• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.443-453
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• 2015

In this study, we suggested the design thinking process that was possible to be introduced in science education and also examined the validity of the process in terms of group creativity. To do this, the design thinking process applicable to science education was selected from a variety of design thinking processes developed abroad, and then the process was modified and supplemented. We created the education program based on the developed design thinking process and applied it to high school students. The results revealed that we could offer the design thinking process through the five stages: 'understanding knowledge', 'empathy', 'sharing perspective', 'generating idea', and 'prototype'. With the results of the application of the program, we could confirm the relationship building and information seeking attributes in the understanding knowledge stage and the user-orientation, relationship building, and interpersonal understanding attributes in the empathy stage. We could also find the organization of the team attribute in the sharing perspective stage and the analytical strategic thinking attributes in the generating idea stage. Finally, the communication and analytical strategic thinking attributes in the prototype stage were confirmed. All of the key attributes of the group creativity found from skilled professionals were not confirmed from the students. However, we could ascertain the possibilities that the students should experience the process of group creativity and learn the relevant values through the developed design thinking process.

• Journal of the Korean earth science society
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• v.37 no.5
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• pp.309-322
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• 2016

This paper presents an analytical framework of Conceptual Understandings of Earth Systems (CUES) that shows a relationship between disciplinary knowledge of Earth systems and the specific thinking skills required to understand that knowledge. This framework is developed through an extensive literature review of students' and teachers' understandings of earth systems concepts and systems thinking in earth science context. This study first presents the categories of disciplinary knowledge of Earth systems, Earth System Knowledge (ESK). This study then illustrates a relationship between categories of ESK and the ontological categories (Matter, Process, Systems) that has been used to study students' conceptual understandings of Earth systems. Finally, this study presents the CUES framework to show the relationship between disciplinary knowledge and thinking skills. The implications of using this framework for curriculum development, assessment, and teacher education and ESS research are discussed.

• Journal of the Korea Society of Computer and Information
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• v.23 no.5
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• pp.73-78
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• 2018

Recently, Flipped Learning is attracting attention as a method for qualitative growth of university education. Flipped Learning is a kind of computer based education and consisted of online video lectures and offline student activities. This paper introduces the results of applying Flipped Learning for one semester to Korean linguistic norms course. As for this course, the contents related to the knowledge and information were provided individually before the class through online video, and the offline classes focused on student-led activities. When qualitatively evaluating the results of the course, students developed a more comprehensive and flexible mind set beyond the preexisting normative attitudes and showed increase in analytical and critical thinking in understanding the principles of linguistic norms and spelling system. According to these results we argue that it is necessary to actively adopt Flipped Learning in the humanities education, including the grammar classes.

• Journal of dental hygiene science
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• v.19 no.1
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• pp.31-38
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• 2019

Background: This study aimed to investigate the effects of critical thinking and good communication skills on the problem-solving abilities of dental hygiene students. Methods: A total of 508 dental hygiene students were convenience-sampled from 3 universities. Results: The results revealed that critical thinking had the highest intellectual fairness score of 3.60, and systematicity was the lowest at 3.19. The values for communication skills were high in reaction, social adequacy, and concentration, with an average of 3.65. Problem-solving abilities were in the following order: clarification of the problem, seeking solutions, and decision making. According to general characteristics, more extroverted personalities possessed higher levels of critical thinking, communication skills, and problem-solving abilities (p<0.01). Critical thinking scores were high (p=0.016) in students who responded that peer relationship was difficult; however, their communication skills were the lowest (p<0.001). Additionally, problem-solving abilities were highest among students who reported a difficult peer relationship (p=0.001). The higher the satisfaction with dental hygiene academics, the higher the critical thinking, communication skill, and problem-solving ability (p<0.001). Critical thinking showed a high positive correlation with variables in the following order: clarification of the problem, performing the solutions, seeking solutions, decision making, and evaluation and reflection. The communication skills were also related to these variables listed above (p<0.01). With critical thinking, confidence, watchfulness, intellectual passion/curiosity, sound skepticism, objectivity, and systematicity all influenced the problem-solving ability. Conclusion: Communication skills were influenced by noise control, putting on the other's shoe, social tensions, and efficiency, which affected the problem-solving ability. Dental clinics require dental hygienists to have critical thinking to make analytical judgments and effective communication skills to solve human relation problems with patients and care-givers. Therefore, these skills should be developed in dental hygiene students to improve their problem-solving abilities.

