• Journal of the Korean Geographical Society
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• v.40 no.1 s.106
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• pp.109-125
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• 2005

The purpose of this study is to develop a role play instruction model to increase higher-order thinking abilities in geographical education. This study reviewed the references which included the contents of higher-order thinking abilities, and discussed the educational significance and application of role play instruction model. The developed role play instruction model was applied to four classes in high school in Korea. After applying the model, this study asked some question about the model to the students which engaged in this model. Higher-order thinking essentially means thinking that takes place in the higher-levels of the hierarchy of cognitive processing. Higher-order thinking abilities contain critical thinking abilities, creative thinking abilities, problem solving and decision making abilities, meta-cognition abilities. The role play instruction model is an effective method which can increase higher- order thinking abilities. The questioning to students which engaged in the class of applying to role play instruction model provides feedback about development instruction models to increase higher-order thinking abilities.

• Journal of Korean Society of Transportation
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• v.35 no.4
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• pp.321-331
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• 2017

The objective of this study is to analyze the factors affecting the pedestrian accidents of roundabout near schools. To this end, this study has focus on the comparative analysis of pedestrian accidents across different school areas. The traffic accident data from 2007 to 2014 are collected from TAAS data set of Road Traffic Authority. To develop the pedestrian accident rate model, the linear regression model has been utilized in this study. 28 explanatory variables such as geometry and traffic volume factors are used. The main results are summarized as follows. First, the null hypotheses that the number of pedestrian accidents are the same are rejected. Second, 5 multiple linear regression accident models with higher statistical significance (adjusted $R^2$ of 0.651~0.788) have been developed. Third, while the common variables of 3 models (model I~III) related to school location are evaluated to be the pedestrian island, crosswalk, types of roundabout, elementary school and bus stop. Fourth, while the common variable of 3 models (model III~V) related to near school area or not is evaluated to be pedestrian island, type of roundabout, sidewalk, elementary school, speed hump, speed limit sign and number of entry lane. As a result, the installation of pedestrian islands and crosswalk might be expected to decrease the number of pedestrian accidents near schools.

• Korea Trade Review
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• v.42 no.5
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• pp.43-69
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• 2017

The study examined moderating role of thinking style about causality in the relationship between the perceived brand globalness(PBG) and the brand evaluation. Thinking style about causality is divided into interactionism and dispositionism. Individualism culture shows a tendency of thinking style about causality to dispositionism, and collectivist cultures shows a tendency for interactionism. We conducted a survey on Korean college students who represent collectivist cultures and foreign students from countries of individualistic culture and analyzed data through structural equation modeling. Analysis result showed that the higher the respondents perceived PBG, the higher they perceived brand quality, brand quality, and brand price. However, it showed that PBG has greater positive effects on perceived brand quality and perceived brand reputation among Korean students than students from individualistic cultures. On the other hand, the effects of PBG on perceived brand price did not show any significant difference between Korean students and students from individualist cultures. Thus, we can conclude that thinking style about causality plays a moderating role in the relationship between PBG and perceived brand quality and brand reputation, while it does not do so between PBG and perceived brand price.

• School Mathematics
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• v.14 no.4
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• pp.409-429
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• 2012

This paper reports the process two 11th grade students went through in reinventing derivatives on their own via a context problem involving the concept of velocity. In the reinvention process, one of the students conceived a tangent line as the limit of a secant line, and then the other student explained to a peer that the slope of a tangent line was the geometric mean of derivative. The students also used technology to concentrate on essential thinking to search for mathematical concepts and help visually understand them. The purpose of this study was to provide meaningful implications to school practices by describing students' process of reinvention of derivatives. This study revealed certain characteristics of the students' reinvention process of derivatives and changes in the students' thinking process.

• Journal of Gifted/Talented Education
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• v.13 no.2
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• pp.43-56
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• 2003

In this study, learning materials that can be applied for web-based distant learning model were developed based on the characteristics of elementary school science in which investigation skills and thinking ability are considered to be important. And the effect of students' activity in a discussion room on student's investigating and thinking ability was investigated. Through very active on-line discussion, students showed their ability to come up with new ideas and to design and implement diverse experimental methods. Especially, since all of the study tasks given to the students were aimed to utilize experimental means and tools that are so common in everyday life, shortfalls that might reside in the web-based distant learning program could be overcome and students' investigative activity might be stimulated.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.551-561
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• 2016

The purpose of this study is to investigate both theoretically and empirically the roles of models in abductive reasoning for scientific problem solving. The context of the study is design-based research the goal of which is to develop inquiry learning programs in the domain of earth science, and the current article dealt with an early process of redesigning an abductive inquiry activity in geology. In the theoretical study, an extensive review was conducted with the literature addressing abduction and modeling together as research methods characterizing earth science. The result led to a tentative scheme for modeling-based abductive inference, which represented relationships among evidence, resource models, and explanatory models. This scheme was improved by the empirical study in which experts' reasoning for solving a geological problem was analyzed. The new scheme included the roles of critical evidence, critical resource models, and a scientifically sound explanatory model. Pedagogical implications for the support of student reasoning in modeling-based abductive inquiry in earth science was discussed.

• Proceedings of the Korea Contents Association Conference
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• 2006.11a
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• pp.776-779
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• 2006

Today, It has developed actively e-learning according to web without time and place which increase of PC user with super-highway information network and various up-to-date information rapid growth. It has to provide the chance to student which will be able to practice and to think free and originative under liberal learning environment that learner can compose knowledge through various thinking by themselves. From the present paper, I would design e-learning system using TGT model of cooperative e-learning system that more effective studying through advantage of e-learning studying. I look forward to helping improvement of student's real ability as embody competitive games method by TGT model's basic theory of web-based.

• 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.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.927-941
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• 2013

In this paper, we investigate and analysis high school students' generalization of cosine rule using analogy, and we study teaching and learning methods improving students' analogical thinking ability to improve mathematical thinking process. When students can reproduce what they have learned through inductive reasoning process or analogical thinking process and when they can justify their own mathematical knowledge through logical inference or deductive reasoning process, they can truly internalize what they learn and have an ability to use it in various situations.

• School Mathematics
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• v.12 no.4
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• pp.547-561
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• 2010

Even though statistics is considered as one of the areas of mathematical science in the school curriculum, it has been well documented that statistics has distinct features compared to mathematics. However, there is little empirical educational research showing distinct features of statistics, especially research into the understanding of statistical concepts which are different from other areas in school mathematics. In addition, there is little discussion of a relationship between the ability of mathematical thinking and the ability of understanding statistical concepts. This study extracted some important concepts which consist of the fundamental statistical reasoning and investigated how mathematically high achieving students understood these concepts. As a result, there were both kinds of concepts that mathematically high achieving students developed well or not. There is a weak correlation between mathematical ability and the level of understanding statistical concepts.