• Title/Summary/Keyword: thinking processes

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The Role of Images between Visual Thinking and Analytic Thinking (시각적 사고와 분석적 사고 사이에서 이미지의 역할)

  • Ko, Eun-Sung;Lee, Kyung-Hwa;Song, Sang-Hun
    • School Mathematics
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    • v.10 no.1
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    • pp.63-78
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    • 2008
  • This research studied the role of images between visual thinking and analytic thinking to contribute to the ongoing discussion of visual thinking and analytic thinking and images in mathematics education. In this study, we investigated the thinking processes of mathematically gifted students who solved tasks generalizing patterns and we analyzed how images affected problem solving. We found that the students constructed concrete images of each cases and dynamic images and pattern images from transforming the concrete images. In addition, we investigated how images were constructed and transformed and what were the roles of images between visual thinking and analytic thinking. The results showed that images were constructed, transformed, and sophisticated through interaction of visual thinking and analytic thinking. And we could identify that images played central roles in moving from visual thinking to analytic thinking and from analytic thinking to visual thinking.

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A Study on the Change of Temperament through SW Education (SW교육을 통한 기질 변화에 관한 연구)

  • Yu, Jeong-su
    • Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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    • 2018.10a
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    • pp.225-227
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    • 2018
  • Computational thinking is generally defined as the mental skills that facilitate the design of automated processes. Computational Thinking is being considered as a critical skill for students in the 21st century. It involves many skills, but programming abilities seem to be a core aspect since they foster the development of a new way of thinking that is key to the solution of problems that require a combination of human mental power and computing power capacity. In this paper, we explore how computational thinking conception are changing. We also explore how to identify the psychological and behavioral nature of learners through SW education.

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Analyzing seventh graders' statistical thinking through statistical processes by phases and instructional settings (통계적 과정의 학습에서 나타난 중학교 1학년 학생들의 단계별·수업 형태별 통계적 사고 분석)

  • Kim, Ga Young;Kim, Rae Young
    • The Mathematical Education
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    • v.58 no.3
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    • pp.459-481
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    • 2019
  • This study aims to investigate students' statistical thinking through statistical processes in different instructional settings: Teacher-centered instruction vs. student-centered learning. We first developed instructional materials that allowed students to experience all the processes of statistics, including data collection, data analysis, data representation, and interpretation of the results. Using the instructional materials for four classes, we collected and analyzed the data from 57 seventh graders' discourse and artifacts from two different instructional settings using the analytic framework generated on the basis of literature review. The results showed that students felt difficulty particularly in the process of data collection and graph representations. In addition, even though data description has been heavily emphasized for data analysis in statistics education, it is surprisingly discovered that students had a hard time to understand the relationship between data and representations. Also, there were relationships between students' statistical thinking and instructional settings. Even though both groups of students showed difficulty in data collection and graph representations of the data, there were significant differences between the groups in terms of their performance. Whereas students from student-centered learning class outperformed in making decisions considering verification and justification, students from teacher-centered lecture class did better in problems requiring accuracy than the counterpart. The results from the study provide meaningful implications on developing curriculum and instructional methods for statistics education.

Analysis of Interpretation Processes Through Readers' Thinking Aloud in Science-Related Line Graphs (과학관련 선 그래프를 해석하는 고등학생들의 발성사고 과정 분석)

  • Kim, Tae-Sun;Kim, Beom-Ki
    • Journal of The Korean Association For Science Education
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    • v.25 no.2
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    • pp.122-132
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    • 2005
  • Graphing abilities are critical to understand and convey information in science. And then, to what extent are secondary students in science courses able to understand line graphs? To find clues about the students' interpretation processes of the information in science-related line graphs, this study has the following research question: Is there a difference between the levels of complexity of good and poor readers as they use the thinking aloud method for studying cognitive processes? The present study was designed to provide evidence for the hypothesis that good line graph readers use a specific graph interpretation process when reading and interpreting line graphs. With the aid of the thinking aloud method we gained deeper insight into the interpretation processes of good and poor graph readers while verifying verbal statements with respect to line graphs. The high performing students tend to read much more information and more trend-related information than the low performing students. We support the assumption of differential line graph schema existing in the high performing students in conjunction with general graph schema. Also, high performing students tend to think aloud much more metacognitively than low performing students. High performing students think aloud a larger quantity of information from line graphs than low performing students, and more trend-related sentences than value-related sentences from line graphs. The differences of interpretation processes revealed between good and poor graph readers while reading and interpreting line graphs have implications for instructional practice as well as for test development and validation. Teaching students to read and interpret graphs flexibly and skillfully is a particular challenge to anyone seriously concerned with good education for students who live in an technological society.

