• Journal of Science Education
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• v.43 no.3
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• pp.329-341
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• 2019

The purpose of this study is to investigate the effects of instructional strategies using the process of procedural thinking in elementary science classes on students' computational thinking and creative problem solving ability. For this purpose, instructional strategies using the process of procedural thinking for science class were developed and applied. The objects of this study were 6th graders from an experimental class (29 students) and a comparative class (29 students) at S elementary school in Gimpo City. The results of the study are as follows: First, as a result of examining the difference in the computational thinking ability between experimental group and comparative group, the experimental group scored higher than the comparative group, but there was no statistically significant difference. Second, the creative problem solving ability of the experimental group after applying this program was higher, and statistically significant differences were observed (p < .05).

• Research in Mathematical Education
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• v.17 no.1
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• pp.15-27
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• 2013

Division of fractions is always a difficult topic for primary school students. Most of the presentations in teaching the topic in textbooks are procedural, asking students to invert the second fraction and multiply it with the first one, that is, $$\frac{a}{b}{\div}\frac{c}{d}=\frac{a}{b}{\times}\frac{d}{c}$$. Such procedural approach in teaching diminishes both the understanding of structure in mathematics and the interest in learning the subject. This paper discussed the formulation of teaching the division of fractions, which based on research lessons in some primary five classrooms. The formulated lessons started with an analogy to division of integers and working with division of fractions with equal denominators and then extended to division of fractions in general. It is found that the using of analogy helps students to invent their procedure in working the division problem. Some procedures found by students are discussed, with the focus on the development of their invention and mathematical thinking.

• The Mathematical Education
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• v.47 no.2
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• pp.169-180
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• 2008

The purpose of this study was to analyze the elementary students' mathematical thinking, which is found during mathematical problem solving processes based on mathematical knowledge, heuristics, control, and mathematical disposition. The participants were 8 fifth grade elementary students in Seoul. A qualitative case study was used for investigating the students' mathematical thinking. The data were coded according to the four components of the students' mathematical thinking. The results of the analyses concerning mathematical thinking of the elementary students were as follows: First, in terms of mathematical knowledge, the elementary students frequently used conceptual knowledge, procedural knowledge and informal knowledge during problem solving processes. Second, students tended not to find new heuristics or apply new one, but they only used the heuristics acquired from the experiences of the class and prior experiences. Third, control was found while students were solving problems. Last, mathematical disposition influenced on the mathematical problem solving processes. Teachers need to in-depth observations on the problem solving processes of students, which leads to teachers'effective assistance on facilitating students' problem solving skills.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.175-179
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• 2021

Computer Science Unplugged activities are activities to learn about computer science through learning tools other than programming programs. Existing unplugged activities focus on the procedural thinking process and focus on guiding the thinking process through play. There is a lack of research on unsupervised learning, which plays an important role in machine learning, which has recently attracted attention. In this study, we designed and conducted an unplugged activities for unsupervised learning that analyzes data using video media familiar to elementary school students. The results on the effectiveness of the class were analyzed using the bebras challenge. As a result of analyzing the scores of the pre-test and post-test, it was confirmed that the students' computational thinking and problem-solving ability improved.

• Journal of The Korean Association of Information Education
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• v.22 no.3
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• pp.375-383
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• 2018

Wing, J. M. emphasized the importance of computational thinking competency to live in the 21st century. In this study, the abstraction of computational thinking is classified into object abstraction, data abstraction, and procedural abstraction through related studies. In addition, abstraction achievement and assessment standards were developed for the abstractable competency assessment. As a result of applying to the school site, the students showed that the object abstraction and the data abstraction competency which are expressed in writing and drawing, they are excellent in solving the problem. However, students hard to write a computer program. The abstractable competency assessment developed in this study will help teach students to teach software education.

• Korean Institute of Interior Design Journal
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• v.23 no.1
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• pp.23-33
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• 2014

This is a study on the application of a dialectic way of thinking in terms of design methods, and has contents about the formation of new visual and the ways of process that are triggered by cognitive introspection. A ccordingly, the study has its purposes in interpretation and recommendation of new methodological systems around dialectic principles and ways of thinking on the works of the Dutch Architecture Exhibition carried out in Korea in 2013, with the theme of "Reuse" among the aspects expanding since the reflexive modernization. Firstly, the basic features of Dutch designs were connected to dialectic ways of thinking. After studying the basic concepts of dialectics from Greek philosophies to Kant, Hegel, Marx and Benjamin, the aspects of applying them onto creative works such as art, architecture and design were methodologically systematized. Through this process, it was confirmed that the existing concepts are newly rearranged rationally, logically and scientifically based on dialectic ways of thinking rather than subjectively or emotionally. From the study of the 12 art works, it was confirmed that the value of use and potential obstacles have been used as a design solution. Also, the process which is juxtaposed with the result by itself has been expressed and causes the alienation effect. Therefore, such dialectic ways of thinking was organized into a procedural flow of contradictory recognition on situations, drive due to negativity, mutual penetration, mutual transformation, abstraction, verbalizing and creation of new concepts, and it was confirmed that such finding was valid in securing creative possibilities as 'New Uses' rather than 'Re-uses'.

