• Journal of Science Education
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• v.33 no.1
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• pp.69-76
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• 2009

Probabilistic reasoning and combinational reasoning are essential to build a logical thinking and a process of thinking dealing with everyday life as well as scientific knowledge. This research aims at finding the optimal period to teach reasoning to the students who haven't developed probabilistic reasoning and combinational reasoning. The treatment program was performed for 20 students from each grade who couldn't develop two parts of reasoning. The treatment program using baduk stones and cards was performed repeatedly, focusing on the specific activities. After four weeks of treatment program, the test to check the development of probabilistic reasoning and combinational reasoning was performed again and the changes of reasoning development were identified. After giving treatment program for reasoning development, 15.0%, 25.0% and 40.0% of improvement in the 4th, the 5th, the 6th graders respectively were shown. With regard to the combinational reasoning, the results showed the improvement of 20.0% in the 4th grades, 25.0% in the 5th graders and 63.2% in the 6th graders. As a result of research in the above, students, who were not formed probabilistic reasoning and combinational reasoning, could be known to be enhanced through learning, but to fail to be formed the qualitative change like the cognitive development. It is expected that this research can contribute to the improvement of students' cognitive level and there would be more active researches in different fields to improve the cognitive level of the 6th graders who are in their optimal periods to learn two parts of reasoning.

• Journal of Korean Elementary Science Education
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• v.26 no.5
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• pp.499-508
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• 2007

The purpose of this study was to examine the features of the standards of classification, prediction and reasoning in foreign national science standards and the characteristics of these inquiry processes in the Korean science textbooks. The inquiry process of classification was found less frequently rather than observation and measurement. 'The classification of one character' was much more contained than the higher level of classification, 'the classification of composit character'. For the inquiry process of prediction, most of prediction was 'prediction from experiment result'. In the level of prediction, 'basic prediction' was found more frequently than 'operation prediction'. The inquiry process of reasoning was found more frequently than classification and prediction and was increased in the higher grade textbooks. In the level of reasoning, the higher grade textbooks included 'secondary reasoning' rather than 'simple reasoning'.

• 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.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.839-851
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• 2018

The purpose of this study is to analyze the science reasoning differences of elementary school students' science writing. For this purpose, science writing activities and analysis frameworks were developed. Science writing data were collected and analyzed. Third to sixth grade elementary students were selected from a middle high level elementary school in terms of a national achievement test in Seoul. A total of 320 writing materials were analyzed. The results of the analysis were as follows. Science writings show science reasoning at 52 % for $3^{rd}$ grade, 68% for $4^{th}$ grade, 85% for $5^{th}$ grade, and 89% for $6^{th}$ grade. Three types of scientific reasoning such as inductive reasoning, deductive reasoning, and abductive reasoning appeared in science writing of the third to sixth graders. The abductive reasoning appeared very low in comparing with inductive and deductive reasoning. Level three appeared the most frequently in the science writing of the elementary students. The levels of inductive and deductive reasoning in science writing increased according to increasing grade and showed statistical differences between grades. But the levels of abductive reasoning did not show an increasing aspect according to increasing grade and also did not show statistical differences between grades. The levels of inductive reasoning and deductive reasoning of the 3rd grade was very low in comparing with the other grades.

• Journal of Korean Elementary Science Education
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• v.28 no.2
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• pp.154-160
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• 2009

Correlational reasoning is used to analyze results from an experiment and create meaningful relationships among variables. Although there were many recognition development studies, not a single study found the optimal period for the development of logical thinking. Therefore, the purpose of this study is to find the optimal period for students whose logic for variable controlling and correlational reasoning are poor. This study made a logic program treatment subject for students between the 4th and 8th grade whose recognition in reasoning has not been developed in general in order to find the optimal period for their development. The variable-controlling reasoning was performed the program of voice survey and sugared-water melting in subsection survey and sugared-water melting in subsection. And, the correlation reasoning was performed the program of rat's size and tail color, treatment, and effect. As a result of research, students, who were not formed variable controlling and correlational reasoning, could be known to be enhanced through learning, but to fail to be formed the qualitative change like the cognitive development. In other words, the optimal period couldn't be found that is grown the formation of students, who are not formed the variable controlling and correlational reasoning, through learning. It is expected that this research can contribute to the improvement of students' cognitive level and there would be more active researches in different fields to improve the cognitive level.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.117-127
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• 1999