The Analysis of the Educational Objectives, Scientific Models and Cognitive Processes in Scientific Inquiry of the SNU Scientifically Gifted Student Program (서울대학교 과학 영재 프로그램의 학습 목표, 과학적 모형, 과학탐구의 인지 과정 분석)

  • Shin My-Young;Chun Miran;Choe Seung-Urn
    • Journal of the Korean earth science society
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    • v.26 no.5
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    • pp.387-394
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    • 2005
  • We have analyzed the science-gifted educational program (year 2002) at the Seoul National University in terms of its educational objectives, scientific models, and cognitive processes in scientific inquiry in order to provide insights into developing and improving science-gifted educational program. We assumed the following items as important factors for teaching scientifically gifted students: higher-order thinking skills involving synthesis domain in the educational objectives, highly abstract nature and complexity in the scientific models, cognitive processes of planning experiments in the cognitive processes in scientific inquiry. According to the analyzed results, the program has the following characteristics: (1) the rates of both higher and lower-order thinking skill domain in the educational objectives are similarly high, but the rate of synthesis domain is relatively low; (2) in the case of the scientific models, the rate of the multiple concepts and/or processes model is relatively low, while the level of the abstractness is relatively on average (3) cognitive processes of authentic scientific inquiry is not thoroughly reflected in the scientific inquiry activities, and very few cognitive processes of planning experiments factor is reflected. Therefore, we conclude in the synthesis domain in the educational objectives, multiple concepts and/or processes model, and cognitive processes of planning experiments should be especially reflected more on the science-gifted educational program in order to serve the needs of scientifically gifted students.

The Effects of PBL(Problem-Based Learning) on the Metacognition, Critical Thinking, and Problem Solving Process of Nursing Students (문제중심학습이 간호학생의 비판적 사고, 메타인지 및 문제해결과정에 미치는 영향)

  • 최희정
    • Journal of Korean Academy of Nursing
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    • v.34 no.5
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    • pp.712-721
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    • 2004
  • Purpose: This investigation examined the effect of PBL on the meta-cognition, critical thinking, and problem solving process. Method: The research design was pre-posttest with a none qui valent control group design. Scenarios for PBL sessions were developed on the basis of textbooks and patients' charts and tested for content validity. Seventy six nursing students who took a 'Nursing Process' course from two nursing schools participated in the experimental group and control group. The experimental group performed PBL during the semester. Meta-cognition and problem solving processes were assessed by questionnaires which were developed using pedagogics. Critical thinking was measured by the CCTST(California Critical Thinking Skill Test) Form 2000. The data was analyzed by repeated measure (pretest-posttest) MANOVA, and correlation analysis. Result: PBL improved the participants' meta-cognition and problem solving process but not critical thinking. The relationship between meta-cognition and the problem solving process was supported but the relationship between critical thinking and problem solving was not supported. Conclusion: These results suggest that PBL has a positive effect on nursing students' educational outcomes. To improve the problem solving ability of nursing students, PBL should be applied to more subjects in the nursing curriculum.

Type of Thinking and Generating Processes of Causal Questions Appeared in Preservice Elementary Teachers' Observation Activity (초등예비교사들의 관찰활동에서 나타난 인과적 의문의 사고 유형과 생성 과정)

  • Lee Hea-Jung;Park Kuk-Tae;Kwon Yong-Ju
    • Journal of Korean Elementary Science Education
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    • v.24 no.3
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    • pp.249-258
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    • 2005
  • The purpose of this study was to identify the type of thinking and generating processes of causal questions which were generated in preservice elementary teachers' observing activities. To find the generating processes of causal questions, 4 observing tasks, the task of grapes in soda, the candlelight, the celery, and the rock tasks, were administered to 7 preservice elementary teachers majoring in science education. The results of this study were as follows: The types of thinking in generating explicans exploration questions were classified as 8 types and explicans verification questions were classified as 9 types. The generating processes of explicans exploration questions were classified as 6 steps and explicans verification questions were classified as 5 steps. The results of this study may be used as a teaching strategy for guiding the direction and the method of scientific questions and developing the teaching-teaming programs that help student to generate scientifc questions.

