• Journal of the Korean Geographical Society
• /
• v.40 no.1 s.106
• /
• pp.96-108
• /
• 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 Korean association of regional geographers
• /
• v.10 no.3
• /
• pp.579-591
• /
• 2004

Recently more emphasis thinking is domain-specific by cognitive psychologists, because problem solving needs domain-specific knowledge. Improving students' geographical thinking should ensure that geographic skills are used when developing teaching-leaming objectives. Knowledge is undoubtedly important, but for the purpose of the teaching of geography thinking, skills are critical. The purpose of this paper is to make specification of geographic skills as a frame of reference for instructional objectives. Based on cognitive psychology, this paper examined the interdependence relationship between thinking and knowledge. Next, we attempt to conceptualize high order geographical thinking and relatively lower order geographic skills and to explore specification of geographic skills in complex thinking strategical perspectives.

• Journal of the Korean Geographical Society
• /
• v.35 no.4
• /
• pp.565-583
• /
• 2000

레지오 접근법을 토대로 한 구성주의적 지리교육이 현실적 적실성을 갖기 위해서는, 첫째, 도식적 언어를 통한 상징적 표상을 지식 구성의 결과가 아닌 과정적 도구로, 또는 토론의 매개체로 전환하여야 한다. 둘째, 주제(선도) 개념을 중심으로 연계성과 위계성을 가진 개념을 조직하고, 이를 토대로 여러 차시의 내용을 연계하여 수업해야한다. 섯째, 개인적 구성보다 사회적 구성이 보다 고차적이고 심층적인 지식 구성을 가능케 한다. 따라서 구성주의 수업은 협동적.토론적인 모습일 때가 바람직하다. 넷째, 수업의 방향성과 학습의 목적성을 위해 안내자, 조력자로서 교사의 역할을 다하여야 한다. 이때 안내는 학습자 스스로 자신의 학습 목적과 방향을 판단하는 매개체로서, 그리고 사고력을 증진시키는 디딤돌로써의 안내이어야 한다. 다섯째. 선행학습에서의 구성과정과 구성맥락을 재 상기시키고, 이를 통해 구서의 지속성과 심층성을 강화하는 나선형적 구성의 절차를 반드시 밟도록 해야 한다.

• Journal of The Korean Association For Science Education
• /
• v.37 no.5
• /
• pp.879-889
• /
• 2017

The purpose of this study is to develop the evaluation criteria for students' research reports on online science inquiry problems that promote thinking abilities. The steps of developing the evaluation criteria are as follows; First, based on previous study results and literature review, the evaluation categories of the science inquiry contents were determined: 1) knowledge, 2) logical and analytical thinking, 3) critical thinking, 4) science process skills, 5) problem-solving, and 6) creative thinking. Second, evaluation criteria are developed according to the following steps: 1) define each category, 2) identify sub-category, 3) develop evaluation criteria for all categories that could serve as guidelines in the development of scoring rubrics, and 4) expert validation processes were performed. Finally, the usability test for these evaluation categories and criteria were done by being applied to the development of real scoring rubrics for 24 problems included in e-learning contents. Then the users' feedbacks were filed and the implications of this study were discussed.

• Journal of the Korean Geographical Society
• /
• v.47 no.6
• /
• pp.934-954
• /
• 2012

Constructed-response items are useful to estimate a higher-order thinking abilities such as sense of place, graphicacy, and geographical imaginations which are aimed by geography education. This study aims to identify the conception of the constructed-response items, to classify those feasible items in geography education, and to propose some comments and suggestions for development and application in Korea. The author tries to classify the constructed-response items by analyzing the NAEP items in the formal aspect and the aspect of cognitive dimension respectively. In the formal aspect, they are classified as 'question-standalone' type and 'material-presenting' type. In the aspect of cognitive dimension, they are classified into three types as 'knowledge-requirement', 'understanding-requirement', and 'applying-requirement'. Some comments and suggestions are as follows. First, it is necessary to develope the constructed-response items that coherent to both content and cognitive dimensions. Second, it is required for students who take an examination to use a great variety of graphics, photos, thematic maps related to geography. Third, we need to inquire the rubric, grade, process to scoring because they are vital to success of the constructed-response items.

