• The Journal of Korean Association of Computer Education
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• v.18 no.6
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• pp.1-12
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• 2015

In computer education area, abstract thinking has played a positive role in programming ability, and language experience has also affected the ability. However, most of the studies were empirical. The practical research about the relation analysis between abstract thinking and programming ability has rarely been performed. Among various types of programming abilities such as coding, debugging, and reading, this paper focused on program understanding. We analyzed the affection relation on program understanding and the interaction effect between abstract thinking level and language familiarity. We surveyed 376 high school students on their abstract thinking levels, language familiarity, academic achievement, and the program understanding abilities of C and Scratch. From the research, we knew that the abstract thinking level played an important role in understanding the iterative program for the male students. In addition, if the students had the experience on other programming languages before entering high schools, then there was an interaction effect between abstract thinking level and program language familiarity.

• School Mathematics
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• v.18 no.1
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• pp.159-173
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• 2016

In real educational field, there are cases that concrete problematic situations are introduced after abstract concepts are taught on the contrary to process that abstract from concrete contexts. In other words, there are cases that abstract knowledge has to be concreted. Freudenthal expresses this situation to antidogmatical inversion and indicates negative opinion. However, it is open to doubt that every class situation can proceed to abstract that begins from concrete situations or concrete materials. This study has done a comparative analysis in difference of mathematical thinking between a process that builds abstract context after being abstracted from concrete materials and that concretes abstract concepts to concrete situations and attempts to examine educational implication. For this, this study analyzed the mathematical thinking in the abstract process of concrete materials by manipulating AiC analysis tools. Based on the AiC analysis tools, this study analyzed mathematical thinking in the concrete process of abstract concept by using the way this researcher came up with. This study results that these two processes have opposite learning flow each other and significant mathematical thinking can be induced from concrete process of abstract knowledge as well as abstraction of concrete materials.

• The Journal of Korean Association of Computer Education
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• v.19 no.6
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• pp.69-80
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• 2016

As a 21C core skill, computational thinking has been focused recently, and computer programming education is popular in primary and secondary schools. This paper aims to analyze the computer programming learning results based on gender difference and verify the reasons causing the difference. In this research, we focused on students' abstract thinking level as a variable and used C programming language and the RUR-PLE. Also, in this research, we focused on the concept of abstraction, one of the main component of computational thinking. And then, we analyze 587 high school students' abstract thinking level and survey them in order to find a new method for enhancing programming skill. In addition, we analyzed the causes for the difference in how the abstract thinking level applies when the students understand various structures of computer programs. From the results, we can propose a computer programming education method that enhances students' merits and compensates their drawbacks in the near future.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.10 no.2
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• pp.186-194
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• 1999

Objective：This study was conducted to examine the Draw-A-Person test as a non-verbal indicator of concrete and abstract thinking. Method：Thirty child-psychiatric children and 27 normal children were individually assessed with Draw-A-person Test and KEDI-WISC, and the scores were compared between similarity test and DAP. Results：The results showed significant differences between the groups. In clinical group, there were significant correlations with DAP scores and similarity test scores, especially abstract scores on DAP were highly correlated with similarity test scores. Results indicate characteristics of abstract thinking may be more discernable on the DAP than concrete thinking in clinical group.

• The Journal of Korean Association of Computer Education
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• v.21 no.3
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• pp.11-20
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• 2018

One major change in the 2015 revised national curriculum is that computational thinking ability is becoming an essential competency for students. Computational thinking is divided into abstraction, automation, and creative convergence in the curriculum for secondary schools' Information subject. And, the curriculum contains problem solving and programming area. Among the components of computational thinking, data representation emphasizes the ability to structure data and information for problem solving of learners. Pre-service teachers of Information subject at secondary schools also learn how to structure information through diagramming. There are differences in the ability to structure diagrams among students, but the studies on learning methods that help students develop their structuring abilities have rarely been performed. The purpose of this paper is to analyze the differences of abstract thinking disposition and gender perspective among college students. As a result, female students had more concrete thinking disposition than male students. Also, there were gender differences according to the characteristics of diagrams. Differences in abstract thinking disposition also made a difference in structuring diagrams. It is useful for achieving the education purpose of improving computational thinking ability by finding out the differences in thinking tendency between males and females and finding the education method that can complement them.

