• Journal of Gifted/Talented Education
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• v.15 no.2
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• pp.35-57
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• 2005

As the results of studies based on the Russian Activities-Oriented Theory, the gifted students in many fields have common insights for the true nature of the problem, or the actual state. From Russian Activities-Oriented Theory of view, gifted students have the ability to discern the essential elements involved in each actual state and change of state of things, and to solve the problem, based on these elements. Enhancing these abilities of the students, the educator can develop the average student into a gifted one. This study result of the Russian specialist suggests the possibility of a stream of education that can develop gifted students. Hence, this paper discussed the points and processes of formation of the Russian Activities-Oriented Theory, and inquired on what is the true nature of the problem or the meaning of actual state and how it affects the studies of the student. The paper also investigated the actual conditions of wrong learning about some mathematical concepts and discussed the role of insights to the true nature of the problem in the learning process of the student.

• Journal of the Korean Geographical Society
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• v.40 no.1 s.106
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• pp.96-108
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• 2005

Recently more emphasis geographical thinking is high order thinking. Improving students' geographical thinking should ensure that geographical skills are used when developing teaching-Loaming activities. Much have been written about importance of geographical thinking, but less research have been geographical skills. As such, this study is to focus on the thinking skills of National Curriculum in England and strategy of thinking through geography(TTC). TTG is the strategy with teaching thinking as a teaching style. Main concern of TTG is not with geography, it is with students' teaming and that is difference. Thus, this study provide insight into improving contents and method of teaching thinking in geography education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.6
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• pp.3599-3608
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• 2014

This paper discusses the cognitive function of the image, focusing on the thought-evoking function of the image. Collages artworks were developed to determine how specifically the thought-evoking function of an image takes effect in actual cases. In addition, the cognitive responses of the research participants on the image were analyzed, centering on the thought-evoking function of the image, through an in-depth interview. The image performs the function to concentrate attention on a specific object and to process it more thoroughly. The image increases the immersion of the participants, evoked thought and activated conversation. This study probed the cognitive function of the image and is expected to greatly expand our understanding of human cognition. In particular, it is expected to provide useful insight into the integration of science and art.

• Korean Journal of Cognitive Science
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• v.26 no.4
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• pp.393-433
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• 2015

Creativity refers to the ability to generate novel and useful ideas. Understanding the mechanism of creativity and its enhancement is important in order to solve major problems of the modern society and to improve the wellness of mankind. Creativity is a highly heterogeneous and complex ability which should not be conceptualized as a single entity. Thus, the current literature on creativity is based on a component process approach to creativity. The present study introduces cognitive neuroscience research studying the mechanism of divergent thinking, insight, relational thinking and artistic creativity which are the major components of creativity. Based on an expansive review, the early hypothesis of hemispheric asymmetry emphasizing the importance of the right as opposed to the left hemisphere is not supported by scientific evidence. In addition, there is no consensus or consistency on which specific brain region is related to a certain component of creativity. In fact, there is a mixture of studies reporting involvement of various brain regions across all four lobes of the brain. This inconsistency in the literature most likely reflects heterogeneity of the component processes of creativity and sensitivity of the neural response to differences across tasks and cognitive strategy. The present study introduces examples of representative studies reporting seminal findings on the neural basis and the enhancement of creativity based on innovative methodology. In addition, we discuss limitations of the current cognitive neuroscience approach to creativity and present directions for future research.

• School Mathematics
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• v.15 no.4
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• pp.785-799
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• 2013

The researchers developed the teaching-learning materials for 9th grade mathematically gifted students in terms of the hypothesis that the students would have opportunity for problem solving and develop various mathematical thinking through the mathematical modeling lessons. The researchers analyzed what mathematical thinking abilities were shown on each stage of modeling process through the application of the materials. Organization of information ability appears in the real-world exploratory stage. Intuition insight ability, spatialization/visualization ability, mathematical reasoning ability and reflective thinking ability appears in the pre-mathematical model development stage. Mathematical abstraction ability, spatialization/visualization ability, mathematical reasoning ability and reflective thinking ability appears in the mathematical model development stage. Generalization and application ability and reflective thinking ability appears in the model application stage. The developed modeling assignments have provided the opportunities for mathematically-gifted students' mathematical thinking ability to develop and expand.

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.539-560
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• 2013

The purpose of this study was to investigate characteristics of mathematically gifted high school students' thinking in design activities using GrafEq. Eight mathematically gifted high school students, who already learned graphs of functions and inequalities necessary for design activities, were selected to work in pairs in our experiment. Results indicate that logical thinking and mathematical abstraction, intuitive and structural insights, flexible thinking, divergent thinking and originality, generalization and inductive reasoning emerged in the design activities. Nonetheless, fine-grained analysis of their mathematical activities also implies that teachers for gifted students need to emphasize both geometric and algebraic aspects of mathematical subjects, especially, algebraic expressions, and the tasks for the students are to be rich enough to provide a variety of ways to simplify the expressions.

