• Title, Summary, Keyword: System Thinking

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Understanding and application of the social system based on the system thinking : Focus on the cooperation model using Cellular Automata (시스템적 사고에 기반한 사회 시스템의 이해와 응용 : Cellular Automata를 이용한 협력모형을 중심으로)

  • 고길곤
    • Korean System Dynamics Review
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    • v.1 no.1
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    • pp.133-157
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    • 2000
  • This paper deals with the social system from the point of system thinking consisting the fundamental construct of system dynamics. The Bertalanffy's general system theory, having been criticized because of its ambiguity, and the complex science theory, emerging system theory, are integrated by using the system thinking which is characterized with three concepts, 'feedback thinking', 'dynamic thinking', 'operational thinking'. In the integration, system thinking suggests the dynamic pattern of the social system have not only an equilibrium status but also complex status. The science of complexity gives an implication to system dynamics the important of the uncertainty and complexity if we interpret the social system as an open system. To show more concrete description, I simulate the cooperation model based on the iterated prisoner dilemma. The simulation results show the diverse patterns of cooperation and betrayal. Especially the sensitivity of initial payoff will cause the chaotic strategic landscapes as the game gose on. These results mean that we should not give the hasty prescription to control social system artificially. Because social system retains the self-organizing force in itself.

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A Computer Mediated Design Development System for Design Innovation - the Focus on the Creative Thinking System for Idea Development in Product Design (디자인 혁신을 위한 창조적 발상지원 시스템 연구)

  • 우흥룡
    • Archives of design research
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    • v.14 no.3
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    • pp.77-85
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    • 2001
  • This paper focuses on the idea development as a creative thinking process for design innovation. The process of thinking has the thinking structures of abduction and transformation. After we had studied the design thought, we found a structure of a thinking system, and created a creative thinking model with this. Using job analysis, we examined the duster of design jobs, which form the design process, and verified the thinking model. The findings suggest that our idea development has the creative process not only of divergent thinking and convergent one, but also of transformation in design. In same time, the design thinking shows their pattern of transition from abstract concept to concrete object. Between the design jobs, idea development shows higher difficulty than other jobs - marketing, product planning and follow-up. Combining the D-T-C (Divergent-Transformation-Convergent) thinking with abstract-concrete thinking, we designed a DFD(data flow diagram) for an early model of computer mediated thinking system (CMTS). This has implications for design support.

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Analysis of Thinking Expansion Effect as a Basis of Creativity through Systems Thinking Education (청소년의 시스템 사고 교육을 통한 창의성의 기반이 되는 사고의 확장 효과 분석)

  • Kim, Do-Hoon;Yi, Mi-Sook;Hong, Young-Kyo;Choi, Hyun-Ah
    • Korean System Dynamics Review
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    • v.7 no.1
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    • pp.51-65
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    • 2006
  • This research assumes that expanding the depth and range of thinking can be achieved through systems thinking education to the youth. To verify this assumption, degree of expansion of thinking was evaluated after the systems thinking education was done to middle school students in Kyeongi province. As a result, significant statistical difference was found. More variables were presented after systems thinking education. This means education program enhances student's thinking ability. Possibility of systems thinking application can be verified through systems thinking education to the various ranges of students in the future.

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The Factors Influencing Information Technology Non-Acceptance: Approach by Grounded Theory (정보기술 비수용에 영향을 미치는 요인: 근거이론에 의한 접근)

  • Lee, Woong-Kyu;Park, Jin-Hoon
    • The Journal of Information Systems
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    • v.24 no.4
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    • pp.83-97
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    • 2015
  • Purpose: Traditionally, information technology acceptance have been considered one of the most important research issues. However non-acceptance, which was main objective of acceptance theories, have not been included in main research area by communities of information systems. This study is to identify the factors influencing non-acceptance of information technology and suggest a total research model for explaining the phenomena of non-acceptance. Design/methodology/approach: Grounded theory was adopted as a principal research method. which is an inductive technique of interpreting qualitative data about a social phenomenon to build theories about that phenomenon. Data were collected by depth interview and open question on potential non-adopters during 3 months. The collected data were coded by two main coding paradigm in ground theory, open coding and axis coding. Findings: Factors influencing non-acceptance, status quo, imitation, value evaluation, and concerning risk were extracted from open coding. These factors were integrated into system 1 thinking and system 2 thinking, which were from axis coding. More specifically, status quo and imitation are system 1 thinking which are more responsive and emotional thinking and value evaluation and concerning risk are system 2 thinking which are more rational and reasoning thinking.

A Comparative Study of the Trends of Current Science Education and the System Thinking Paradigm (현대 과학교육의 동향과 시스템사고 패러다임의 비교 연구)

  • Kim, Man-Hee;Kim, Beom-Ki
    • Journal of The Korean Association For Science Education
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    • v.22 no.1
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    • pp.64-75
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    • 2002
  • The purposes of this study are to understand the trends of current science education compared with thinking paradigm and to find the direction of reform in holistic view. It is divided into three parts. Firstly, significant trends of science education during the late 20th century were examined. Secondly, the current society was discussed, particularly focused on the thinking paradigm. Thirdly, the science education trends and thinking paradigms were compared. The results are 1) A major goal of contemporary science education is the scientific literacy, for which the constructivist and STS class are introduced, 2) Thinking paradigm is changing from analytics to systemics, and 3) Compared the current science education and system thinking paradigm, they seem consistent in respect of looking for the whole-part relationship.

