• Proceedings of the Korea Society for Industrial Systems Conference
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• 한국산업정보학회 2009년도 춘계학술대회 미래 IT융합기술 및 전략
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• pp.101-106
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• 2009

수학적 사고의 입장에서 중등학생들이 수학적 문제해결에 논리적 사고와 직관적 사고가 어떻게 작용하는지를 연구하는 것은 수학교육에서 중요하고도 흥미로운 과제의 하나이다. 본 연구의 주된 목적은 중등학교 영재학생을 대상으로 이러한 문제를 조사하는 것이다. 특히 이들 중등영재학생들의 논리적 사고와 직관적 사고에 대한 선호도와 논리적 문제의 문제해결능력 사이의 관계를 조사한다.

• 한국정보교육학회:학술대회논문집
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• 한국정보교육학회 2005년도 하계학술대회
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• pp.69-77
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• 2005

본 연구는 초등학생들의 논리적 사고력을 신장시키기 위해 지식 기반 프로그램인 선언적 프로그램을 통해 교육현장에서도 적용할 수 있는 프로그래밍 교육을 제언하고자 한다. 학생들에게 논리적 사고 중에서도 협의의 논리적 사고 즉, 기호적 사고, 분석적 사고, 추론적 사고, 종합적 사고를 분석적 방법을 통해 실제 프로그래밍을 해 봄으로써 연역적 사고 또는 귀납적 사고를 보다 효과적이고 체계적인 프로그래밍을 할 수 있도록 지도함으로써 제 8차 교육과정에서의 컴퓨터 교육과정의 일부분으로서의 프로그래밍의 마인드를 제시하였다. 따라서 본 연구는 선언적 프로그램을 통해서 초등학교 학생들의 논리적 사고력 신장를 위하여 프로그래밍 교수학습의 방법적인 측면을 제시하고자 한다.

• Journal of The Korean Association For Science Education
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• 제29권4호
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• pp.437-449
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• 2009

The purpose of the study is to meta-analyze research results on Korean students' logical thinking ability. The results of meta-analysis on the research studies between the year 1980 and the year 2000 show that about 40-50% of Korean middle school students have conservation reasoning, proportional reasoning and combinatorial reasoning abilities, and that about 25-30% of them have control of variables and probability reasoning abilities. In addition, only 8% of the Korean middle-school students have correlational ability. When comparing their logical thinking ability results with those of Japanese and American middle-school students, The ratio (32.6%) of Korean middle-school students who have formal thought ability is a little higher than that of American students (30.6%), but much lower than that of Japanese students (50.1%).

• The Journal of Korean Association of Computer Education
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• 제7권4호
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• pp.15-25
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• 2004

Previous researches on the effect of programming learning upon logical thinking ability have used a standardized test to measure logical thinking ability in the general and comprehensive aspect after programming learning. Considering that the areas of intelligence are separated from one another and work independently, the existing standardized tool to measure general and comprehensive logical thinking ability has a limitation in measuring a logical thinking ability required at specific areas. Thus this study extracted logical thinking and its sub-factors related to computer programming and suitable for the level of cognitive development through analyzing standardized test sheets at home and abroad, and developed logical thinking test I and II of the same form according to a development procedure model. The result of verifying the developed logical thinking tests proved that the two tests are logical thinking tests of the same form. The developed tests can be utilized in identifying the effect of programming learning upon logical thinking and its sub-factors.

• Journal of Korea Society of Industrial Information Systems
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• 제14권4호
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• pp.198-204
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• 2009

It is one of important and interesting topics in mathematics education to study the process of the logical thinking and the intuitive thinking in mathematical problem-solving abilities from the viewpoint of mathematical thinking. The main purpose of the present paper is to investigate on this problem with reference to secondary talented students (students aged 16~17 years). In particular, we focus on the relationship between the preference of mathematical thinking and their problem-solving abilities for logical-type problems by applying logistic regression analysis.