• Korean Journal of Cognitive Science
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• v.13 no.4
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• pp.80-80
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• 2002

The main thesis of this article is that the decisive point of creativity education is the cultivation of critical thinking capability. Although the narrow conception of creativity as divergent thinking is not subsumed under that of critical thinking, the role of divergent thinking is not so crucial in the science context of creative problem-solving. On the contrary, the broad conception of creativity as focusing on the reference to utility and the third conception of creativity as a process based on the variation and combination of existing pieces of information are crucial in creative problem-solving context, which are yet subsumed under that of critical thinking. The emphasis on critical thinking education is connected with the characteristics of contemporary knowledge-based society. This rapidly changing society requires situation-adaptive or situation-sensitive cognitive ability, whose core is critical thinking capability. Hence, the education of critical thinking is to be centered on the learning of blowing-how and procedural knowledge but not of knowing-that and declarative knowledge. Accordingly, the learning of critical thinking is to be headed towards the cultivation of competence but not just of performance. In conclusion, when a rational problem-solving through critical and logical thinking turns out consequently to be novel, we call it creative thinking. So, creativity is an emergent property based on critical and logical thinking.

• Korean Journal of Cognitive Science
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• v.13 no.4
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• pp.81-90
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• 2002

The main thesis of this article is that the decisive point of creativity education is the cultivation of critical thinking capability. Although the narrow conception of creativity as divergent thinking is not subsumed under that of critical thinking, the role of divergent thinking is not so crucial in the science context of creative problem-solving. On the contrary, the broad conception of creativity as focusing on the reference to utility and the third conception of creativity as a process based on the variation and combination of existing pieces of information are crucial in creative problem-solving context, which are yet subsumed under that of critical thinking. The emphasis on critical thinking education is connected with the characteristics of contemporary knowledge-based society. This rapidly changing society requires situation-adaptive or situation-sensitive cognitive ability, whose core is critical thinking capability. Hence, the education of critical thinking is to be centered on the learning of blowing-how and procedural knowledge but not of knowing-that and declarative knowledge. Accordingly, the learning of critical thinking is to be headed towards the cultivation of competence but not just of performance. In conclusion, when a rational problem-solving through critical and logical thinking turns out consequently to be novel, we call it creative thinking. So, creativity is an emergent property based on critical and logical thinking.

• Journal of Digital Contents Society
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• v.10 no.2
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• pp.367-373
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• 2009

Computer programming education helps students understand abstract concepts better and solve given problems independently. Many previous studies on programming education have focused on procedural programming languages such as BASIC and C, but studies on objected-oriented program ming language like JAVA is rare. This paper examines how an architectural neural, objected-oriented JAVA programming study system can improve logical thinking ability and encourage self-led study and stimulate interests in computers among elementary school students. The system has been developed and is suitable for distributed Internet environment. The experiment results demonstrated that the objected-oriented programming education enhances logical thinking ability, exerts a positive impact on student achievement in math and science, and stimulate interests in computers.

• Korean Institute of Interior Design Journal
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• no.16
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• pp.153-160
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• 1998

The past and present time are consistent thinking process system which composed of single concept not separated concept. It's common concept for interior designer to how to realize the thinking process system in actual present day. So this paper was focused on purpose of establishing for procedural process theory by approaching typological process system in interior design process. Interior design being composed of typological thinking process system has been headed as a critical issue to how to transplant well between the design and typological objects. Also we have to be needed to know for the process of visual expression and verbal ability to be able to extract the designer's elements from it. Through the process of visual expression and verbal ability to be able to extract the designer's elements from it. Through the process of visual transformation and analysis we have to extract concepts with united design objects. From these process it should be followed adequate adjudgment on the extracted fragments' assembly and dissociation methods through physical limitation of elements functionality and feasibility's measurements. Therefore from the morphological designed results reflected to typological concepts finished material detail and texture we should be able to take the integrated thinking process system. Lastly interior designer should be able to check whether it was best choice from the consistent design feedback process to ask whether it contains the conceptual design process and new typological objects without non-conformity between past and present days in interior space. Now we should be asked for development of practical design process to be able to realize above assumptions called "Development and Suceeding of Cultural Value System'. Additionally, we have to continue to develop for our true meaning of interior design process, not repetition of past's imitation.tion.