The present study investigated Korean and the US college students' scientific reasoning skills involving hypothesis-testing skills and tested the hypothesis that hypothesis-testing skills are more advanced ones than other scientific reasoning skills investigated in this study. Seven hundred and seventy-four(774) Korean and five hundred and sixty-eight(568) the US students were sampled in university level. The Test of Scientific Reasoning was used as a scientific reasoning test. The test is consisted of two conservational reasoning, two proportional reasoning, one pendulum, two probability reasoning, two controlling variable, one correlational reasoning, and two hypothesis-testing reasoning tasks. Korean students showed a significant higher score in proportional and probability reasoning tasks than the US students. However, the Korean showed a significant lower score in conservation and correlation reasoning tasks than their American counterparts. Further, Korean and the US college students showed a notably poor performance in hypothesis-testing skills comparing with other scientific reasoning skills, which supported the hypothesis that hypothesis-testing skills are more advanced ones than other scientific reasoning skills. In addition, the Korean showed a severe deficiency in candle-burning task which required the skill that students have to design a scientific test-procedure to test theoretical hypotheses. This study also discussed on the educational implications of the results of the present study.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.667-680
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• 2014

The purpose of this study was to develop teaching stratege focused on Conservational reasoning, Proportional reasoning, Variable-controlling reasoning, Probabilitic reasoning, Correlational reasoning, Combinational reasoning and investigate its effects on enhancing students' logical thinking skills through the science teaching on common education. And the teaching materials was implemented to 110 students in middle school over about six months. The results indicated that the experimental group presented statistically meaningful improvement in logical thinking skills (p<05). Especially, this teaching stratege was effective on Conservational reasoning, Variable-controlling reasoning, Combinational reasoning but was not effective on Proportional reasoning, Probabilitic reasoning, Correlational reasoning (p<.05). Logical thinking according to the teaching strategy skill was not affected by gender, cognitive level, academic achievement (p<.05).

• Proceedings of the KIEE Conference
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• 1999.07b
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• pp.543-545
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• 1999

In this paper, the composition method of global and local fuzzy reasoning concepts is researched for reducing the number of rules, not losing the performance for fuzzy controller. A new method is proposed in details that controls the interaction between global reasoning and local reasoning. In order to automatically acquire and optimize the method, the DNA coding algorithm is introduced to the local fuzzy reasoning of the proposed composition fuzzy reasoning method. The method is applied to the real liquid level control system for the purpose of evaluating the Performance. The simulation results show that the proposed technique can produce the fuzzy rules with higher accuracy and feasibility than the conventional methods.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.243-269
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• 2008

The role of domain-specific causal mechanism information and domain-general conditional probability in young children's causal reasoning on physics and psychology was investigated with the participation of 121 3-year-olds and 121 4-year-olds recruited from seven child care centers in Seoul, Kyonggi Province, and Busan. Children watched moving pictures on physical and psychological phenomena, and were asked to choose an appropriate cause and justify their choice. Results showed that young children's causal reasoning differed depending on domain-specific mechanism. In addition, their causal reasoning on physics and psychology differed by the developmental level of causal mechanism. The interaction of domain-specific mechanism and domain-general conditional probability influenced children's causal reasoning : evident conditional probability between domain-appropriate cause and effect helped children make more inferences based on domain-specific causal mechanism.

• PNF and Movement
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• v.17 no.1
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• pp.145-156
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• 2019

Purpose: This study suggests clinical reasoning strategies for therapists with little experience in clinical reasoning for the evaluation and treatment of patients with neurological disorders. Methods: The suggested method was the mnemonic PT STRESS whose initials represent the body structure and functions that can affect the activity limits and the items that can cause problems at the functional level in patients with neurological disorders. Results: PT STRESS stands for pain (P), ability of the trunk (T), sensation (S), tone (T), range of motion (R), emotion and endurance (E), muscular strength (strength), and stability (S). It tests and measures problems in the body structure and functions. Conclusion: This study suggests easy clinical reasoning strategies that can be used by therapists who have insufficient experience in the evaluation or treatment of patients with neurological disorders. However, more factors need to be considered in the future with regard to clinical reasoning of the diverse problems of patients with neurological disorders.