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Problems and Suggestions for Astronomy Textbook Images and Inquiries Raised by Pre-service Teachers: From the Perspective of Spatial Thinking (공간적 사고 관점에서 천문 분야 교과서 삽화 및 탐구활동에 대해 예비교사가 인식한 문제점과 개선안)

  • Kim, Jong-Uk
    • Journal of Korean Elementary Science Education
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    • v.41 no.3
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    • pp.501-520
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    • 2022
  • Considering the importance of spatial thinking in the process of learning astronomy, it is necessary to educate pre-service teachers on teaching methods that consider spatial thinking from the teacher training program stage. Accordingly, after providing education on spatial thinking to pre-service science teachers, problems and improvement plans perceived by them were explored for the images and inquiry activities of astronomy textbook units. In this study, spatial thinking in the astronomical domain was defined as the amalgam of the concepts of space, representation tools, and reasoning processes. The juniors attending the University of Education in the metropolitan area were educated on spatial thinking for two weeks in October 2021. They were then asked to voluntarily select one of the astronomy units to analyze problems in the textbooks and present modification plans to address those problems. Finally, 33 cases presented by 22 pre-service science teachers were analyzed, and the results of the study were as follows. Pre-service teachers recognized the problems in textbooks in terms of the concepts of space and reasoning processes, and proposed improvement plans to supplement them. However, in some cases, even if pre-service teachers properly recognized a problem, the improvement plan was not appropriate, or they were not able to analyze the images or inquiry activities in terms of spatial thinking. This study is significant in that it shows that pre-service teachers have the potential to properly reorganize and revise textbooks by participating in teacher training programs on spatial thinking. Furthermore, based on the results of this study, the direction of the teacher training program concerning spatial thinking was discussed.

Designing the Instructional Framework and Cognitive Learning Environment for Artificial Intelligence Education through Computational Thinking (Computational Thinking 기반의 인공지능교육 프레임워크 및 인지적학습환경 설계)

  • Shin, Seungki
    • Journal of The Korean Association of Information Education
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    • v.23 no.6
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    • pp.639-653
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    • 2019
  • The purpose of this study is to design an instructional framework and cognitive learning environment for AI education based on computational thinking in order to ground the theoretical rationale for AI education. Based on the literature review, the learning model is proposed to select the algorithms and problem-solving models through the abstraction process at the stage of data collection and discovery. Meanwhile, the instructional model of AI education through computational thinking is suggested to enhance the problem-solving ability using the AI by performing the processes of problem-solving and prediction based on the stages of automating and evaluating the selected algorithms. By analyzing the research related to the cognitive learning environment for AI education, the instructional framework was composed mainly of abstraction which is the core thinking process of computational thinking through the transition from the stage of the agency to modeling. The instructional framework of AI education and the process of constructing the cognitive learning environment presented in this study are characterized in that they are based on computational thinking, and those are expected to be the basis of further research for the instructional design of AI education.

An analysis of the Impact of AI Maker Coding Education on Improving Computing Thinking (AI 메이커 코딩 교육이 컴퓨팅 사고력 향상에 미치는 영향 분석)

  • Lee, Jaeho;Kim, Daehyun;Lee, Seunghun
    • Journal of The Korean Association of Information Education
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    • v.25 no.5
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    • pp.779-790
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    • 2021
  • This study analyzed the effect of AI maker coding education on improving students' computational thinking. The subjects of the study were 10 students at H Elementary School in Ansan, and a total of 8 AI maker coding education using the Instructional Model for Maker Education based on SW Coding was applied to students to find out the degree of improvement of computational thinking. Students who participated in the class performed a process of solving real-life problems through coding and making activities, measured the degree of improvement in computing thinking before and after education through a computing thinking test paper, and observed students' thinking processes related to computing thinking components through interviews. As a result, it was confirmed that the average score of all students' computational thinking skills was improved, and the deviation of scores between students decreased. Through the interview, it was found that students actively utilize their thinking skills related to computational thinking skills in the problem-solving process. Through this, it was confirmed that AI maker coding education can have a positive effect on improving students' computing thinking skills.