• Korean Medical Education Review
• /
• v.19 no.2
• /
• pp.101-108
• /
• 2017

When participating in problem-based learning (PBL), it is important for medical students to generate claims and provide justifications for their claims in small group discussions. This study aimed to investigate the effect of argumentation instruction on medical student learning experiences with PBL. A total of one hundred first-year preclinical students from Inje University College of Medicine, who had attended argumentation instruction, participated in this study. All of the participants completed a 5-point Likert scale questionnaire regarding their learning experiences with PBL, before and after the argumentation instruction. The questionnaire comprised 22 items with eight subcategories: argumentation activity, reflection, integration of basic and clinical science, identification of lack of knowledge, logical thinking, self-directed study, communication, and attitude toward discussion. The collected data were analyzed through a paired-sample t-test. The results of this study found that the argumentation instruction promoted the preclinical students' experiences with argumentation activities, reflection, an integration of basic and clinical science, the identification of their lack of knowledge, logical thinking, and self-directed study, and it increased positive attitudes toward group discussion. The findings suggest argumentation instruction can enhance medical student group discussions and help students achieve the objectives of PBL, including acquisition of basic and clinical science knowledge and development of clinical reasoning and self-directed learning abilities, which can highlight the meaningful learning experiences students have with PBL.

• The Mathematical Education
• /
• v.48 no.2
• /
• pp.149-167
• /
• 2009

This study was aimed to examine problem-solving ability of fifth graders on two types of mathematical essay problems, and to analyze the process of mathematical justification in solving the essay problems. For this purpose, a total of 14 mathematical essay problems were developed, in which half of the items were single tasks and the other half were data-provided tasks. Sixteen students with higher academic achievements in mathematics and the Korean language were chosen, and were given to solve the mathematical essay problems individually. They then were asked to justify their solution methods in groups of 4 and to reach a consensus through negotiation among group members. Students were good at understanding the given single tasks but they often revealed lack of logical thinking and representation. They also tended to use everyday language rather than mathematical language in explaining their solution processes. Some students experienced difficulty in understanding the meaning of data in the essay problems. With regard to mathematical justification, students employed more internal justification by experience or mathematical logic than external justification by authority. Given this, this paper includes implications for teachers on how they need to teach mathematics in order to foster students' logical thinking and communication.

• Journal of The Korean Association of Information Education
• /
• v.11 no.1
• /
• pp.29-38
• /
• 2007

Computer programming in computer education draws much attention recently. Encouraged by the increased tendency of acquiring logical ability and creativity through learning, various attempts have been made to develop them through learning computer programming in the area of computer education as well. The fact that a computer program is the representation of a computer algorithm expressed in a computer language makes us realize that the devise of a logical method for a solution - i.e., the design of an algorithm - is the key to the solution of a problem. Recognizing the importance of computer algorithm would lead us to such a point that systematic investigations for directional establishment for algorithm education are necessary. We observe that researches on teaching computer algorithm have concentrated mostly on specific problems such as sorting and searching, which can be characterized as problem-dependent and individual. In this paper, the idea of conceptual algorithm is stated from the standpoint of conceptual types of problem-solving methods which are considered as problem-independent and collective. A novice approach to algorithm education based on the characteristics of types of conceptual algorithms is proposed for the purpose of developing systematic, problem-independent, algorithmic problem-solving capabilities of learners, which is widely different from the current methods of individual and problem-dependent algorithm education.

• Journal of the Korean Chemical Society
• /
• v.44 no.1
• /
• pp.68-73
• /
• 2000

In this study, tlhe relationships of high school students' abilities to solve chemistry problems with cognitive variables (logical thinking ability, mental capacity. and learning strategy) and affective variables(self-efficacy, self-concept of ability, learning goal, and attitude toward science) were investigated. The proportion of variance due to the variables for algorithmic and conceptual problem solving ability was studied by a multiple regression analysis. The results indicated that, among the cognitive variables, the logical thinking ability significantly predicted the algorithmic problem solving ability, and the learning strategy was the best predictor of conceptual problem solving ability although not significant. Among the affective variables studied, the self-concept of alility was the significant predictor of both algorithmic and conceptual problem solving abilities. The seif-efficacy was significantly correlated with conceptual problem solving ability, but it had no predictive power.

• The Journal of Korean Association of Computer Education
• /
• v.12 no.3
• /
• pp.11-22
• /
• 2009

Scratch, one of the educational programming languages, provides a media-rich programming environment and easy interface to users. It supports Korean language and is utilized usefully in programming classes in elementary and middle schools. However, programming causes cognitive loads to young students. Because the programming process is a complex problem solving procedure that requires logical and abstract thinking abilities. Therefore, we developed a problem based scratch programming teaching and learning model to enhance intrinsic motivation of learners and to maximize the effects of using the scratch, educational programming language. The developed problem based teaching and learning model considered elementary students' characteristics. It was implemented in fifth grade elementary school classes and the educational effects of the model was analysed. The developed model was helpful in enhancing students' problem solving potential and logical thinking abilities.

