• Journal of Digital Convergence
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• v.12 no.12
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• pp.181-188
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• 2014

This study has examined the influence of VAT frame(VAT included vs. VAT excluded) on the consumer's attitude. Additionally, it has also examined the moderating effect of thinking style(holistic vs. analytic). The experiment stimuli were operated in 4 types[(product: utilitarian/hedonic)x(VAT: included vs. excluded)]. The results of this study can be summarized as follows. 1) The consumers preferred the VAT included frame to the VAT excluded frame. 2) The moderating effect of thinking style appeared. There is no meaningful difference between the VAT included frame and the VAT excluded one to analytic thinkers. But the holistic thinkers preferred the latter to the former. It is expected that this will be helpful to the person in charge of marketing for the company to establish an effective marketing strategy by considering these results.

• Journal of Educational Research in Mathematics
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• v.12 no.2
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• pp.229-246
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• 2002

In this paper, we start with the question "what is algebraic thinking\ulcorner". The problem is that the algebraic thinking is not exactly defined. We consider algebraic thinking from the various perspectives. But in the discussion relating to the definition of algebraic thinking, we verify that there is the algebraic notations in the core of algebraic thinking. So we device algebraic notations into the six categories, and investigate these examples from the school mathematics. In order to investigate this relation of algebraic thinking and algebraic notations, we present 'the algebraic thinking process analysis model' from Frege' idea. In this model, there are three components of algebraic notations which interplays; sense, expression, denotapion. Thus many difficulties of algebraic thinking can be explained by this model. We suppose that the difficulty in the algebraic thinking may be caused by the discord of these three components. And through the transformation of conceptual frame, we can explain the dynamics of algebraic thinking. Also, we present examples which show these difficulties and dynamics of algebraic thinking. As a result of these analysis, we conclude that algebraic thinking can be explained through the semiotic aspects of algebraic notations.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.501-510
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• 2013

In the creative problem solving processes, the core was to generate unique and various ideas. Thus, an assumption reversal thinking skill needed to be considered as a concrete method that could help students who have difficulties with generating ideas. In this study, we applied the assumption reversal thinking skill to university students and explored the characteristics of the idea generation process. On the basis of the results, we found that the assumption reversal thinking skill helped students generate new ideas, inducing their perspective changes. Therefore, we could ascertain the possibilities of the assumption reversal thinking skill as a thinking frame supporting students' idea generation. However, there is a need to develop methods for students to exclude prejudice by theoretical judgment, intervention of the value, and experience for fostering more effective assumption reversal thinking. Also, ways should be considered so that students would be able to cultivate task commitment and courage of implementing new ideas, bearing criticism from others.

• Research in Mathematical Education
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• v.19 no.1
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• pp.61-79
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• 2015

This study discussed about how pseudo-thinking process actually occurs in the mind of the students, used Piaget's frame work of the assimilation and accommodation process. The data collection is conducted using Think-Out-Loud (TOL) method. The study reveals that pseudo thinking process of covariational reasoning occurs originally from incomplete assimilation, incomplete accommodation process or both. Based on this, three models of incomplete thinking structure constructions are established: (1) Deviated thinking structure, (2) Incomplete thinking structure on assimilation process, and (3) Incomplete thinking structure on accommodation process.

• International Journal of Advanced Culture Technology
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• v.8 no.2
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• pp.176-183
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• 2020

This study inquired about the convergence learning program for childhood based on Erikson's play theory and design education for children's behavior development. I analyzed the convergence learning programs of Summer Camps in the Pacific Science Center, Galileo Learning. The contents of the programs show the most used imaginary and symbolic contents that represent the real-world problems which are related design thinking process. The curriculums and structure of the programs are based on the design thinking method and K-12 theory. The visual thinking method and the applications are used for expressing their creativity and approaching the technical skills easily. The play concept theory is an affirmative way to strengthen the children's psychological and social development. Therefore, the convergence learning program should integrate the design thinking process and apply the play concept theory for supporting and developing the children's behavior.

