• 한국초전도학회:학술대회논문집
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• 2009.07a
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• pp.10-10
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• 2009

• 한국초전도학회:학술대회논문집
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• 2009.07a
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• pp.66-66
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• 2009

• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.242-254
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• 2011

The purpose of this study was to understand the teaching effects according to the cognitive levels after conducting inquiry activities using science notebooks in the open inquiry activities of the elementary science class. The results of this study were as follow. first, students having the open inquiry activities using science notebooks showed improvement in scientific inquiry abilities in both groups with the low and high cognitive level. Second, regarding the changes of scientific attitudes, both groups with the low and high cognitive level exhibited improvement. According to the result of analyzing interaction between the cognitive level and class treatment on the effects for scientific inquiry abilities and scientific attitudes, there was no difference by the cognitive level. And the use of science notebooks in open inquiry activities had effects on improving scientific inquiry abilities and scientific attitudes regardless of the cognitive level.

• Korean Journal of Cognitive Science
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• v.13 no.4
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• pp.66-66
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• 2002

To discuss about the past, the present and the future of the Cognitive Science in Korea, an overall review of the formation of cognitive science in the world and in Korea, the prevalent approaches in the ´70s and ´80s, and the current alternative approaches in cognitive science is given, and a brief exposition on the possible future problems and tasks of the cognitive science in Korea is presented.

• Korean Journal of Cognitive Science
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• v.13 no.4
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• pp.69-79
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• 2002

To discuss about the past, the present and the future of the Cognitive Science in Korea, an overall review of the formation of cognitive science in the world and in Korea, the prevalent approaches in the ´70s and ´80s, and the current alternative approaches in cognitive science is given, and a brief exposition on the possible future problems and tasks of the cognitive science in Korea is presented.

• 한국초전도학회:학술대회논문집
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• 2009.07a
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• pp.72-72
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• 2009

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.286-294
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• 2007

This study investigated the relationship between elementary school students' creative problem solving skills in terms of science and cognitive strategies. Creative problem solving in science was measured by 4 variables; appropriateness, scientific ability, concreteness, and originality. Cognitive strategies were measured by 6 variables; surface(rehearsal), deep(elaboration and organization), and metacognitive strategies(planning, monitoring, and regulating). The KEDI Creative Problems Solving Test in Science(Cho et al., 1997) and the Motivated Strategies for Learning Questionnaire(Pintrich & DeGroot, 1990) were administered to 72 subjects. Data were analyzed by means of Pearson's correlation and multiple regression analysis. Our findings indicated a positive correlation between creative problem solving in science and cognitive strategies. The surface cognitive strategy (rehearsal) positively predicted the total score, the scientific ability's score, the concrete score, and the original score of creative problem solving in science. The deep cognitive strategy(organization) positively predicted the appropriate score and the metacognitive strategy(planning) positively predicted the original score of scientific creative problem solving skills.

• Korean Journal of Cognitive Science
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• v.1 no.2
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• pp.193-220
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• 1989

Major research themes, concepts, methodologies, and phenomena in the psychology of perception are reviewed in the present paper with an eye to exploring its possible contributions to methodological as well as theoretical development in cognitive science are proposed in this paper:Computational, intentional-descriptive, and eclectic. An emphasis is placed on how to propose issues in the psychology of perception from cognitive science views.Also explored in detail are possible ways to promote fruitful interactions among several fields in cognitive science, e.g., artificial intelligence, perceptual-cognitive psychology, and neuro-science.One approach is to consider psychology of perception's basic concepts, methodologies, and phenomena that call for the attention of researchers in neighboring fields in cognitive science.Finally discussed is what perception researchers should do in adoptiong a much briader view of perceptual structure and processes, that is, a cognitive science view.

• Journal for History of Mathematics
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• v.22 no.3
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• pp.31-44
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• 2009

Anyone wishing to understand cognitive science, a converging science, need to become familiar with three major mathematical landmarks: Turing machines, Neural networks, and $G\ddot{o}del's$ incompleteness theorems. The present paper aims to explore the mathematical foundations of cognitive science, focusing especially on these historical landmarks. We begin by considering cognitive science as a metamathematics. The following parts addresses two mathematical models for cognitive systems; Turing machines as the computer system and Neural networks as the brain system. The last part investigates $G\ddot{o}del's$ achievements in cognitive science and its implications for the future of cognitive science.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.216-225
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• 2004

Cognitive conflict plays a very important role towards conceptual change in science education. Many research were conducted on the topic, but they were limited and failed to determine the effectiveness of cognitive conflict strategies for conceptual change on science instruction. It is worth noting that the levels of cognitive conflict varied the same given situation. Besides, the conceptual change resulted in different forms, despite the same level of cognitive conflict. Assuming that one explanation could be found in the learners' characteristics, this study investigated the cognitive conflict and scientific conceptual change by learners' characteristics of middle school students. A proper understanding of the cognitive conflict will help science teachers to apply effectively the strategies towards science conceptual instruction. In this study, learners' characteristics are 'intelligence', 'cognitive level', 'general grade of science subject', 'cognitive style', 'personality', and 'attitudes related to science'. The results says; the intensity of cognitive conflict correlated with students' personality (reflectiveness) and attitudes related to science, and conceptual change correlated with intelligence and cognitive level.