• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.155-165
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• 2000

The purpose of this study was to find out the degree of science problem solving by the information processing types and cognitive styles of 235 6th grade students. The results of this study were as follows. First, as the students got higher scores in the two types of information processing, they could solve more science achievement items and creative problem solving items correctly. And as the students got higher scores in simultaneous information processing test, they could solve more scientific concept understanding items. Secondly, as the students were more field-independent, they could solve more science achievement items and creative problem solving items. And especially in solving scientific concept understanding items, much higher field-independence was required. Finally, there was a significant difference on the distributions of cognitive styles by the information processing types. As the students got higher scores in the two types of information processing, their cognitive style tended to be more field-independent.

• Journal of Korea Game Society
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• v.9 no.1
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• pp.3-10
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• 2009

This paper presents the effects on logical thinking of the Korean LOGO programming used in teaching for the second grade of middle school with regard to cognitive styles and specific sub-classifications of logical thinking. In result, the LOGO programming teaching method significantly affected logical thinking and its sub-classifications.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.287-297
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• 2004

In this study, students' understanding of the analogies used for chemical concepts in science textbooks, misconceptions induced by the analogy, and the factors affecting conceptual understanding were investigated. In addition to the tests of field independency and logical thinking ability, tests of students' understanding of concepts and analogies on three states of matter, pressure-volume relation, molecular motion, and changing state depending upon energy were administered. The results revealed that half of the subjects understood the analogies differently from the textbook writers' intention and that students' conceptual understanding was significantly correlated with the degree of understanding on corresponding analogies, field independency, logical thinking ability, and prior achievement of science. The results of analyzing the direct and indirect effects of each variable on conceptual understanding showed that the direct effect of prior achievement was significant and that field independency and logical thinking ability had indirect effects through understanding of analogies and prior achievement of science. The limitations and implications of using analogies in science education were discussed on the basis of the results.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.658-667
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• 2001

In this study, the relationships among students' cognitive/affective variables, cognitive conflict induced by anomalous data, and conceptual change were investigated. Tests regarding background knowledge, field dependence-independence, learning strategy, logical thinking ability, goal orientation, self-efficacy on prior concept and ability, and control belief were administered. Tests of prior conceptions, responses to anomalous data, conception, and retention of conception were also administered. There were no significant correlations of cognitive conflict induced by anomalous data with students' cognitive and affective variables. However, prior knowledge on molecular motion, field dependence-independence, and learning strategy were significantly correlated with students' conception and retention of conception. Logical thinking ability was also correlated with their conception. Multiple regression analysis indicated that learning strategy significantly predicted students' conception and retention of conception. For the affective variables, self-efficacy on ability was significantly correlated with students' conception and retention of conception, and goal orientation was correlated with their conception. Self-efficacy on ability was a significant predictor on students' conception and retention of conception, and goal orientation on their conception.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.13 no.2
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• pp.686-710
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• 2019

This work proposes a model to solve the problem of Network Coding over a one-session multicast network. The model is based on a system of restrictions that defines the packet flows received in the sink nodes as functions of the outgoing flows from the source node. A multicast network graph is used to derive a directed labeled line graph (DLLG). The successive powers of the DLLG adjacency matrix to the convergence in the null matrix permits the construction of the jump matrix Source-Sinks. In its reduced form, this shows the dependency of the incoming flows in the sink nodes as a function of the outgoing flows in the source node. The emerging packets for each outgoing link from the source node are marked with a tag that is a linear combination of variables that corresponds to powers of two. Restrictions are built based on the dependence of the outgoing and incoming flows and the packet tags as variables. The linear independence of the incoming flows to the sink nodes is mandatory. The method is novel because the solution is independent of the Galois field size where the packet contents are defined.