• The Journal of the Korea Contents Association
• /
• v.19 no.3
• /
• pp.466-474
• /
• 2019

The purpose of this study was to investigate the enhancing creative competency and changes in academic challenge for the pre-service teachers. For this purpose, 94 pre-service teachers participated in project learning through the preparation of the convergence instruction and the class demonstration during one semester. The pre and post questionnaire survey was conducted the measurement of creative leader competence and K-NSSE for academic challenge. Analysis of data was performed using the IBM SPSS 18.0 program for the corresponding sample t test. The creative competency included 'higher mental thinking', 'problem solving', 'curiosity', 'sensitivity' 'task commitment', 'the pursuit of social value', and 'co-operations and considerations'. This results was significant(p< .05). Academic challenge, high-order learning domain and learning strategies domain were significant(p< .05). Based on this, in order to generalize the convergence education and convergence lesson, it is necessary to design various convergence lessons and practice study to make a plan and practice it. In addition, the implications for the necessity of correcting and supplementing the effects after repeated convergence lessons were discussed.

• Journal of Korean Library and Information Science Society
• /
• v.52 no.2
• /
• pp.145-166
• /
• 2021

The study was aimed at verifying the effectiveness of Book-Coding reading education as a reader activity of older elementary school children at a time when high-dimensional thinking abilities were formed. To this end, 30 fifth-grade children of N Elementary School in N-si, Gyeonggi-do, comprised of 15 students from a reading education program using Book-Coding, and 15 students from a reading comprehension program, and applied the reading education program over a total of 12 sessions. The main results of the study are summarized as follows. First, when the effects of the convergence reading education program using Book-Coding on the logical thinking ability of the students in the upper grades in the elementary school were analyzed, all the six sub-factors of logical thinking ability, that is, conservation logic, proportional logic, variable controlling logic, probabilistic logic, correlational inference logic, and combinational logic, were proved to have statistically more meaningful difference than the group writing a book report. Second, the analysis result of the influence of the convergence reading education program using Book-Coding on the creativity of the students in the upper grades of the elementary school showed that all the 13 elements of curiosity, persistence, effectiveness, independence, adventurousness, openness, knowledge, imagination, originality, sensitivity, fluency, flexibility, and accuracy were statistically meaningfully different compared to the book report group. Third, when it was analyzed how the convergence reading education program using Book-Coding affected the creative personality of the elementary school students, all the six factors of curiosity, task commitment, independence, awareness of risk, and openness of thinking, and aesthetics were found out to have a statistically more meaningful difference than the group that wrote a book report.

• Journal of the Korean association of regional geographers
• /
• v.20 no.2
• /
• pp.230-244
• /
• 2014

This study is to analyze the effects of geography class using taboo games on developing student's ability to think. After playing taboo games in which students explain keyword without using presented taboo words, worksheets of participants were analyzed with interviews to demonstrate what kind of thinking skills are working. The results of the analyses are as follows. First, while divergent thinking is applied to students who explain keyword in taboo games, convergent thinking is applied to students who listen to and guess them. Second, as groups play a role as explainer or answerer in turn, they can learn divergent and convergent thinking together. Third, students seem to improve high-order thinking ability like decision-making, critical thinking, metacogniton through taboo games. Fourth, students have a tendency to use a variety of direct and/or indirect experiences (especially, from media) as well as cross curricular knowledge in order to explain keyword without using taboo words.

• The Journal of Korean Association of Computer Education
• /
• v.12 no.1
• /
• pp.15-22
• /
• 2009

Computer programming language learning has an educational effect on improving the high level abilities such as a logical thinking ability and a problem solving ability as well as on understanding a computer working process through the process of programming and debugging tasks. In this study, the Flow Theory is applied for the students to have inner learning motive and continue their learning in the programming language learning. For this, we developed teaching-learning strategies applied by Flow elements, and designed to the WBI. We also applied to the actual teaching-learning field designed WBI and verified the effects on the changes in the learner's Flow level and academic achievement. The result of verification, WBI learning applied by Flow Theory is effective on improving Flow level, making the students have the learning goal and spirit of challenging, forming feedbacks. Also Flow experiences have effect on improving academic achievement(programming ability) through the positive effects on the results of the learning.

• The Journal of Korean Association of Computer Education
• /
• v.15 no.3
• /
• pp.1-10
• /
• 2012

The flow of computer education in modern knowledge and information society contains the computer science courses to cultivate the higher-level thinking abilities such as logical thinking skills, creativity, and problem-solving ability of learners. The purpose of this study is to recognize the need to promote the algorithmic thinking power to improve the problem solving ability of learners, to design the algorithm class based on the anchored instruction strategy for elementary school students and to verify the effectiveness. Anchored instruction model and cases are added to the class. Elementary school students were subjects and divided into a control group in which the traditional algorithm teaching method was conducted and an experimental group in which algorithm class was conducted applying anchored instruction. As results, an experimental group has shown improvements on problem solving compared to a control group.