• Journal of The Korean Association For Science Education
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• 제22권3호
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• pp.604-616
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• 2002

The purpose of this study was to analyze the development of the compensational thinking by the compensation activities of 'Thinking Science' program. The 138 students were sampled in elementary schools and were divided into two groups, the experimental group of 74 students and the control group of 64 students. Both the compensation activities of the 'Thinking Science' program and a regular science curriculum were implemented to the experimental group, while only a regular science curriculum to the control group. Both experimental and control group were pre-tested with Science Reasoning Task II and compensational thinking test I and were post-tested with compensational thinking test II. This study revealed that the types of strategies used in compensation problem solving were categorized as illogical explanation, rule automation, proportionality, explanation in qualitative terms, additive quantification, inverse proportionality and were related to the context of the items. It was found that compensation activities of the 'Thinking Science' program were effective on the development of the compensational thinking.

• Journal of Korea Game Society
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• 제9권1호
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• pp.3-10
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• 2009

This paper presents the effects on logical thinking of the Korean LOGO programming used in teaching for the second grade of middle school with regard to cognitive styles and specific sub-classifications of logical thinking. In result, the LOGO programming teaching method significantly affected logical thinking and its sub-classifications.

• Journal of the Korean Chemical Society
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• 제63권5호
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• pp.376-386
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• 2019

The purpose of this study was to explore the learning progression of logical thinking in acid and base chemical reactions and to evaluate its validity. For this purpose, we collected 387 participants in 9 schools of elementary, middle and high schools nationwide. The questionnaire developed in this study was composed of nine items. The questionnaire presented the acid and base reactants and products, and the students pictured their thoughts on how these substances change, and answered the reasons of their thoughts. Situation contexts of the questionnaire were divided into two groups: one kind of solute dissolved in a solvent, and two kinds of solute dissolved in a solvent. In this study, six levels of learning progression were assumed by combining material conservation logic, combination logic, proportion logic, and particle number conservation logic. By analyzing the data, Infit and Outfit values of Person reliability, Item reliability, MNSQ and ZSTD were obtained from the Rasch model. As a result of the analysis of data, it was found that lower levels of learning progression prevailed up to the younger grade students till $8^{th}$ grade. The higher levels of learning progression(Level 2~Level 5) prevailed up to the older grade students. However, higher levels of learning progression dropped sharply in Grade 12. The 5 level of learning progression was very low in all grades, and $9^{th}$ grade had highest percentage of students belonging to the 5 level. Interpretation of these unusual results suggests a future research related to explanation differences of textbooks.

• Journal of the Korean Chemical Society
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• 제64권1호
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• pp.19-29
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• 2020

We analyzed the representations of acid-base models in 4 kinds of Chemistry I and 4 kinds of Chemistry II textbooks of the 2009 revised curriculum, and 9 kinds of Chemistry I textbooks and 6 kinds of chemistry II textbooks of the 2015 revised curriculum in this study. The problems of the textbook were divided into the problems of definitions and the representations of the logical thinking. As a result of the study, the lack of the concept of chemical equilibrium had a problem with the representation of reversible reactions in the definition of the Brønsted-Lowry model in the Chemistry I textbooks of 2009 revised curriculum, it also appeared to persist in Chemistry I textbooks of 2015 revised curriculum which contains the concept of chemical equilibrium. The representations of logical thinking were related to particle kinds of conservation logic, combinational logic, particle number conservation logic, and proportion logic. There were few problems related to representation of logical thinking in Chemistry I textbook in 2009 revision curriculum, but more problems of representations related to logics are presented in Chemistry I textbooks in 2015 revision curriculum. Therefore, as the curriculum is revised, the representations of chemistry textbooks related to acid and base models need to be changed in a way that can help students' understanding.

• Journal of Gifted/Talented Education
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• 제21권3호
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• pp.761-772
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• 2011

In current knowledge-based society, national competitiveness and growth of society depend on advances in information and communication technologies considerably. In order to grow advances in information and communication technologies, it is essential to identify and foster gifted children in IT as early as possible. In gifted education in IT, enhancing programming ability and logical thinking ability is very important and is also a part of objectives of gifted education in IT. The purpose of this paper is to identify correlation of programming ability and logical thinking ability for the gifted children in IT. For this purpose, gifted children from a gifted institution at Seoul are selected and their test scores during the period of attendance at institution are analyzed. Also, for extensive analysis, the test scores had been collected for 6 years. Based on thorough statistical analysis, the conclusion is that programming ability and logical thinking ability highly correlate each other. This conclusion can be used to decide and affect a selection examination, curriculum, and selection of an exemplary programming language for gifted education in IT.