• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.19-36
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• 2010

The objective of this study was to measure the critical thinking level of activity tasks included in home economics textbooks published under the 2007 Revised National Curriculum. For this purpose, we sampled 3 kinds of Technology-Home Economics textbooks for 7th graders, selected activity tasks contained in the textbooks, and classified them by type. A total of 93 activity tasks were extracted, and they were analyzed using 9 questions on critical thinking prepared based on Kim Young-jung's '9 Elements and 9 Standards of Critical Thinking.' The results of this study were as follows. First, the total score of the critical thinking level of activity tasks in the home economics textbooks was 66.8, which was not high enough to induce learners' critical thinking. Among the sub-categories of critical thinking, the score was high in order of argumentative thinking(83.9), analytical thinking(78.1), and dialectic thinking(38.3). As in the results, the activity tasks were particularly inadequate for inducing dialectic thinking. Second. in the results of analyzing difference in the critical thinking level according to unit, significant difference was observed among the units. Activity tasks in Units 'Adolescents' Self-management'(77.8), 'Adolescents' Consumption life'(75.2), and 'Adolescents' Sex and Peer Relationship'(71.1) induced critical thinking more effectively than those in other units, but activity tasks in Units 'Clothing and Self-expression' (61. 4), 'Adolescents' Development'(60.0), and 'Adolescents' Nutrition and Meals'(59.6) were inadequate for inducing critical thinking. Third, in the results of analyzing difference in the critical thinking level according to activity task type, the level was high in order of 'Inquiry Activities' (75.7), 'Discussions' (74.6), 'Practical Activities'(65.4), and 'Trials' (50.7), and the differences were significant. That is, among activity task types, 'Inquiry Activities' were most effective in inducing learners' critical thinking and 'Trials' were least effective.

• Journal of Digital Convergence
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• v.13 no.9
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• pp.341-349
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• 2015

The critical thinking has become gradually important in nursing education for the era of convergence. The literature review was undertaken to identify the study trends of critical thinking in nursing education in Korea. 75studies from 1996 to 2014 were reviewed. The studies related to critical thinking were highly increased from 2006. The study design was identified descriptive studies to path model. The predictors to critical thinking were an academic system, age, interpersonal relationship, academic achievement, the duration of clinical practice, satisfaction on nursing, self-esteem, self-efficacy, learning methods and so on. The consequence variables were clinical practice stress, cognitive stress, the ability of problem-solving, clinical competency, emotion control, communication competence. It is necessary to develop education programs and curriculum based on evidence from the researches for increasing critical thinking.

• School Mathematics
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• v.13 no.1
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• pp.207-227
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• 2011

This study developed a statistical thinking level with constructs framework from based on Jones, Thornton, Langrall, & Mooney (2000) to analyze the 6th graders' thinking level shown on their survey activities. It was modified by 5 constructs framework such as collecting, describing, organizing, representing, and analyzing and interpreting data with four thinking levels, which represent a continuum from idiosyncratic to analytic reasoning. As a result, among four levels such as idiosyncratic level (level 1), transitional level (level 2), quantitative level (level 3), and analytical level (level 4), levels of two through four are shown on statistical thinking levels in this study.

• Journal of the Korean Data and Information Science Society
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• v.27 no.2
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• pp.451-461
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• 2016

The purpose of this study was to identify relationship among critical thinking, nursing process competency and evidence based practice competency of nurses working in middle sized hospitals. A descriptive correlational study design was used. The data were collected from 262 nurses working in the three hospitals located in G and P city using self-administered questionnaires. Data were analyzed using descriptive statistic, independent t-test, one-way ANOVA with scheffe, Pearson's correlation coefficient, and hierarchical multiple linear regression using SPSS Statistics 21.0 program. Nurses' evidence-based practice competency had positive correlation with critical thinking disposition (r=.42, p <.001) and nursing process competency (r=.58, p <.001). Full model accounted for 65.1% of evidence-based practice competency by nursing process competency (${\beta}=.57$, p <.001), critical thinking disposition (${\beta}=.34$, p <.001), critical thinking educational experience (${\beta}=.11$, p=.004), Master's degree (${\beta}=.09$, p=.032). Conclusion: o increase evidence-based practice competency of nurses, it is required to develop critical thinking disposition and nursing process competency of nurses.

• 대한공업교육학회지
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• v.45 no.2
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• pp.70-85
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• 2020

The purpose of this study is to analyze the critical thinking level of activities in technology textbooks. For this purpose, we sampled 5 Technology-Home Economics textbooks of the 2015 revised curriculum and selected 187 activities in the textbooks. The main results of this study are as follows. First, the total score of the critical thinking level is 67.3, which is not high enough. The result of analyzing in the critical thinking level according to unit indicates that activities in units 'Construction(72.8)', 'Invention & Standard(70.4)', and 'Biotechnology & Appropriate Technology(70.4)' are higher score than those in other units, but activities in units 'Transportation & Energy(67.0)', 'Manufacturing(66.1)', and 'Information & Communication(57.0)'units are inadequate for inducing critical thinking. Second, the result of analyzing in the critical thinking level according to type of activity indicates that there is a difference between activities of 'theoretical type(69.3)' and 'practical type(61.5)'. Moreover activities in 'theoretical type' are inadequate for inducing critical thinking.