The Study of Design Thinking as Foundation of Multidisciplinary Education (다학제 교육의 근간으로서 '디자인 사고'에 대한 연구)

  • Park, Sung-Mi;Kim, Sue-Hwa
    • Journal of Fisheries and Marine Sciences Education
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    • v.25 no.1
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    • pp.260-273
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    • 2013
  • This study aims to reflect experts' opinions in analyzing a design thinking as foundation of multidisciplinary education. For this purpose, a delphi survey was conducted with 20 experts in three sessions from May 1 to June 25, 2012. To analyze the collected data, descriptive statistics, including frequency, percentage, the mean, and standard deviation were implemented, and internal reliability test on the survey instrument was carried out for statistical processing. The main results are as follows : First, the delphi analysis on intuitive thinking of design thinking suggested 7 items(to pursue the possibility of outside, to pursue the possibility of applying new forms of technology, content planning, facing a complex real-world phenomena etc.). Second, the delphi analysis on logical thinking of design thinking suggested 7 items(executed repeatedly, reasoning and verification, artificial intelligence, a decision support system etc.) Third, the delphi analysis on subjective thinking of design thinking suggested 9 items(user experience measuring, user satisfaction ratings, user requirements analysis, user interface design, behavioral responses of the human etc.). Fourth, the delphi analysis on objective information of design thinking suggested 8 items(information management system, simulation, production process, information exchange and sharing etc.). According to the results of the delphi analysis, design thinking can be seen as the foundation of multidisciplinary education. Suggestions were made for discussion about the main results and further researches.

Yin Yan Approach to Systems Thinking (음양론에 입각한 시스템 사고의 접근)

  • Kim, Dong-Hwan
    • Korean System Dynamics Review
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    • v.10 no.1
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    • pp.97-107
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    • 2009
  • In this paper, a structural similarity between traditional oriental philosophy and systems thinking is discussed. The polarity of causal relationship and feedback loops can be interpreted in terms of yin and yang of oriental philosophy. A positive feedback loop which is linked to the yang is a force or mechanism that accelerates changes in systems. A negative feedback loop which is linked to the yin can be interpreted as a force oppressing any changes. In this sense, systems thinking can be related to the oriental philosophy. With this linking pin between them, systems thinking can be introduced and educated more friendly in oriental society. Furthermore, systems thinking can get a set of rich insights from the oriental philosophy. This paper suggests a linking leverage between systems thinking and oriental philosophy.

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Effects of 3-Steps Mind Map Activities on the System Thinking of Science Gifted Students: Focused on the Astronomy Contents (3단계 마인드맵 활동이 과학영재 학생들의 시스템 사고 향상에 미치는 효과 : 천문 내용을 중심으로)

  • Son, Jun Ho;Kim, Jonghee
    • Journal of Gifted/Talented Education
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    • v.26 no.2
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    • pp.257-280
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    • 2016
  • This study is focused on how the science gifted students can improve their system thinking by applying 3-steps mind map activities about astronomy contents. Through the pre-study two times, 9 students in 6th grade were participated in this study. It was analyzed the degree of improvement of systems thinking through the science gifted students' mind maps, causal maps and their interviews. The results of the study showed that the experimental group's system thinking who learned 3-steps mind map activities was more complex and diverse than the controlled group's. Therefore 3-steps mind map activities that have been developed in this study will be valuable as an alternative to improve their system thinking. Through this study, 3-steps mind map activities were confirmed that by inducing background knowledge activation and thinking systematization can be an alternative to improve the system thinking of science gifted students. So the 3-steps mind map activities can be helpful in cultivate human resources with creative problem solving ability based on their system thinking.

For the development Computer Game, using the Creative Group Thinking System (컴퓨터 게임 개발을 위한 아이디어 발상에 관한 연구)

  • Han Kyung-Don
    • Journal of the Korea Society of Computer and Information
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    • v.11 no.4
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    • pp.175-180
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    • 2006
  • The primary concern here is to discover the what and how of the computer same development. In other words, the goal of this research is help the evaluation of Creative Croup Thinking System (CGTS), become aware of areas of need for the development computer game. For the development computer game, the creative thinking is one of the most important principles. The creative thinking is the first step of the development computer game of process. In order to save time, effective qualifies, and achieve the goals, the researcher has studied the web programing on the Creative Croup Thinking System (CGTS).

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Analysing Astronomical Thinking of Elementary, Middle, and High School Students Using Ordered Multiple Choice Items (순위 선다형 문항을 이용한 초·중·고등학생의 천문학적 사고 분석)

  • Choi, Joontae;Lee, Kiyoung;Park, Jaeyong
    • Journal of the Korean Society of Earth Science Education
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    • v.11 no.2
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    • pp.125-144
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    • 2018
  • The purpose of this study is to analyze the astronomical thinking level of elementary, middle, and high school students using ordered multiple choice items. For this purpose, we constructed a questionnaire comprising three items about spatial thinking and system thinking. This survey was conducted and applied to 1,066 students in the 5th grade, 8th grade, and 11th grade in 12 schools located in Gangwon Province. The collected student response data were analyzed by applying inferential statistics of classical test theory and Rasch model. The results of the analysis were as follows; First, in the level of spatial thinking, students were able to grasp the spatial location and orientation of the celestial body, but were not able to convert the celestial motion of two-dimensional plane into three-dimensional plane, and it was revealed that there is no statistically significant difference in the spatial thinking of students among grade levels. Second, in the level of system thinking, students were able to identify the components and relationship between components of the celestial motion system, but could not identify the patterns of the system, and it was revealed that there was statistically significant difference among the system thinking of students in different grade levels, unlike in spatial thinking. Third, the astronomical thinking expressed in certain context (content) was very similar regardless of grade level, Through this, we could confirm the context-dependency or content-dependency of the astronomical thinking of students. It is expected that the results of this study can be used as basic data for exploring ways to enhance astronomical thinking level in school science classes.