• The Journal of the Korea Contents Association
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• v.14 no.6
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• pp.73-83
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• 2014

This paper is to analyse how Industree Crafts, social enterprise in the field of crafts, could generate profit and create a sustainable growth for the last 30 years out of dependence on government grants in India. Success factors was drawn from the findings as follows. First, bringing stakeholder value: it preferred social mission as a goal for generating the value of stakeholders respectively and shared value mutually. Second, building distinctive internal business processes: it adapted unique business model and 4P strategy into its internal organization system and introduced the way of management to support the independence of self-help groups aimed at creating greater added value. Third, promoting learning and innovation culture: it challenged with the help of new design strategies continuously, was unafraid of change, and promoted learning culture to turn trial and error into the organization learning. Finally fourth, securing right finances and resources: it obtained proper finances and resources such as trying joint-sale, attracting investment from a private company, and acquiring enough skilled artisans at every scaling up.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.252-260
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• 2002

The types and the characteristics of students' responses to anomalous data in studying 'boiling point' were investigated, and the degree of cognitive conflict and conceptual change were compared by students' cognitive variables. Tests regarding field dependence-independence and logical thinking ability, a preconception test, and a test of responses to anomalous data were administered to 137 sixth graders. Among them, 90 students whose preconceptions were consistent with the presented initial theory were selected. After learning the scientific concept, students' conceptual change was examined. Six types of responses identified were as follows: Rejection, reinterpretation, exclusion, uncertainty, belief decrease, and theory change. The main responses were rejection (33%) and theory change (39%). The results of Mann-Whitney U test indicated students who were field independent and had higher logical thinking abilities felt more cognitive conflict and exhibited more conceptual change.

• Journal of Korean Library and Information Science Society
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• v.50 no.1
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• pp.273-291
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• 2019

This study aims to extend fundamental categories from Clause 11, "facet analysis" in International Standards for thesaurus(ISO 25964-1) by analyzing fundamental categories of Clause 11 and concept and their scope in a thesaurus of Clause 5. For to do this, the fundamental categories were established by adjusting partially and adding mental entities explicitly referencing the highest concepts(YAMATO which is the upper ontology of Mizoguchi, and ISO 2788) and existing fundamental categories(PMEST, FRBR group 3 entities, 13 categories in CRG). Also, established fundamental categories were reorganized and structured based on concreteness/abstraction of PMEST in Ranganathan and independence/dependence of YAMATO in Mizoguchi. And the upper categories were divided into independent and dependent entities. Under these entities 28 criteria are included in the independent ones and 2 criteria in the dependent ones. In the further study, the result of this study can be expected to reuse and refer as controlled vocabulary in the field like classification, taxonomies and thesauri where expected to utilize fundamental categories and as the high-level concept when constructing an ontology for information retrieval.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.778-786
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• 2007

This study investigated the effects of analyzing mapping errors on conceptual understanding, mapping understanding and perceptions of the instructions in learning chemistry concept with analogy. Seventh graders (N=121) at two middle schools were assigned to the comparison and the treatment groups, and were taught about 'states of matter and arrangement of molecules.' The students in the comparison group were taught in the Teaching-With-Analogy (TWA) model, while those in the treatment group Were taught in the instructional model that changed 'mapping similarity' and 'indicating difference' of the TWA model into 'analyzing mapping errors.' Analysis of the results revealed that the scores of the conception test and the mapping test for the treatment group were significantly higher than those far the comparison group regardless of field dependence-independence. It was also found that most students in the two groups positively perceived the instructions with analogy, but the students in the treatment group had difficulties in analyzing mapping errors, Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.107-116
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• 1999

The effects of clarified mapping strategy and placement of analog on middle school students' conceptual understanding were investigated. According to the usage of clarified mapping strategy and the sequence in presenting analogy, four types of learning materials were developed and pilot tested. Prior to the treatment, the field dependence-independence test was administered and a previous achievement test scores were obtained. The scores were used as blocking variables. The learning materials were read by randomly assigned middle school students (N=111), and the conceptions test was administered immediately and four weeks later. In the recall problems of immediate and retention test, there were no significant differences. In the application problems of immediate and retention test, however, the students learned with clarified mapping strategy scored significantly higher than those with analog-only. Field-independent students learned with clarified mapping strategy scored significantly higher in the immediate application than those with analog-only, and higher-level students learned with clarified mapping strategy scored significantly higher in the retention application than those with analog-only. In the immediate application, higher-level students learned analog first with clarified mapping strategy scored significantly higher in the immediate application than those learned target concept first with clarified mapping strategy. However, lower-level students learned target concept first with clarified mapping strategy scored significantly higher than those learned analog first with clarified mapping strategy.