• Research in Mathematical Education
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• v.25 no.1
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• pp.91-97
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• 2022

Competent mathematics teachers need to implement the responsive teaching strategy to use student thinking to make instructional decisions. However, the responsive teaching strategy is difficult to implement, and limited research has been conducted in traditional classroom settings. Therefore, we need a better understanding of responsive teaching practices to support mathematics teachers adopting and implementing them in their classrooms. Responsive teaching strategy is connected with teachers' noticing practice because mathematics teachers' ability to notice classroom events and student thinking is connected with their interaction with students. In this regard, this review introduced and examined a study of the relationship between mathematics teachers' noticing and responsive teaching: In the context of teaching for all students' mathematical thinking conducted by Kim et al. (2017).

• Journal of The Korean Association For Science Education
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• v.8 no.1
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• pp.43-55
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• 1988

This study intended to find the differences between expert's and novice's thinking processes when they solve physics problems. Five physics professors and twenty sophomore students in a physics department were participated in the study. The researcher investigated their thinking processes in solving three physics problems on NEWTON's law of motion. The researcher accepted so called "Thinking Aloud" method. The thinking processes were recorded and transfered into protocols. The protocols were analysised by problem solving process coding system which was developed by the researcher on the basis of Larkin's problem solving process model. The results were as follows: (1) There was no difference of time required in solving physics problem of low difficulty between expert and novices; but, it takes 1.5 times longer for novices than experts in solving physics problems which difficulties are high and average. (2) Novices used working forward strategy and working backward strategy at the similiar rate in solving physics problems which difficulties were average and low. while Novices mo mostly used working backward strategy in solving physic problems which difficulty was high. Experts mostly used working forward strategy in solving physics problems whose difficulties was average and low, however experts used working forward strategy and working backward strategy at the similiar rate in solving physics problem which difficulty was high. (3) Novices usually wrote only a few information on the diagram of figure they drawn, on the other hand experts usually wrote almost all the information which are necessary for solving the problems. (4) Experts spent much time in understand the problem and evaluation stage than novices did, however experts spent less time in plan stage than novices did. (5) Physics problems are solved in sequence of understanding the problem, plan, carrying out the plan, and evaluation steps regardless of problem difficulty.

• Journal of Digital Convergence
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• v.15 no.7
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• pp.1-12
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• 2017

The purpose of the study was to develop a teaching strategy using metacognition and to investigate its effects on enhancing students' creative problem solving skills (i.e. creative thinking skills and critical thinking skills), metacognitive skills. With reference to previous studies, the researcher developed self-questionnaire to enhance metacognition. To achieve this aim, a learning strategy enhancing metacognition was developed and applied to design a creative problem solving instruction program. The strategy was implemented to university students over 9 weeks. The same test was used in two groups. To analyze the data statistically, ANCOVA was used. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially identifying a problem, making hypothesis, and controlling of variables(p<.05). Also, the strategy contributed to improve critical thinking skills, especially in inquiry process of recognizing problems, making hypothesis(p<.05). In addition, this strategy also helped students' metacognitive skills(p<.05). It was effective to improve thinking skills. It will contribute to improve convergence thinking skills.

• Journal of The Korean Association of Information Education
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• v.20 no.2
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• pp.131-138
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• 2016

We have developed a UMC (Use-Modify-Create) strategy for the improvement of computational thinking in SW education. UMC model is an instructional strategy that students analyze examples of algorithms, modify-expand it and to develop new SW. First, we applied the UMC classes during 1 semester targeting pre-service teachers. To explore the effectiveness of the proposed model, we conducted a t-test for improving students' self-CT. Through a result, we found that is the UMC teaching-learning strategy helped the CT concepts and practice skills. In addition, we could see the Use and Create steps help to improve the ability of students' CT than directly teaching and Modify steps.

• The Mathematical Education
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• v.40 no.2
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• pp.253-263
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• 2001

Developing mathematical thinking skills is one of the most important goals of school mathematics. In particular, recent performance based on assessment has focused on the teaching and learning environment in school, emphasizing student's self construction of their learning and its process. Because of this reason, people related to mathematics education including math teachers are taught to recognize the fact that the degree of students'acquisition of mathematical thinking skills and strategies(for example, inductive and deductive thinking, critical thinking, creative thinking) should be estimated formally in math class. However, due to the lack of an evaluation tool for estimating the degree of their thinking skills, efforts at evaluating student's degree of mathematics thinking skills and strategy acquisition failed. Therefore, in this paper, mathematical thinking was studied, and using the results of study as the fundamental basis, mathematical thinking process model was developed according to three types of mathematical thinking - fundamental thinking skill, developing thinking skill, and advanced thinking strategies. Finally, based on the model, evaluation factors related to essential thinking skills such as analogy, deductive thinking, generalization, creative thinking requested in the situation of solving mathematical problems were developed.

