• Journal of the Korean Chemical Society
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• v.51 no.6
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• pp.549-559
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• 2007

The purpose of this study was to investigate cognitive acceleration effect of the experimental group over three years compared with the control group through the ‘Thinking Science' program in the middle school students. The ‘Thinking Science' program was implemented to 168 students in 7th grade over a period of two years. After implementation of the ‘Thinking Science' program, the improvement of formal thinking ability of the students was almost twice examined with SRT VII as the post-test and the delayed test. It was shown that by the end of the implementation period the experimental group had achieved a significantly greater gain score in levels of cognitive development than had the control group. In the subsequent year during which there was no further implementation, the experimental group continued to develop at the same rate as the control group. However, it is clear that much more experimental students in mature concrete operational stage shifted to formal operational stage in delayed test. The results were also analyzed by gender, and cognitive levels of the students. In the post-test, the ratio of girls that shifted to formal operation stage in the experimental group increased as compared with the ratio of boys, while, in the delayed test cognitive level of boys was more effective than that of girls.

• Journal of The Korean Association For Science Education
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• v.1 no.1
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• pp.1-14
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• 1978

The aims of this research are two-folds; tomake an outline of 15 experiments conducted by J.Piaget and to make an analysis of Piagetian understandiug level on child's conception of Movement and Speed. The finding of this study are as follows; 1) The outline reveals that all of the experiments(15EA.) were constructed logically under the bases of Cognitive Development i.e. Succession order or placing (2EA.), Change of location (4EA.) Qualitative Speed(6EA.), and Quantification of Speed (3EA.) etc. 2) The analysis indicates that the concept on Movement and Speed which children develop go through generally from the stage (1B) of late preoperation to the stage(3A) oarly formal operation.

• Journal of KIISE
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• v.44 no.12
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• pp.1307-1312
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• 2017

Due to their convergence with state-of-the-art ICT technologies, the complexity and reliability demands of industrial automation systems have been rapidly increasing. In recent years, to cope with these demands, several research works have been carried out to adopt formal methods to the application development cycle at the early design stage. In this paper, we propose an automated code generation framework for industrial automation applications, based on a timed automata model. As a case study, we developed a formal model for a traffic light control system and verified the timing properties described in the specification. We finally demonstrated that the operation of a test-bed based on the auto-generated native code was identical to that of the model specification.

• Journal of Gastric Cancer
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• v.13 no.1
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• pp.65-68
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• 2013

Gastric carcinoma rarely presents as a perforation, but when it does, is perceived as advanced disease. The majority of such perforations are Stage III/IV disease. A T1 gastric carcinoma has never been reported to perforate spontaneously in English literature. We present a 56 year-old Chinese male who presented with a perforated gastric ulcer. Intra-operatively, there was no suspicion of malignancy. At operation, an open omental patch repair was performed. Post-operative endoscopy revealed a macroscopic Type 0~III tumour and from the ulcer edge biopsy was reported as adenocarcinoma. Subsequently, the patient underwent open subtotal gastrectomy and formal D2 lymphadenectomy. The final histopathology report confirms T1b N0 disease. The occurrence of a perforated early gastric cancer reemphasises the need for vigilance, including intra-operative frozen section and/or biopsy, as well as routine post-operative endoscopy for all patients.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.419-433
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• 2015

Analogical reasoning is a central component of human cognition and contributes to scientific discovery and to develop science education. In this study, we investigated the process features of lower elementary school students' analogical reasoning to explain mixture concept. The subjects are 24 lower elementary students. And the research design includes three phases instruction to investigate the features of students' self generated analogy. Phase 1 is the introduction of analogy in which student learn to use analogy. Phase 2 is a POE class about mixture conception. Piaget and Inhelder studied the conception of mixing among children in relation to cognitive development. In phase 2, we taught the student with Piaget and Inhelder's the experiment and observed the features of learning process about mixture conception. Phase 3 is students' generation of analogy (self generated analogy) for the experienced phenomena in phase 2. We analyzed the students' responses through the three phases in the view of Gentner's Structure Mapping Theory. The results showed that many lower elementary school students even before formal operation stage understood the mixture conception and made well their self generated analogy to explain the mixture conception in spite of the difficulty of making self generated analogy.

• The Journal of Korean Association of Computer Education
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• v.8 no.6
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• pp.33-44
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• 2005

This study lets you know how semantic network programs called mind tools have an effect on students' learning achievements and learning motives regarded students' cognitive levels. It helps improve the education in the real situation of the classroom. It shows that the class applied by mind tools regarded transitional students' cognitive levels and motive strategies increases students' biologies-learning achievements because it improves students' concentration and confidence efficiently connected with new knowledge by using visual effects. Also, it shows that transitional students' semantic network learning is superior to students' in formal operation stage and it is effective in forming learning contents in the structural organization with students' knowledge.

