• Journal of The Korean Association of Information Education
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• v.12 no.1
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• pp.77-88
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• 2008

A programming education has favorable influence on creative / logical thinking and problem solving ability of students. However, students typically have to spend too much effort in learning basic grammar and the usage model of programming languages, which negatively affect their eagerness in learning. In this respect, we proposed to apply the 'Scratch' using the Creative Problem Solving(CPS) Teaching Model; Scratch is an easy-to-learn and intuitive Educational Programming Language(EPL) that helps improving the problem solving ability of the class. Then we verified the effect of Scratch EPL through the design of both pretest and posttest for a subject group. In summary, the CPS based Scratch EPL was shown to significantly improve the problem solving ability and also help them develop favorable attitude in programming.

• The Journal of the Korea Contents Association
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• v.13 no.7
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• pp.24-37
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• 2013

This study aims to analyze comparatively the structure of conflict between parents and children in terms of their character with Pixar's and from the aspects of MBTI's type dynamics. Thus, the paper infers the hierarchy of the characters' personality type and psychological function and also analyzes the structure of conflict and reconciliation based on type dynamics. The study has drawn conclusions with the work analysis as follows: (1) The structure shows that the parents' thinking function restricts the children's intuitive function, and it is metaphorized as 'collision between reality and possibility', (2) As the extroverted psychological function of the character having a complementary role complements the underdeveloped tertiary function of the character with deficiency and contributes to the type development, (3) In , the subject of conflict realizes direct, unidirectional complementation, (4) And in , not because of the subject of conflict but because of the mirror character, indirect, bidirectional complementary methodology differs.

• Journal of The Korean Association of Information Education
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• v.26 no.6
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• pp.481-490
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• 2022

With the development of computing technology, the big data era has arrived, and we live with a lot of data around us. Elementary school students are no exception. Therefore, it is very important to learn to process data from elementary school. Since elementary school students have intuitive thinking, data visualization, which expresses data directly in pictures, is an important learning element. In this study, we study how effective elementary school students can visualize data in their daily lives to improve their information processing capabilities. Adata visualization program was developed by organizing and visualizing data using data visualization tools for the 8th class, which can be done by third graders in elementary school, and then experiencing the process of interaction. As a result of applying the developed program to 186 students in 7 classes, knowledge information processing competency factors were evaluated before and after class. As a result of the pre- and post-test, there was a significant difference in knowledge information processing capabilities. Therefore, the data visualization program developed in this study is effective.

• Proceedings of the Korea Contents Association Conference
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• 2005.05a
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• pp.36-50
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• 2005

e-Learning has been mushrooming with wide range of learning groups from pedagogy to andragogy. Despite of increasing e-learning opportunities, many people doubt whether e-learning learners really learn something. The related research papers emphasized that e-Learning would be a failure in terms of understanding of e-learners and intuitive learning activities for activating learner's long-term memory span. The current learning strategies in e-Learning may be based on the traditional classroom, and this results in boring and ineffective learning outcomes. This paper analyzed that how learners have received e-Learning for the last few years from the research and explained what could be the failing aspects of e-Learning. To be successful, e-Learning should consider the e-Learner's individualized teaming style and thinking patterns. When considering of various e-Learning components, the quality of e-learning should not be focused on any specific single factor, but develop every individual factor to the high level of quality. In conclusion, this paper suggest that we need new understand of e-Learning and e-Learner. Also the e-Learning strategies should be examined throughly whether they are on the side of learners and realized how they learn from e-Learning. Finally, we should add enormous imagination into e-Learning for next generation because their teaming patterns significantly differ from their parent's generation.

• The Journal of the Korea Contents Association
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• v.5 no.5
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• pp.316-324
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• 2005

e-Learning has been mushrooming with wide range of teaming groups from pedagogy to andragogy As e-teaming opportunities increase, many people raise question about whether e-teaming show positive teaming effects. The related research emphasized that e-learning would be a failure in terms of understanding of e-Learners and activating intuitive teaming activities from learner's long-term memory span. The e-teaming strategies based on the traditional classroom and resulted boring and ineffective teaming outcomes, should be changed to provide authentic and effective teaming results. This paper analyzed that how learners have received e-Learning for the last few years from the research and explained what could be the failing aspects in e-Learning. To be successful, e-loaming should consider the e-learner's individualized teaming style and thinking patterns. When considering of various e-Learning components, the quality of e-teaming should not be focused on any specific single factor, but develop every individual factor to be integrated into high level of quality. In conclusion, this paper suggest that it is needed new understandings of e-Loaming and e-Learner. Also the e-Learning strategies should be examined throughly whether they are on the side of learners and realized how they learn from e-Learning. Finally, we should add enormous imagination into e-loaming for next generation because new generation's teaming patterns significantly differ from their parent's generation.

• Science of Emotion and Sensibility
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• v.9 no.4
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• pp.367-375
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• 2006

The present study applied cognitive continuum theory to university environment in order to demonstrate that students' cognitive modes move along the continuum to be adaptive to the certain situation. This study also compared students' cognitive modes and the generally required modes in the university. The results showed that the students used corresponding cognitive modes to each subject even though they had different cognitive styles in general. It means that the students are adaptive to various tasks. And, the comparisons of the students' cognitive modes with the require4 modes in the university showed that the university tended to induce the students to use analytical cognitive modes. Therefore, the university faculty should be aware that they usually induce the analytical modes, and that they need to use various kinds of cognitive modes in order for the students to have adaptability and flexibility. However, the study did not demonstrate that the students would perform better when they fitted their cognitive modes into each subject.