• Archives of design research
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• v.14 no.3
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• pp.77-85
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• 2001

This paper focuses on the idea development as a creative thinking process for design innovation. The process of thinking has the thinking structures of abduction and transformation. After we had studied the design thought, we found a structure of a thinking system, and created a creative thinking model with this. Using job analysis, we examined the duster of design jobs, which form the design process, and verified the thinking model. The findings suggest that our idea development has the creative process not only of divergent thinking and convergent one, but also of transformation in design. In same time, the design thinking shows their pattern of transition from abstract concept to concrete object. Between the design jobs, idea development shows higher difficulty than other jobs - marketing, product planning and follow-up. Combining the D-T-C (Divergent-Transformation-Convergent) thinking with abstract-concrete thinking, we designed a DFD(data flow diagram) for an early model of computer mediated thinking system (CMTS). This has implications for design support.

• Journal of Korean Elementary Science Education
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• v.17 no.1
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• pp.61-73
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• 1998

This research suggests science inquiry play of analogy as a teaming method to help the students in concrete operational stage to develop scientific thinking skills and to understand abstract science conceptions. The research focuses on/considers the characteristics and merits of the science inquiry plays, and the learning method by analogical reasoning. This learning through the science inquiry play of analogy can be considered as a meta-model for scientific thinking skill. The learning has the following processes: 1) Students analogize the abstract science conceptions and facts into play-type activities including the concrete contents such as students themselves, their physical-sensory motions, concrete objects, play methods, and play rules. 2) Students as analogized objects play a role physically and sensuously according to the methods and rules analogized in the play. 3) Students find out the concrete contents included in the science inquiry play of analogy, draw the results, and deduce the new conceptions from the results by reflective thinking and analogical reasoning.

• Archives of design research
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• v.14 no.2
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• pp.217-224
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• 2001

Graphic thinking for the idea sketches brings about variations between abstract realm and concrete one, and between conceptual realm and perceptual one. When design information is projected to the thinking process, some images are generated, and transformed. We reviewed the sketching devices for computerization to deal with a lot of design data in the computing environment. The LCD Tablet can be a substitute for the Pen & Paper to get rid of irksome tasks at handling the design data. Using a protocol analysis technique, we examined the influences of different design information, which is consisted of verbal concepts and/or visual images, and abstract information and/or concrete one. The findings show that there are no significant differences of influences between verbal/visual information and abstract concrete information at the conceptual design. These facts support that graphic thinking process is progressed with the perceptual and mental image.

• The Journal of Korean Association of Computer Education
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• v.16 no.6
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• pp.21-32
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• 2013

Since creativity has been emphasized and creative problem solving has also been a big topic recently, various kinds of research works have proceeded. Among them, this paper focuses on abstract thinking and growth mindset, which affect on problem solving. Also, this paper analyzes what kinds of relationships time perspectives and smart-phone addiction have with the two factors and how they influence on them. In order to do so, we survey on 441 primary, middle, high school, and college students. Our analysis results cover the relationships among the two factors, smart-phone addiction level, present-hedonic perspective, and future time perspective. In addition, we analyze the relationship among the factors with a structural equation model. By doing these, we propose educational alternatives in terms of time and plan to improve our adolescent's abstract thinking level, which helps their problem solving skills and their academic achievement.

• Journal of The Korean Association For Science Education
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• v.6 no.2
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• pp.15-33
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• 1986

The main purpose of this study is to analyze the fourth and sixth grade in the elemental)' science contents using piagetian thinking patterns. An analysis of the elementary Science contents used the systems of Han Jong-Ha(1977), Lee Won-Shic and Lee Sang-On(1979). They analyzed the science contents based on Piagets' cognitive developmental stages. According to the results of this study, science contents consist of more difficult concepts those of children's thinking level. In other words, 6.4-19.3 percent to 23.5-25.0 percent in the fourth and sixth grade of the science contents are consisted with abstract level concepts that formal operational children can perform. But each grade, 99.2-95.3 percent of children have a difficulty in understanding such a abstract level concepts. They are in the concrete operation thinking level. Therefore, we say that children have difficulty in understanding of science contents and may lose interest in the contents.