• Journal of The Korean Association For Science Education
• /
• v.37 no.3
• /
• pp.523-537
• /
• 2017

The purpose of this study is to investigate the features of elementary students' intuitive thinking emerged during problem solving activities as it related to thermal phenomena, focusing on when intuitive thinking appears and how it is related to logical thinking. For this, we presented a problem related to thermal phenomena to nine 5th-grade students, and examined how students' thinking emerged in the activities. We conducted clinical interviews to investigate the thinking process of students. The results of this study are as follows. First, students made their own solutions and justified it later during the emergence process of intuitive thinking. It was also found that students connected concrete materials and abstract concepts intuitively. They solved the problem by making predictions even when information is insufficient. Second, it was shown that intuitive thinking can emerge through the intended strategies such as drawing a mental image, thinking from a different perspective, and integrating methods. These results, which are related to the students' intuitive thinking has received little attention and will be the basis for helping students in the context of discovery of their problem solving activities.

• The Journal of Korean Institute of Communications and Information Sciences
• /
• v.19 no.11
• /
• pp.2199-2214
• /
• 1994

In order to sufficiently utilize the potential effectiveness of ATM networks, systematic and effective network management and control systems must be employed. In addition to network design, planning, and call routing techniques used in traditional circuit-switched networks. ATM networks can provide logical VP(Virtual Path) reconfiguration capabilities which can adapt to changes in the network environment. With a proper application of the VP reconfiguration technique, ATM networks can reduce the overhead of frequent network redesign and the overhead of call routing processing. However, ATM VP reconfiguration is a very complex and difficult problem which consists of many facets of optimization subproblems such as VP routing. VP sizing, VP terminating point location and VC routing. Most previous research on the ATM logical network reconfiguration problem dealt with the subset of the problem. This paper mathematically formulates the ATM network reconfiguration problem completely considering all subproblems. Since it is very difficult to derive the optimal solution of the formulated problem, we develop a heuristic method based on a Max min bandwidth allocation principle. We show the feasibility of the proposed heuristic method with a simple example.

• The Journal of Korean Association of Computer Education
• /
• v.16 no.4
• /
• pp.13-21
• /
• 2013

Recently, programming education is being actively performed in education field with development of educational programming language and teaching and learning methods for elementary students. However, programming education have limit to apply to the overall computer science curriculum, because it is performed by more than 5th grade and focused on the utilization of programming tools than problem-solving process. It is necessary to expand the range of students and educational content considered with problem-solving process for encouraging programming education in computer science. In this study, we suggest the easy-to-use programming tool for lower grade(1st grade) and robot programming task based on improvement of student's thinking ability. We use Tangible User Interface(TUI) for elementary student's(1st grade) convenience of programming and developed the robot programming task for improvement of logical thinking. As a result of this experiment, tangible programming tool can be used easily in elementary students(1st grade) and developed robot programming task is effective in improvement of logical thinking.

• Journal of the Korean Chemical Society
• /
• v.45 no.4
• /
• pp.370-376
• /
• 2001

In this study, high school students' problem-solving strategy-performing ability was measured by an essay-type test. The relationship between students' logical thinking ability and strategy-performing ability was also investigated. Four classes (N=187) were selected from two high schools in Seoul, and the strategy performance ability test and the Group Assessment of Logical Thinking (GALT) were administered. Evaluation scheme for strategy-performing ability consists of 7 subcategories - understanding given of problems, recalling related law, setting up subgoals, deriving physical quantities, logical progress, mathematical execution, and reviewing. The intercoder agreement for scaling was .92, which indicated substantial strength of agreement. The results revealed that students' ability of understanding given of problems and mathematical execution was relatively high. However, their ability of setting up subgoals and reviewing was very low. The total scores of the strategy performance ability test and all of the scores of each subcategory were significantly correlated with the GALT scores.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.18 no.3
• /
• pp.628-639
• /
• 2017

The purpose of this study was to examine the effects of children's daily stress and employed mothers' nurturing attitude on children's problem behavior, as well as the mediating role of employed mothers' nurturing attitude. 160 children (aged 3-6, in city "D") and their mothers participated in this study. The SPSS 18.0 program was used to conduct a regression analysis to examine the correlation between the children's daily stress, their problem behavior and the employed mothers' nurturing attitude, depending on the gender of the children. The results were as follows : First, in the case of the boys, their aggression and attention have effects on their coercive attitude, and their anxiety and depression have effects of decreasing magnitude on their logical attitude, blaming / offensive stress and pride-hurt stress in that order. Secondly, in the case of the girls, their aggression has effects on their coercive attitude, and their attention has effects of decreasing magnitude on their anxiety / frustration stress and coercive logical attitude in that order. On the other hand, their anxiety / depression have effects of decreasing magnitude on their accused/offensive stress and coercive attitude in that order. Third, the employed mothers' nurturing attitude had mediating effects between the children's daily stress and their problem behavior. However, no such mediating effects were observed in the case of the boys. Therefore, the mothers tend to foster complementary and logical parenting, rather than coercive or negligent parenting. It is thought that children need to reduce their stress levels in everyday life (in order to?) reduce their problems.