• The Journal of Fisheries Business Administration
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• v.36 no.2 s.68
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• pp.53-69
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• 2005

The recent emergence of electronic commerce could provide different opportunities to small firms in overcoming part of their technological, environmental, organizational, and managerial inadequacies. However, recent research provided a gloomy picture about electronic commerce uptake and use in small firms. Until now few small flrms adopted electronic commerce. This phenomenon gives us several implications. One of the implications is a need to generate more research to small firms' uptake and use of electronic commerce. So, this research aims at what is determinants in small firms' adoption of electronic commerce, especially business - to - business(B2B). Several previous studies were identified various influential variables in adoption of small firms' electronic commerce. To some extent, by industries these variables may be different in influencing B2B adoption of small firms. This study selected fishery industry's wholesale firms as survey domain. Then, It selected some variables from previous studios and group them in several factors for consistently comparing variable's influential power. Through hierarchical influencing model of B2B adoption, managers who worked for fishery wholesale firms were surveyed. Among the first level's factors of the model, business factor was identified as the statistically most influential factor in B2B adoption. Technological factor and environmental factor at the frist level were identified as relatively less influential factors. Among the second level's factors of the model, it was statistically significant only that technological usefulness factor was more influential than technological burden factor in B2B adoption. And among the third level's factors of the model, it was identified that formal plan and task team for B2B, top management support, and mutual beliefs of inter - firms were statistically more influential than related variables in B2B adoption. These results give us some implications. First, fishery wholesale firms recognized B2B as a new business paradigm, and technological problems as not obstacles in adopting B2B. Thus it would be possible to activate the fishery B2B if they were guided to getting B2B benefits and B2B's relative advantages. Second, they considered the power of influential factors might be different by B2B stages. That is, top management support was more important in the B2B introduction stage, and formal plan and task team for B2B and mutual beliefs of inter - firms were more important in the B2B operation stage.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.422-431
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• 2002

Because of the gap between the cognitive levels of the students and the curricular materials for the students to understand, the secondary school students feel science difficult and they get to avoid science as they go up to the higher grade. So it is absolutely needed to take the active measures to improve the cognitive development of the students through some special programs stimulating their cognitive process. This study investigated the effects of thinking science activity program devised for cognitive acceleration of the students. After implementing thinking science program to 181 7th grade students, the effectiveness of this program was examined through the analysis of covariance of both experimental and control groups. The result of the study showed that the cognitive level of the students in experiment group dealt with thinking science program was more accelerated than that of the students in control group who were just taught regular science curriculum. Especially, the effect was clear to the students in stages 1 and 2B. It was also found that the percentage of the students who promoted from concrete operational stage to formal operational stage was higher in experimental group than in control group. The results of the study implied that cognitive acceleration of the students might be possible through the specially designed materials such as thinking science program.

• The Mathematical Education
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• v.51 no.1
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• pp.1-19
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• 2012

In this study, contents of 'the 2007 revised curriculum handbook' and 16 kinds of mathematics textbooks were analyzed first. The purpose of this study is to examine the understanding state of students at general high schools by making questionnaires to survey the understanding state on contents of chapter of complex number based on above analysis. Results of research can be summarized as follows. First, the content of chapter of complex number in textbook was not logically organized. In the introduction of imaginary number unit, two kinds of marks were presented without any reason and it has led to two kinds of notation of negative square root. There was no explanation of difference between delimiter symbol and operator symbol at all. The concepts were presented as definition without logical explanations. Second, students who learned with textbook in which problems were pointed out above did not have concept of complex number for granted, and recognized it as expansion of operation of set of real numbers. It meant that they were confused of operation of complex numbers and did not form the image about number system itself of complex number. Implications from this study can be obtained as follows. First, as we came over to the 7th curriculum, the contents of chapter of complex number were too abbreviated to have the logical configuration of chapter in order to remove the burden for learning. Therefore, the quantitative expansion and logical configuration fit to the level for high school students corresponding to the formal operating stage are required for correct configuration of contents of chapter. Second, teachers realize the importance of chapter of complex number and reconstruct the contents of chapter to let students think conceptually and logically.

• Journal of The Korean Association For Science Education
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• v.2 no.1
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• pp.31-51
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• 1980

In order to research into the devel of the concept of movement and speed in our own way and compare with the Piaget's method, and then find out the formative period of such development, we have put the 192 primary school children as the model and obtained the following results. 1. As their grade upyards, all the experimental subjects showed the gradual progress generally regardless of sex or regions, while only the relative speed showed irregular progress. 2. There was no experimental subject which showed any remarkable sexual characteristics. But in the relative movement, the lower grade boys and higher grade girls made progress. In the subjects of circulation movement, intuition of speed, relative speed and speed of simultaneous movement, the boys marked better progress, whilst the girls were advanced a little in the speed of continuous movement with, different distance and time. 3. There was no conspicuous difference between the urban and rural areas, except a slight tendency that the urban children made better progress in the change of progressing direction, native continuous procedure of periodical movement, travelling road, and the speed of continuous movement with different distance and time whereas the rural children were more advanced in the relative movement, relative speed and intuition of speed. But it should be 'taken into consideration that the rural regions in our case were relatively developed in comparison with the traditional rural communities, which may explain about little regional difference. 4. Comparing our research results with the Piaget's theory, we have reached below results. Our research reports that the formative period of the conception of the problems of diverse progressing direction and a native continuous procedure of periodical movement was simultaneous, at the Piagetian level(at the fourth grade) which coincides with Piagetian theory. The travelling road should be made up a little lower at 2A/2B according' to Piagetian Level, whereas it was formed at the 4th grade as shown in our previous research. Intuition of speed should belong to the prior stage to concrete operation, but our research shows it was formed late at the 4th grade. Composition of displacement was made at the 6th grade, and it was almost equal to the first stage of formal operation(3A). But in the subjects of relative movement relative speed, the speed of continuous movement with different distance and time, relation and preservation of invariable speed, and accelerated motion, even 6th grade children marked a poor record. Summed up, the procedure conception as a basic movement conception coincides with the Piagetion level. But as for speed intuition, relative speed and speed fixation, it was Jar behind Piagetian level. Therefore it is required that we have to concentrate on the systematic training in these parts on the spot.