• Journal of dental hygiene science
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• v.11 no.6
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• pp.543-551
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• 2011

Critical thinking is recognized as core competency for dental hygiene practice. The purpose of this study was to investigate relationship between critical thinking disposition and grade, types of educational programs and satisfaction with interpersonal relationship, major, clinical practice. Total 909 students in associate and baccalaureate dental hygiene educational program completed self-reported questionnaire on critical thinking disposition inventory developed by Yoon(2004). The mean score for critical thinking disposition was 3.38~3.39 on a 5 point scale. There was no difference in critical thinking disposition scores between students of associate and baccalaureate programs. There was no difference in critical thinking disposition scores between grade of students. The results showed a statistically significant relationship between critical thinking disposition and satisfaction with interpersonal relationship and major. Multivariate analysis of variance(MANOVA) revealed that all subscales for three groups according to satisfaction with interpersonal relationship were significantly different(Pillai's trace=0.075, F(14,1782)=4.979, p<0.001) and all subscales for three groups according to satisfaction with major were significantly different(Pillai's trace=0.035, F(14,1728)=2.257, p=0.005).

• Journal of the Korea Convergence Society
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• v.10 no.12
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• pp.151-158
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• 2019

This study was conducted to identify the level of problem-solving ability, critical thinking and satisfaction level of students majoring in dental hygiene, and to identify the impact of problem-solving ability and critical thinking on major satisfaction levels. The research target collected data through a structured questionnaire for 259 students majoring in dental hygienics located in North and South Gyeongsang Province. The analysis results showed that the problem-solving ability of the study subjects was 2.56, critical accidents were 2.58, and the major satisfaction level was 2.32, and the problem-solving ability, critical thinking and major satisfaction level were positively correlated with each other. Among the lower factors of problem solving ability, solution performance and solution model were significant factors that could improve major satisfaction, and among the lower factors of critical thinking, intellectual fairness, intellectual passion/interest, and systematicness were significant factors that could improve major satisfaction. Critical thinking also significantly mediated problem solving ability and major satisfaction level (β=).2602, BCCI [.0908~.4529]). Based on the results, it is believed that dental hygiene education needs to be developed in addition to the establishment of an educational environment that can enhance the ability to solve problems and critical thinking, and that research should be continued to check its effects.

• Journal of the Korean Chemical Society
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• v.59 no.1
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• pp.54-68
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• 2015

The purpose of this study was to develop teaching materials using pyramid model of divergent thinking, inverse pyramid model of convergent thinking and evaluate the effects of its applications. The teaching materials was implemented to 110 students (The experimental group is 57, The control group is 53) in middle school for about 8 months (from May to October). Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially in fluency, flexibility and originality. There was no interaction effect about creative thinking skills between the teaching strategy and cognitive level, achievement, gender of those students. Also the teaching materials contributed to improve critical thinking skills, especially in making hypothesis, control of variables transformation and interpretation of data. There was no interaction effect about critical thinking skills between the teaching strategy and cognitive level, achievement, gender of those students.

• Journal of Industrial Convergence
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• v.18 no.3
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• pp.35-43
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• 2020

This study was to identify the factors influencing the person centered care competency in nursing students. Data were conducted on 294 nursing students from September 1st to 25th 2019. The mean score of critical thinking disposition was 3.72, the interpersonal relationship was 3.90 and person centered care competency was 4.01. Nursing students with high degree of major satisfaction had higher level of critical thinking disposition, the interpersonal relationship and person centered care competency than students with low degree. Significant factors influencing person centered care competency were critical thinking disposition, the interpersonal relationship and grade which explained 33%. The programs that develop critical thinking disposition and interpersonal relationship are necessary for college nursing students in order to promote person centered care competency.

• Journal of the Korea Convergence Society
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• v.11 no.11
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• pp.95-101
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• 2020

This study was conducted to identify the convergence relation of critical thinking disposition, problem-solving ability and college life adaptation and to find out the factors that influence college life adaptation. The survey was collected on 172 2nd and 3rd grade students majoring in dental laboratory technology from three-year colleges in Chungbuk and Jeonbuk. The analysis results showed that the critical thinking disposition was 3.50, problem-solving ability of the study subjects was 3.55 and college life adaptation was 3.27. The most influential factor in college life adaptation was critical thinking disposition followed by major satisfaction and college satisfaction in that order. In order to improve the level of college life adaptation of dental laboratory technology students, it is necessary to reform the educational environment and develop a variety of educational program to increase critical thinking, major satisfaction and college satisfaction.