• Journal of the Korean Chemical Society
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• v.55 no.5
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• pp.857-874
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• 2011

The purposes of this study were to develop teaching strategy enhancing creative problem solving skills and to examine the instructional influences on studints' creative thinking skills, critical thinking skills, creative personality and academic self-regulation. In this study, a model using inter-disciplinary analogies(PDCA model) was designed and applied to the existing 'Teaching model for the enhancement of the creative problem solving skills'. And it was implemented to preservice science teachers for the one semester. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially in the originality of identifying a problem, making hypothesis, and controlling variables (p<.05). In addition, the strategy contributed to improving critical thinking skills, especially in inquiry process of recognizing problems, making hypothesis, interpreting and transforming of data (p<.05). This strategy also helped students' academic self-regulation (p<.05). But there was no significant improvement in creative personality(p<.05).

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.482-494
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• 2008

The purpose of this study was to introduce a practical model to enhance creative and critical thinking skills through hypotheses generating activities for students. The 2007 Science National Curricula stresses the need for the enhancement of creative thinking skills for our students. The definition for the creativity in the narrow sense is the divergent thinking skills. The definition of the critical thinking skills is the strong sense of those skills. This model shows the use of the divergent thinking skills and convergent thinking skills together. The divergent thinking skills has been developed by making three alternative explanations about the causal question within a group of students by active discussion. The following procedure includes the selection of the most provable of the three explanations within a group of students also by active discussions. This process needs convergent thinking skills as well as critical thinking skills. This model can be used easily by exchanging from the one explanation about the causal question in any inquiry teaching strategy to three explanations about one. Although the partial modified strategy shows a small difference from any inquiry teaching strategy, but the effect of the enhancement of the creative thinking skills for our students shows significantly better (p<.05). More detailed study will be carried out in the near future.

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.787-793
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• 2005

The purposes of this study were to investigate the development of probabilistic thinking in relation to the cognitive level of elementary school students and to analyze the effects of probability activities in Thinking Science(TS) program on the development of probabilistic thinking. 152 6th grade elementary school students compiled the sample group which was divided into an experimental group and a control group. Probability activities in TS program were used with the experimental group, while the normal curriculum was conducted with the control group. Both the experimental and control group were assessed with Science Reasoning Task II and a probabilistic thinking test before execution of this investigation and were post-tested with probabilistic thinking test after the project period was complete. Results of this study showed that the students in the concrete operational stage and transitional stage used subjective strategy together with quantitative strategy in probability problem-solving, and students in the early formal operational stage used quantitative strategy in probability problem-solving. It was also found that the higher the cognitive level of students, the higher the probabilistic thinking level. The probability activities of the TS program influenced the development of probabilistic thinking of elementary school students. Assessing the development of probabilistic thinking on the basis of the cognitive level found that the level of effectiveness was significantly higher for students in the early concrete operational stage and transitional stage than students in any other stage.

• Journal of Distribution Science
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• v.16 no.2
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• pp.25-33
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• 2018

Purpose - This study focused on the effect of counter-factual thinking on post-purchase behavior producing consumer regret at HMR selection and purchase. We have analyzed the factors that HMR production and distribution businesses should consider because distribution and marketing strategy reflecting consumers' demand. Research design, data, and methodology - For the purpose of carrying out this research, we conducted a direst structured questionnaire to students at 'J' college. A total of 237 valid questionnaires were collected for students and their parents at 'J' university. For the hypothesis test, exploratory factor analysis, t-test, regression and structure equation path analysis were performed. Results - The consumers who often resented HMR purchase did counter-factual thinking on post-purchase behavior were likely to do switching purchases. Counter-factual thinking on post-purchase behavior had a negative influence upon consumer's satisfaction with HMR safety and marketing characteristics. Conclusions - Consumers who had been satisfied to a certain degree might have cognitive dissonance of minor mistakes of HMR product were likely to have downward counter-factual thinking through contrast effects. Therefore, HMR producer and distribution businesses that had production, distribution and marketing strategy to satisfy consumers by raw material, freshness and safety were likely to switch to another product at one time mistake of selection, purchase and use.

• Journal of the Korea Society of Computer and Information
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• v.20 no.11
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• pp.191-197
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• 2015

Recently, it has been activated the software education or coding education for the improvement of the Computational Thinking (CT) ability at home and abroad. Also the CT has influence on courses of Computer Science in the college levels. It has been introduced and the number of cases of using it to general K12 education has increased. However, the research on the software education's influence on the CT was still lacking. So In this paper, we proposed this study has been conducted on how Scratch education in the elementary school level influenced the ability of the CT. And we proposed software education can improve the ability of CT. First, we provided the theoretical base of the software education and evaluation process through analysis of computational thinking ability. A core analysis content of the CT is broader than algorithmic thinking and can be achieved without using computer. It includes abstract, algorithmic, logical, and measurable thinking. Second, we made efforts to improve the characteristics of the software education with categorization. Finally, we have managed the software education using Picoboard with Scratch and flowchart within 15 weeks based on these theocratical research. An examination of the effectiveness was committed to understand, analyze, and develop strategies of problem solving. It is designed as a strategy of problem solving before and after the software lesson. The result of the software education has improved authentically in all areas without the need to design a strategy for problem solving.