• The Journal of Korean Association of Computer Education
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• v.16 no.5
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• pp.9-16
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• 2013

Computational thinking is an ability to resolve problems that may be applied to the various real world problems and is regarded as the core of computer science. Computational thinking may be improved through experiences of analyzing problems and of selecting, applying, and modeling strategies appropriate for problem-solving. In order to enhance computational thinking of learners, it is important to provide experiences of solving various problems. This study designed puzzle based learning in order to educate learners principles of problem solving, let them have experiences of interest and insight, and provide them with problem solving experiences. The puzzle questions used for learning were classified into six types - constraints, optimization, probability, statistics, pattern recognition, and strategies. These questions were applied to Informatics gifted elementary students and, after their education, their computational thinking and problem solving inventory significantly improved.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.64-81
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• 2019

The purpose of this study is to analyze elementary science gifted students' characteristics of the thinking in the problem solving process through a MEA(Model Eliciting Activity)activity. The subjects of this study are 40 elementary science gifted students who passed the first screen for the admission to the science gifted education institute in P university in 2018. The MEA activity was 'Coffee cup challenge', which is to find the best way to place cup side and bottom to save paper in a given material. Three drawings from each student and explanations of each drawing through out the design process were collected as the main data source. The data were analyzed by statistically (correlation coefficient) and qualitatively to find the relationship between; 1) the intuitive thinking and visual representation and 2) analytical thinking ability and communication skills that reflect MEA activities. In conclusion, first, intuitive thinking plays an important role in the ability of visual representation through pictures and the whole problem solving process. Second, the analytical thinking and elaboration process which are reflected through reflection on the arrangement of the drawings have a great influence on the communication skills. Therefore, this study investigated that MEA activities are useful activities to stimulate both intuitive and analytical thinking in elementary science gifted students, and to develop communication ability, by organizing their own ideas and providing learning opportunities for various solutions.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.307-319
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• 2023

This study aims to explain the key concepts and principles of text-based generative artificial intelligence (AI) that has been receiving increasing interest and utilization, focusing on its application in science education. It also highlights the potential and limitations of utilizing generative AI in science education, providing insights for its implementation and research aspects. Recent advancements in generative AI, predominantly based on transformer models consisting of encoders and decoders, have shown remarkable progress through optimization of reinforcement learning and reward models using human feedback, as well as understanding context. Particularly, it can perform various functions such as writing, summarizing, keyword extraction, evaluation, and feedback based on the ability to understand various user questions and intents. It also offers practical utility in diagnosing learners and structuring educational content based on provided examples by educators. However, it is necessary to examine the concerns regarding the limitations of generative AI, including the potential for conveying inaccurate facts or knowledge, bias resulting from overconfidence, and uncertainties regarding its impact on user attitudes or emotions. Moreover, the responses provided by generative AI are probabilistic based on response data from many individuals, which raises concerns about limiting insightful and innovative thinking that may offer different perspectives or ideas. In light of these considerations, this study provides practical suggestions for the positive utilization of AI in science education.

• Journal of Korean Society of Transportation
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• v.18 no.6
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• pp.101-110
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• 2000

본 논문의 목적은 우리들의 현실적 노면표지 형태가 그 강도, 종류 및 출현빈도 측면에서 드러내는 지속적 증대 내지 강화 경향성을 문제점으로 제기하면서, 이런 노면표지 형태와 운전행동 간의 관련성에 대한 심리학적 제반 이론들을 고찰해보고 아울러 여기서 상호 연관적 특성을 밝혀주는 하나의 적절한 모델을 개발해보고자 하는 데에 두었다 이 모델에서는 운전자의 사고예방이나 안전운행이 곡 필요한 수준의 노면표지 자극화(stimulation)를 통해 조성된 쾌적한 교통환경에서 보다 용이하게 가능하다는 점이 전제되고 있다. 우리가 인간행동을 총체적으로나 효과적으로 분석하는 데 있어서는 일반심리적이거나 행동주의적 제반 이론 관점이 다소 미흡하다는 점이 지적되었다. 반면에 보다 거시적이고 종합적인 통찰에 중점을 두고있는 형태주의 심리학이나 장 이론적 시각은 행동분석 시에 비교적 결실적인 것으로 밝혀졌다 노면표지 자극의 양상여하가 운전자에게 스트레스, 정보과부담, 과도한 심리적 각성상태 등으로 인해 부정적인 영향을 미친다는 점에서는 이런 문제점이 환경심리학적 고찰측면에서도 관심의 대상이 되고 있다. \"노면표지 조성화 양 관점 모델\"에서 시사되고 는 터이지만. 이 모델에서의 노면표지 형태가 이론적인 면에서 \"정서-인지적\" 인간관에 근거를 두고있어 궁극적으로 이것이 옳다면, 그것은 곡 필요한 최소한의 수준에 머물러야 한다는 것이다. 올바른 운전행동, 다시 말해 교통법규 준수 행동은 노면표지 양상 측면의 각종 자극적 강화대책보다도 오히려 실효성 있는 교통교육, 확실한 적발 단속과 엄중한 처벌대책에 상대적으로 훨씬 더 큰 비중을 두고있는, 바로 그런 운전자의 의식개혁을 통해 비로소 제대로 정착될 수 있기 때문이다. 이 모델의 타당성 여부는 후속적 실증연구를 통해 해명되어질 수 있을 것이다.