• Journal of the Korean Society of Surveying, Geodesy, Photogrammetry and Cartography
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• v.32 no.spc4_2
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• pp.413-420
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• 2014

Cadastral spatial information closely related to ownership of people is potentially very valuable information. As 3D cadastre has been actively discussed to reflect realistic living territory and legal relationship in recent years, it is highly expected to be created added value before long using that information. However, in aspect of visualization that performs an important function for decision making by facilitating intuitive thinking about spatial information, systematic solution has not been suggested to visualize the cadastral spatial information on a map with existing 3D spatial information. For that reason, in this paper, visualization method was proposed to integrate the cadastral spatial information with the existing information effectively. Requirements for 3D cadastral spatial information system were drawn based on literature review, and then specific visualization method was established by constructing user scenarios. Research results of this paper are highly expected to be applied to the integration work with the existing 3D information on a spatial information open platform.

• Journal of Science Education
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• v.36 no.1
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• pp.153-165
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• 2012

This study investigated the frequent mistakes and the causes of the alternative conceptions in the animal classification by using the questionnaire and interview with the middle school students (N=300). As results, some students have difficulties classifying suggested animals into vertebrates or invertebrates : snakes (31.7%), shrimps (28.3%), turtles (25.6%), frogs (24.7%), and starfish (10.7%) in order of precedence. These errors seemed to be caused by intuitive thinking over characteristics of physical motions and appearance of suggested animals, wrong inference from comparing to features of familiar animals and the lack of observation experience of the vertebrate backbone. Furthermore, the results showed that relatively many students made a mistake classifying subgroup members of vertebrates such as classifying salamanders into the class Reptilia (45.3%) and turtles into Amphibia (40.3%). It is likely that those errors are affected by ambiguousness of classification terminology (e.g. the term of Amphibia) and weak ability in relating the physiological and ecological feature to standard of classification feature. In addition, sociocultural factors could influence animal classification as 'bat in birds', 'whale in fish, and 'penguin in mammals'. The present study implied that teaching and learning animal classification may require an appropriate guide focused on activities to explore major characteristics used for the animal classification standard through providing more chances of animal observation rather than the cramming method of learning induced by technical memorizing.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.77-93
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• 2015

The purpose of this study was to explore the problem solving strategy for Goldberg machine tasks of the gifted students in elementary science depending on the cognitive style(tendency to field-dependent and field independent). It was aimed to provide suggestions for the features and differences of the problem solving strategies of the gifted students in elementary science according to their cognitive styles. A total of 16 students, from the gifted class of P elementary school in Hwaseong were sampled for the research, cognitive styles Test was conducted to divide the students in teams, and the teams were classified according to cognitive style tendencies to five groups of field-dependent group, weak field-dependent group, mixed group, weak field-independent group and field-independent group. The Goldberg device task given was to make a Goldberg device within the angle framework of (Figure) 1, for a bead to start from the starting point and to reach the final point the last. The results are as follows: First, regarding the plan for producing the device, the stronger the field-independent tendency, they established more specific strategy-reflected plan; the stronger the field-dependent tendency, they established less specific strategy-reflected plan. Second, all cognitive style groups took a limited period of time into consideration, to fabricate the devices for the ball to arrive the last using a fine adjustment rather than many devices. Third, the field-independent group used a lot of logical reasoning; the field-dependent group used a lot of intuitive thinking. Fourth, the field independent group properly utilized strategies such as cooperation and role allocation; the field-dependent group tried to solve the task personally rather than cooperatively with poor role allocation. Fifth, the intermediate mixed group solved the problem better than the inclined groups such as field-dependent or field-independent groups.

• Korean Journal of Logic
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• v.22 no.3
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• pp.351-395
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• 2019

Hempel's original intuitions about the raven's paradox are summed up in three ways. The first is known as the paradoxical conclusion: If one observes that an object a - about which nothing is antecedently known - is a non-black non-raven, then this observation confirms that all ravens are black. The second is an intuitive verdict of the misled conclusion of the paradox: If one observes that an object a - which is known to be a non-raven - is non-black (hence, is a non-black non-raven), then this observation does not confirmationally affect that all ravens are black. The third is a comparative claim between the two intuitions: the degree of confirmation appearing in the first intuition is greater than the degree of confirmation in the second intuition. The Standard Bayesian Solution of the paradox is evaluated to fleshed Hempel's intuitions out by establishing the first intuition. However, such an evaluation of this solution should be further analyzed because Hempel's intuition is not the only one. The solution of paradox does not establish the second intuition in a strict sense. However, I think the Bayesian solution will establish the second intuition based on its typical strategy of quantitative vindication. If only quantitative vindication is accepted, this evaluation of the solution remains valid. Nevertheless, the solution fails to establish the third intuition. In this article, I propose a new way to apply the Bayesian method to establish Hempel's intuitions, including the third intuition. If my analysis is correct, the Standard Bayesian Solution of the raven's paradox could indeed flesh Hempel's intuitions out by denying one of the assumptions considered essential.