• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.1-7
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• 2001

The purpose of this study is to examine the learner's variables affecting on scientific thinking and scientific process skills. To study this purpose, through the procedure study, the learner's variables were divided into cognitive variable, ego variable, and affective variable, then the questionaire survey through the reconstruction of standardization instrument was made over 120 elementary school fifth grade student in Seoul, Anyang, and Pajoo. The results of this study were as follows: 1) The learner's variables affecting on scientific thinking were cognitive variable and for female students, also affect affective variable. The subordinated catagories of statistically significant degree of explanation were achievement motivation, cognitive level, and cognitive style and another statistically significant correlation were meta-cognition, self regulated learning, self efficacy, and muliple intelligence. 2) The learner's variables affecting on science process skills were cognitive variable and affective variable. And the subordinated catagories of statistically significant degree of explanation were achievement motivation, and cognitive level. And another statistically significant correlation were meta-cognition, self regulated loaming, self efficacy, multiple intelligence, and attribution.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.417-428
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• 2004

Conservation reasoning makes operational thought possible as a functional tool and it is the essential concept not only in the area of science and mathematics but also in several aspects of daily life. The abilities to solve mathematical problems and that of scientific reasoning and abstract way of thinking depend on whether thereis conservation reasoning or not and they are critical concepts that enables us to confirm the steps of cognitive development. Therefor in the study, we emphasized the issue that is the ways to speed up the scientific era by analyzing the correlation between the formation of conservation reasoning and neuro-cognitive variables. About 50% of 1-3 grade students did not had conservation reasoning skills. The formation of conservations was not linear. Scientific reasoning ability, planing and inhibiting ability were significantly different in levels of conservation, And, conservation reasonings were significantly correlated with cognitive variables. Scientific reasoning and planning ability significantly explained about 20% of the conservation reasoning ability of 1-3 grades.

• The Mathematical Education
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• v.54 no.1
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• pp.65-81
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• 2015

The purpose of this study is to investigate the international trends of how the core competencies are reflected in mathematics curriculum, and to find the implications for the revision of Korean mathematics curriculum. For this purpose, the curriculum of the 9 countries including the U.S., Canada(Ontario), England, Australia, Poland, Singapore, China, Taiwan, and Hong Kong were thoroughly reviewed. It was found that a variety of core competencies were reflected in mathematics curricula in the 9 countries such as problem solving, reasoning, communication, mathematical knowledge and skills, selection and use of tools, critical thinking, connection, modelling, application of strategies, mathematical thinking, representation, creativity, utilization of information, and reflection etc. Especially the four most common core competencies (problem solving, reasoning, communication, and creativity) were further analyzed to identify their sub components. Consequently, it was recommended that new mathematics curriculum should consider reflecting various core competencies beyond problem solving, reasoning, and communication, and these core competencies are supposed to combine with mathematics contents to increase their feasibility. Finally considering the fact that software education is getting greater attention in the new curriculum, it is necessary to incorporate computational thinking into mathematics curriculum.

• Asian Journal of Innovation and Policy
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• v.4 no.1
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• pp.55-75
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• 2015

The purpose of this study is to find what competence determines the employment of college students using data from the K-CESA (Korea Collegiate Essential Skills Assessment) of a Korean university during 2009-2014. This test comprises of 6 categories of competence: self-management, global readiness, interpersonal relationship, resource/information/technology handling, communication and comprehensive reasoning. In addition to these competences, we add the comprehensive variable, grade point average. In order to identify the qualities of employment, employment was classified into 3 types: all employment, employment in decent jobs and employment in the top 500 companies. Results are as follows: For all employment and decent jobs, GPA and comprehensive reasoning were the meaningful variables. However in case of the top 500 companies, interpersonal relationship was added. Based on the analysis, this study suggests the fundamental concepts of college students' job competence: job specific competence, job basic competence, and basic competence.

