• Journal of The Korean Association of Information Education
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• v.22 no.2
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• pp.275-284
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• 2018

The purpose of this study is to improve career awareness of students by using visual thinking and SNS. In addition, parents' interest about their children 's career was increased, and career guidance suitable for the development stage of elementary school students' education was searched to find out the course appropriate for their aptitude and ability. The results of the comparative study showed that the experimental group had a significant effect on the opinions and attitudes toward career, information search and rational decision making, and knowledge on occupation. Research shows that career-based education using visual thinking and SNS has a positive effect of encouraging students' career awareness and positive attitude toward career search.

• Journal of Korea Entertainment Industry Association
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• v.15 no.5
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• pp.141-151
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• 2021

This study analyzed the meaning and functions of '-(으)ㄹ 것 같다' and '-나 보다' among the various semantic functions depending on the situation, and discussed ways to train speculative expressions more efficiently by expanding them from traditional teaching methods through visualizations applied visual thinking at real Korean language education. The speculative representation, which is the subject of this study, represents the speaker's speculation about something or situation, with slight differences in meaning depending on the basis of the speculation and the subject of the speculation. We propose a training method that can enhance the diversification and efficiency of teaching-learning through visualization of information or knowledge, speculative representations that exhibit fine semantic differences in various situations. Utilizing visual thinking in language education can simplify and provide language information through visualization of language knowledge, and learners can be efficient at organizing and organizing language knowledge. It also has the advantage of long-term memory of language information through visualization of language knowledge. Attempts of various educational methods that can be applied at the Korean language education site can contribute to establishing a more systematic and efficient education method, which is meaningful in that the visual thinking proposed in this study can give interest and efficiency to international students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.3
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• pp.362-373
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• 2021

This is an action research study of mixed methodology design to confirm the implementation process and effects of applying visual thinking and window paning on improving nursing ethics and professional courses. Based on the conceptual model for action research, a quantitative and qualitative approach was taken. The data was collected and analyzed in an integrated manner. The survey analysis was done using the SPSS WIN 23.0 program. The participants were interviewed after experiencing the techniques in class and content analysis was used on the answers. As a result of applying visual thinking and window paning, ethical decision-making confidence (t=6.748, p<.001) and nursing professional intuition (t=-3.52, p<.001) showed statistically significant changes. There was, however, no significant change in biomedical ethics consciousness (t=1.291, p=.199). Qualitative analysis found that they had fresh experience, an unfamiliar but comfortable feeling, feeling of being mine, insufficient time, systematic case study approach based on theory, were able to cultivate cooperation and coordination ability through discussion and experience in various professional fields, pride, ethical responsibility consciousness and were able to apply learning content in the field. Visual thinking and window paning foster diverse competencies in nursing education and help integrative learning. Therefore, based on the results it is proposed that visual thinking and window paning are applied to the improvement of instruction in other courses to develop core nursing competency.

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.153-166
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• 2022

The purpose of this study is to develop and evaluate a dietary education program to improve the caring ability and multicultural acceptance of middle school students. Based on the instructional system design of ADDIE model, the dietary education program was developed to contain five sessions including four theoretical lectures and one lab session. Visual thinking technique was used to train students to express their thoughts and emotion by writing and drawing. The dietary education program was conducted for four weeks (from November 19 to December 14, 2018) at a middle school located in Seoul on a total of 69 middle school students, out of which 34 were assigned to an experimental group and 35 were assigned to a control group. Separate paired t-test were conducted for the experimental group and the control group, respectively, to determine the changes in caring ability and multicultural acceptance scores before and after the dietary education. There were significant increases in caring ability (dietary-, emotional-, behavioral- and cognitive caring) and multicultural acceptance (diversity, relationship and universality) scores among the experimental group after the dietary program. However, no differences were observed among the control group. The results indicate that the dietary education program can be an effective tool to improve caring ability and multicultural acceptance of middle school students.

• Journal of Korean Elementary Science Education
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• v.40 no.1
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• pp.100-112
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• 2021

Based on the importance of visual representation for scientific understanding, this study applied visual thinking in elementary science classes. This study analyzed elementary students' visual thinking and investigated the instructional influences. Students' perceptions on the class applying visual thinking were also investigated. The subject were 38 fourth grade students, 18 in experimental group and 20 in control group. For the unit of 'Shadow and mirror', on-line and off-line blended classes were applied in both group because of COVID-19. The experimental group student were asked to construct their own visual thinking, while the control group students used traditional workbook. The results were as follows. First, students' visual thinking can be classified into three different types, which are 'activity recall type', 'result summary type', and 'core concept representation type' based on what they represent rather than how they represent. Second, applying visual thinking in science class showed significant effects on science academic achievement, science related attitude, and creative academic efficacy. Third, students' perceptions on applying visual thinking in science classes were very positive. Students perceived visual thinking activities were interesting and helpful for understanding science. Educational implications of applying visual thinking in elementary science classes were discussed.

• Journal of Korean Elementary Science Education
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• v.39 no.1
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• pp.54-68
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• 2020

The purpose of this study is to investigate how elementary teachers perceive and practice using Visual Thinking (VT) in science classes. For this, we collected 161 VT teaching materials for science that uploaded on the elementary teacher's online communities, and analyzed the characteristics. Also we interviewed four elementary teachers who have used VT in science class. The results are as follows. First, VT teaching materials shared in teacher's online communities were most often used to review the science concepts that students learned. Most of the materials required 'remember' among the Cognitive Process, and most of them provided layouts for VT activities. Second, the participants were using VT materials to review the science concepts they learned, so that students remember them. Third, the participants were satisfied because of the beliefs of effects as follows: facilitating learning and reviewing what students had learned; increasing students' positive reactions and confidence; learning through the interation among learners; the formation of habits thinking visually; indirect experiences of science class; possibility of class corresponding to learner characteristics. Fourth, the participants had difficulties in preparing for the VT science class, such as the burden of making VT materials, the long preparation time, concerns over overlapping contents, consideration of learners' VT skills, and the themselves' drawing ability. Furthermore, they also had difficulties in proceeding for the class, like different preference among learners about Visualization and loss of objectives in science class using VT. Fifth, the participants needed support as follows: platform to share students' VT results; VT case books and teachers' guidebooks; physical environment.