• Cross-Cultural Studies
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• v.19
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• pp.295-311
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• 2010

The concept of frame in semantics has implications for our understanding of such problematic terms as "meaning" and "concept". It is conventional to say that a particular word corresponds to a particular "concept" and to assume that concepts are essentially identical across speakers. In contrast, the notion of frame accepts that the frame for a particular word can vary across speakers as a function of their particular life experience. To say, instead of thinking in terms of words as expressing "concepts", we should think of them as tools, like frames, that cause listeners to activate certain areas of their knowledge base, with different areas activated to different degrees in different contexts of use. This notion is Fillmore's most crucial contribution to current cognitive linguistic theories, and his frame semantics is built on such a notion. This paper discusses the basic assumptions and goals of frame semantics, and examines the notion of frame and illustrates various framing words of English and Korean under such a notion.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.16 no.4
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• pp.459-471
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• 2009

Introduction: Critical thinking involves identifying problem(s), assessing resources, and generating possible solutions and allows clinical nurses to decide which solution is the most reasonable under the given circumstances, taking into consideration the "hat ifs" and how they will affect the end result. This research was conducted to further understanding and identification of subjective factors in critical thinking in clinical nurses. Methods: The research design was a Q-Methodological Approach. Q-population was formulated from a non-structured questionnaire and interviews from 17 experienced clinical nurses. Thirty selected Q-statements were sorted by 30 experienced clinical nurses. Results: Four factors for critical thinking were identified: (1) Deductive reasoning based on causal relation, (2) Construction of an effective model based on patients' responses, (3) Formulating categories based on priorities for effective interventions, and (4) Judging validity of the situational significance on clinical performances. Conclusion: Critical thinking is an attitude and reasoning process. From this study, the frame of reference for clinical nurses in formulating critical thinking within the context of clinical settings is identified and indicates the way nurses utilize thinking skills when they care for patients and areas that need further exploration as nurses and faculty develop education systems to advance clinical performance competency.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.9-33
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• 2004

The purpose of this paper is to contribute to the dialogue about the notion of advanced mathematical thinking by offering an alternative characterization for this idea, namely advancing mathematical activity. We use the term advancing (versus advanced) because we emphasize the progression and evolution of students' reasoning in relation to their previous activity. We also use the term activity, rather than thinking. This shift in language reflects our characterization of progression in mathematical thinking as acts of participation in a variety of different socially or culturally situated mathematical practices. We emphasize for these practices the changing nature of student' mathematical activity and frame the process of progression in terms of multiple layers of horizontal and vertical mathematizing.

• Korean Journal of Cognitive Science
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• v.24 no.2
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• pp.173-201
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• 2013

This study aimed to investigate the differential effects of individual's cultural disposition (individualism-collectivism or horizontal-vertical thinking) and need for cognitive closure(NFC) on framing effects. For this purpose, the participants were divided into 4 different cultural disposition groups based on Singelis et al.'s[1] INDCOL scale, and 2 different NFC groups based on Lee's[2] NFC Scale, and then asked to respond on 5 decision making scenarios. The results can be summarized as followings. First, participants preferred risk-avoidant option in gain frame, whereas risk-seeking option in loss frame. Second, there are no difference of cultural disposition on framing effects, but high NFC group showed larger framing effects than low NFC group in loss frame. Third, collectivism and vertical thinking in high NFC condition showed larger framing effects than low NFC condition.

• Journal of the Korean association of regional geographers
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• v.10 no.3
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• pp.579-591
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• 2004

Recently more emphasis thinking is domain-specific by cognitive psychologists, because problem solving needs domain-specific knowledge. Improving students' geographical thinking should ensure that geographic skills are used when developing teaching-leaming objectives. Knowledge is undoubtedly important, but for the purpose of the teaching of geography thinking, skills are critical. The purpose of this paper is to make specification of geographic skills as a frame of reference for instructional objectives. Based on cognitive psychology, this paper examined the interdependence relationship between thinking and knowledge. Next, we attempt to conceptualize high order geographical thinking and relatively lower order geographic skills and to explore specification of geographic skills in complex thinking strategical perspectives.