• Research in Mathematical Education
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• v.25 no.3
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• pp.189-199
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• 2022

A debate about the importance of geometry courses has existed for years. The questions have revolved around its significance to students and teachers alike. This study looks to determine whether a teacher taking a college-level geometry course has a positive relationship with their students' algebraic reasoning skills. Using data from the High School Longitudinal Study 2009 (HSLS09: Ingels et al., 2011, 2014), it was determined that 9th-grade teachers who took a college-level geometry course had a significant positive association with their students' 11th-grade algebraic reasoning scores. This study suggests that teachers who take geometry during college have a lasting effect on their students. The implications of these findings and how they may affect higher education are discussed.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.236-264
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• 2012

The purpose of this study is to provide teachers with sub-components of inquiry skills and help them to give direct instructions on the skills to their students. Inquiry skills and strategies are considered by-products of science and inquiry instruction by most of the science teachers. On the other hand, much research shows that many students are not familiar with the way that they can use inquiry skills therefore direct instruction on the inquiry skills is needed. The lack of guidance on the sub-components for the inquiry skills, however, results in science teachers' ignorance of the inquiry skills. As shown in the previous studies which suggest that without teachers' guidance, students cannot acquire the intended skills, and it is necessary to inform science teachers of the necessity for direct instruction on the inquiry skills and strategy as well as give them the sub-components of the inquiry skills. On the basis of the results from the previous research on the inquiry skills, this study presents the sub-components of basic inquiry skills (observation, classification, measure, prediction, and reasoning) and integrated inquiry skills (problem recognition, hypothesis formulation, control of variables, data transformation, data interpretation, drawing conclusion, and generalization).

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.1-11
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• 2002

This study was analyzing what studying factors are affecting on the development of science process skills of the 5th graders in the elementary school. For this research, 2 hundreds of elementary students were chosen and questioned on 3 factors like teacher, school environment, and learning strategy which are supposed to affect the development of science process skills. According to the result, there were differences in the categories according to the region. Especially, science process skills were significantly different in level of school category(p<.05)). Science process skills were significantly correlated with teachers and school category, and learning environment in 5th grade. Based on these results, it is expected to perform analysis about the influences that studying variables have on science achievement and attitude as well as scientific reasoning ability. Also, further study is needed about the influence that these small difference have on middle and high school students, though studying variables are not statistically significant on this research.

• Journal of Korea Multimedia Society
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• v.21 no.3
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• pp.423-431
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• 2018

In this paper, we try to verify a normative module based house design procedure consisted of several sequential steps. The first step is to suggest formalization of designing so that we could clarify each phase and operation we are adopting in our design process. The second step is the clearing up the conceptual schema of traditional skills that we adopt and utilize from traditional Hanok framing techniques. The third step is to formulate adequate modular kits for the assembly of house design solutions for the schematic, conceptual and preliminary phases of designing. The fourth step is to implementing our ideas and methods to a proper computational platform such as Unity3D. The final step is to verify our symbolic descriptions of design formalization with the output of our experiments so that we have better understanding of design reasoning characteristics such as in house design.

• Journal of the Korean earth science society
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• v.24 no.4
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• pp.250-257
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• 2003

The purpose of this study was to test the hypotheses that student's abductive reasoning ability plays an important role in hypothesis-generating about vapor condensation, and student's hypothesis-generating requires their causal explicans as well as experience. To test the hypotheses, the instruments of hypothesis-generation, prior knowledge, and experience with vapor condensation were developed and administered to 6th grade students. This study found that 72 subjects among 89 students who had prior knowledge about vapor condensation failed to apply their prior knowledge to hypothesis-generating about the vapor condensation. This result showed that the students' failure in hypothesis-generating was related to their deficiency in abductive reasoning ability. In addition, this study showed that 54 subjects among 56 students who had experience with vapor condensation also failed to generate hypotheses. This result supported that student's causal explanations were separated from their experience. Therefore, this study suggests that science education should include the teaching of abductive reasoning skills for developing student's hypothesis-generating skills.

• Journal of the Korean Chemical Society
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• v.55 no.3
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• pp.519-528
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• 2011

The main purpose of this study was to develop a teaching program, especially designed to improve the skills of control variables. The secondary purpose was to investigate the effect of the program on enhancing students' scientific reasoning and understanding. The program was designed based on the 3-step learning model: i.e. students recognize the necessity of controlling the variables (step 1), perform their own experiments (step 2), and reflect on their variables control process (step 3). The program included 9 topics of increasing difficulty. In results, Lawson's SRT scores increased in both experimental and control groups after application of the program, but the difference was not statistically significant. After the application, there was an increase in type A and type B which implied that students' skills of control variables was improved. In addition, responses of students in the experimental group to the open-ended items showed that it was challenging for them to think scientifically and critically when controling variables, but they ended up feeling proud of their achievement after the program.