. Preschoolers' level of distributive justice reasoning were significantly correlated with mothers' shared bookreading process.

• Journal of the Korean Home Economics Association
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• v.36 no.2
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• pp.91-104
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• 1998

The specific objectives of the study were (1) to determine the preferences for three home economics curriculum designs(HECD) categorized by Majorie Brown(Technical HECD, Self Actualization HECD, and Practical Reasoning HECD), (2) to determine the differences between middle school HE teachers and high school HE teachers on each curriculum element, and (3) to determine the relationships between preferences for three HECD by curriculum elements and personal and professional characteristics of HE teachers. For these objectives, the subjects were randomly selected from HE teachers of secondary schools in the areas of Seoul, In-Cho, and Keungi. The 300 data collected by mailed survey were analyzed into frequency, percentage, Chi-square, and contingency coefficient using SAS program. The major findings were as follows: 1) the majority of HE teacher respeondents preferred the Practical Reasoning HECD about the following curriculum elements: Purpose of HE education, knowledge, subject matter, teaching method, society and culture, learner, learning atmosphere, and HE teacher's role. 2) No significant difference emerged when Chi-square was applied to determine difference between the two groups(middle and high school HE teachers) on three HECD according to each curriculum element. 3) The contingency coefficient between preferences of HE education purpose for three curriculum designs and age was 21, years of teaching was 23, between preferences of learning atmosphere of three curriculum designs and location of school was. 17. These mean that the younger and more beginning teachers perferred HE purpose of the Practical Reasoning HECD, and HE teachers working in urban area more preferred learning atmosphere of Practical Reasoning HECD.

• Korean Journal of Adult Nursing
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• v.27 no.5
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• pp.604-611
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• 2015

Purpose: Knowledge, clinical reasoning, and self-confidence are the basis for undergraduate education, and determine students' level of competence. The purpose of this study was to assess the effects of the addition of a one-time simulation experience to the didactic curriculum on nursing students' knowledge acquisition, clinical reasoning skill, and self-confidence. Methods: Using a quasi-experimental crossover design consisted of intervention and wait-list control groups. Participants were non-randomly assigned to the first intervention group (Group A, n=48) or the wait-list control group (Group B, n=46). Knowledge level was assessed through a multiple choice written test, and clinical reasoning skill was measured using a nursing process model-based rubric. Self-confidence was measured using a self-reported questionnaire. Results: Results indicated that students in the simulation group scored significantly higher on clinical reasoning skill and related knowledge than those in the didactic lecture group; no difference was found for self-confidence. Conclusion: Findings suggest that undergraduate nursing education requires a simulation-based curriculum for clinical reasoning development and knowledge acquisition.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.2
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• pp.221-228
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• 2020

This study suggests an alternative to the conventional collaborative filtering method for predicting consumer choice, using case-based reasoning. The algorithm of case-based reasoning determines the similarity between the alternative sets that each subject chooses. Case-based reasoning uses the inverse of the normalized Euclidian distance as a similarity measurement. This normalized distance is calculated by the ratio of difference between each attribute level relative to the maximum range between the lowest and highest level. The alternative case-based reasoning based on similarity predicts a target subject's choice by applying the utility values of the subjects most similar to the target subject to calculate the utility of the profiles that the target subject chooses. This approach assumes that subjects who deliberate in a similar alternative set may have similar preferences for each attribute level in decision making. The result shows the similarity between comparable alternatives the consumers consider buying is a significant factor to predict the consumer choice. Also the interaction effect has a positive influence on the predictive accuracy. This implies the consumers who looked into the same alternatives can probably pick up the same product at the end. The suggested alternative requires fewer predictors than conjoint analysis for predicting customer choices.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.339-356
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• 2010

It is important for children to develop statistical reasoning as they think through data. In particular, it is imperative to provide children instructional situations in which they are encouraged to consider variability in data because the ability to reason about variability is fundamental to the development of statistical reasoning. Many researchers argue that even highperforming mathematics students show low levels of statistical reasoning; interventions attending to pedagogical concerns about child ren's statistical reasoning are, thus, necessary. The purpose of this study was to investigate 15 gifted elementary students' various ways of understanding important statistical concepts, with particular attention given to 3 students' reasoning about data that emerged as they engaged in the process of generating and graphing data. Analysis revealed that in recognizing variability in a context involving data, mathematically gifted students did not show any difference from previous results with general students. The authors suggest that our current statistics education may not help elementary students understand variability in their development of statistical reasoning.

• Journal of the Korean Home Economics Association
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• v.45 no.3
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• pp.71-86
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• 2007

The purpose of this study was to investigate North Korean child defectors and South Korean children's pro-social moral reasoning, pro-social decision-making, moral reasoning and moral judgement on violence. The participants were 82 North Korean child defectors and 186 South Korean children in Seoul and Kyunggi Province. All respondents answered self-report questionnaires including 6 stories of pro-social moral conflicts and 4 stories of moral conflicts on violence. Data were analyzed by independent sample t-test, $Scheff{\acute{e}}$ test, repeated measure ANOVA and one-way ANOVA. The major findings were as follows. First, North Korean child defectors showed a bigger difference between the level of pro-social moral reasoning in close relationship situations and that in distant relationship situations than South Korean children did. In the 11-13 year old group, North Korean child defectors showed lower level of pro-social moral reasoning than that of South Korean children. Second, children showed more helping responses in close relationship situations than in distant relationship situations. The 11-13 year old group Children also showed more helping responses than the 14-16 year old group did. Third, 11-13 year old South Korean children showed a higher level of moral reasoning on violence than the North Korean child defectors did. Finally, North Korean child defectors judged violence with a justifiable intention as being more wrong than South Korean children did.

• Journal of the Korean School Mathematics Society
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• v.14 no.3
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• pp.295-323
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• 2011

This study is based on the recognition that teacher educators have to focus their attention on developing pre-service teachers' statistical reasoning for statistics education of school mathematics. This paper investigated knowledge on pre-service teachers' statistical reasoning. Statistical Reasoning Assessment (SRA) is performed to find out pre-service teachers' statistical reasoning ability. The research findings are as follows. There was meaningful difference in the statistical area of statistical reasoning ability with significant level of 0.05. This proved that 4 grades pre-service teachers were more improve on statistical reasoning than 2 grades pre-service teachers. Even though most of the pre-service teachers ratiocinated properly on SRA, half of pre-service teachers appreciated that small size of sample is more likely to deviate from the population than the large size of sample. A few pre-service teachers have difficulties in understanding "Correctly interprets probabilities(be able to explain probability by using ratio" and "Understands the importance of large samples(A small sample is more likely to deviate from the population)".

• Education of Primary School Mathematics
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• v.7 no.2
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• pp.101-116
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• 2003

In recent days, it is stressed that problem solving ability and inference ability to get a higer accomplishment are very important. The purpose of this research is to explore the affective factors related the problem solving ability and reasoning ability. Also, we explored the difference between the two affective factors focusing on 6th graders in primary school.