• Journal of Educational Research in Mathematics
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• v.17 no.1
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• pp.67-90
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• 2007

The purpose of this study is to understand students' thinking process in the algebra problem solving, on the base of the works of Vinner(1997a, 1997b). Thus, two middle school students were evaluated in this case study to examine how they think to solve algebra word problems. The following question was considered to analyze the thinking process from the similarity-based perspective by focusing on the process of solving algebra word problems; What is the relationship between similarity and the characteristics of thinking process at the time of successful and unsuccessful problem solving? The following results were obtained by analyzing the success or failure in problem solving based on the characteristics of thinking process and similarity composition. Successful problem solving can be based on pseudo-analytical thought and analytical thought. The former is the rule applied in the process of applying closed formulas that is constructed structural similarity not related with the situations described in the text. The latter means that control and correction occurred in all stages of problem solution. The knowledge needed for solutions was applied with the formulation of open-end formulas that is constructed structural similarity in which memory and modification with the related principles or concepts. In conclusion, the student's perception on the principles involved in a solution is very important in solving algebraic word problems.

• The Research Journal of the Costume Culture
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• v.27 no.1
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• pp.72-80
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• 2019

A teaching manual was developed to incorporate the creative problem solving process into a fashion marking course. Students' creativity, problem solving, critical thinking, and analytical thinking are promoted by applying the creative problem solving process systematically to solve authentic business problems experienced by local apparel business owners. This teaching manual is based on the FourSight Model that consists of Clarify, Ideate, Develop, and Implement. Various tools promoting divergent thinking are also utilized in the process. A local fashion business is invited as a problem owner and four resource groups are formed with students based on the results of the Kirton Adaption Innovation Inventory. Each resource group consists of 6-8 students. The creative problem solving process is implemented into a classroom setting as four 75-minutes sessions that are held twice a week for two consecutive weeks. The local fashion business owner will be in presence during the first (Clarify) and last (Implement) sessions. The instructor facilitator meets with the problem owner outside the classroom three times including pre-session client interview, after the second (Ideate) session, and before the third (Develop) session. This modified CPS manual for fashion marketing and merchandising courses provides practical guidelines to work with local fashion businesses while providing students with learning opportunities of the creative problem solving process.

• Journal of the Korea Convergence Society
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• v.11 no.3
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• pp.171-179
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• 2020

Media technologies that have made the hyper-connected age change the way people use communication text. Ads texts actively used by companies are storytelling and storydoing. These two advertising texts are very effective in inducing people's emotions and forming participatory behavior. People's thinking tendency also influence persuasion. The results of this study are as follows according to the type of ads text and the thinking tendency of consumers. Consumers' attitudes toward ads turned out to be more positive in synthetic thinking. In analytical thinking, the storytelling ads texts induced more favorable responses. On the other hand, in comprehensive thinking, the story doing text was effective. The same result was found in the perception of premium value, willingness to pay premium price, and repurchase intention.

• Asia pacific journal of information systems
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• v.9 no.3
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• pp.177-194
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• 1999

Identifying knowledge as the single most important asset ultimately defining organizational competitiveness, enterprises are trying to move towards knowledge-oriented practices. Such practices have given rise to learning and agile organization, This paper presents applied information technologies to realize the learning and agile organization, focusing on systems thinking. Firstly, in order to establish a framework for the systems thinking, an information systems development method based on process chain is proposed. Then, an agent-based microworld simulation approach is presented. The approaches provide visible and analytical information to knowledge workers so that they can have systems thinking capabilities eventually. Various microworlds on the top of the information system can be constructed with agents and simulated for possible business events. All decision makings are dynamic in nature. To let knowledge workers look ahead the possible outcomes of the whole relevant processes is the core capability of the approaches. Through watching, the knowledge workers would be able to acquire new insights or problem solving knowledge for the problem in hand.

• Korean Journal of Logic
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• v.16 no.2
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• pp.273-293
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• 2013

This paper briefs the history of LEET(Legal Education Eligibility Test), describes its basic design, classifies the problems of its three subjects: Reading Comprehension, Reasoning and Argumentation, Essay according to their content categories and to their cognitive element categories, and states important features and traits of the whole set of problems, and finally raises some questions about the validity and relevancy of the test.

• School Mathematics
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• v.15 no.2
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• pp.243-262
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• 2013

This study attempts to create an analytical framework of the transformation and transmission of knowledge by teachers to students. I focuses on the assertion that the cognitive thinking of a teacher is reflected in his use of mathematical language. Mathematical language is one of the critical elements of communicating mathematical knowledge to students. I examined the cognitive teaching style of different teachers as expressed in their use of mathematical language. An analytical framework of Mathematics Teaching styles was created integrating thinking factors of each visual and analytic style into 5 categories. After that, I regarding the teaching style of mathmatics teachers places its significance not on which teaching style is right or wrong but on identifying the strong and weak points of the teaching styles through actual analysis. With the help of this analytical framework, I conducted an analysis on the videotaped classes and found that the teachers were not biased to one side but in fact there were teachers who demonstrated visual, analytic or mixed teaching style. Therefore, I concludes that math teachers can analyze their teaching styles and improve them through the analytical framework provided in these findings.