• Korean Journal of Logic
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• v.13 no.2
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• pp.1-26
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• 2010

The primary purpose of this paper is to examine critically the theory of critical thinking proposed by the late Professor Young-Jung Kim. He defined the basic properties of critical thinking as active reflectivity, and listed deepness, multilaterality and domain-transitivity as primary properties for which critical thinking aims. He, then, pursued how critical thinking can be merged with creativity and proposed the concept 'critico-creative thinking'. I argue that his theory of critical thinking has some limitation, but we can develop his critico-creative thinking further.

• Journal of Engineering Education Research
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• v.24 no.2
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• pp.61-67
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• 2021

The creative problem-solving becomes one of the most important cognitive skills in the engineering education. As AI and automation technology(of 4th Industrial Revolution) penetrate our everyday life, its role as a human ability is highlighted. In this paper, we examine the relation between the creative problem-solving and the critical thinking, and the usefulness of the latter in the engineering education. To sum up, the critical thinking is the pre-conditon of the creative problem-solving.

• The Journal of the Korea Contents Association
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• v.18 no.4
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• pp.406-415
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• 2018

The purpose of this study was to analyze the effectiveness of Capstone Design Program on creative leadership, problem solving ability and critical thinking of nursing students. The subjects of 18 experiment groups taking course in nursing capstone design of U university in P city and 20 control group of K university in G city. Data were collected before and after nursing capstone design class using self-reported questionnaire. Students Creative leadership and problem solving ability showed significant showed improvements after the Capstone Design Program. Creative leadership, Problem solving ability and critical thinking was positively correlated and then Problem solving abilities appeared to be higher improved critical thinking. Therefore, it is recommended that sufficient repetitive practice is to be made in order to improve Creative Leadership, Problem solving ability and critical thinking.

• Journal of Engineering Education Research
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• v.25 no.6
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• pp.58-68
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• 2022

This paper aims to prepare basic design education materials explaining the design process of egg drop device by incorporating critico(-creative) thinking. To this end, in this paper, by utilizing the creative problem solving process and the elements and standards of critical thinking, 'the five-step creative engineering design education guidelines' have been prepared so that engineering freshmen can effectively participate in engineering design projects without major knowledge. We would like to apply them to the egg drop device design. The egg drop device design, which is experiment to make and drop a drop device that can protect an egg from breaking when it is dropped freely from high places, is an engineering design project that is widely used not only in elementary, middle and high school science events but also in engineering education courses under the name of 'stunt egg'. Perhaps the basic design education material on the egg drop device design incorporating critico(-creative) thinking in this paper will contribute to incorporating critico(-creative) thinking into engineering education, as well as to achieving the educational goals of the basic design subject.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1259-1272
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• 2013

The purpose of this study was to investigate the effects of Science Writing Heuristic (SWH) laboratory class on the creative thinking and critical thinking of middle school students. Science writing heuristic programs were developed based on SWH strategies developed by Keys et al (1999). This study was conducted on 63 students from two classes as the comparative group and 63 students from two other classes as the experimental group. The cognitive level of the group as a homogeneous group was similar, and the program was applied to a total of 18 periods based on nine topics from March to July 2011. Evaluation instruments used in pre-test and post-test were the creative and critical thinking tests. To consider the score for creative and critical thinking. the SPSS 20.0 program was used. The study made use of technical statistics and ANCOVA. The result of this study showed that creative problem solving skills were improved by SWH in laboratory class. Therefore, persistent presentation of SWH teaching strategies and developing various experiment topics are required.

• Journal of Engineering Education Research
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• v.23 no.6
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• pp.27-32
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• 2020

The aim of this paper is to explore various ways to utilize critical thinking in engineering education. To this end, this paper, in the light of the relationship between critical thinking and the program learning performance of ABEEK, reviews engineering design education, engineering ethics education, and engineering communication education, which are major areas where critical thinking can be utilized in engineering education. As a result, it was confirmed that critical thinking skills, especially the elements and criteria of critical thinking, can contribute to the creative problem-solving process in engineering design education, the rational decision-making process in engineering ethics education, and the effective communication process in engineering communication education.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.482-494
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• 2008

The purpose of this study was to introduce a practical model to enhance creative and critical thinking skills through hypotheses generating activities for students. The 2007 Science National Curricula stresses the need for the enhancement of creative thinking skills for our students. The definition for the creativity in the narrow sense is the divergent thinking skills. The definition of the critical thinking skills is the strong sense of those skills. This model shows the use of the divergent thinking skills and convergent thinking skills together. The divergent thinking skills has been developed by making three alternative explanations about the causal question within a group of students by active discussion. The following procedure includes the selection of the most provable of the three explanations within a group of students also by active discussions. This process needs convergent thinking skills as well as critical thinking skills. This model can be used easily by exchanging from the one explanation about the causal question in any inquiry teaching strategy to three explanations about one. Although the partial modified strategy shows a small difference from any inquiry teaching strategy, but the effect of the enhancement of the creative thinking skills for our students shows significantly better (p<.05). More detailed study will be carried out in the near future.

• Journal of the Korean Chemical Society
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• v.55 no.5
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• pp.857-874
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• 2011

The purposes of this study were to develop teaching strategy enhancing creative problem solving skills and to examine the instructional influences on studints' creative thinking skills, critical thinking skills, creative personality and academic self-regulation. In this study, a model using inter-disciplinary analogies(PDCA model) was designed and applied to the existing 'Teaching model for the enhancement of the creative problem solving skills'. And it was implemented to preservice science teachers for the one semester. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially in the originality of identifying a problem, making hypothesis, and controlling variables (p<.05). In addition, the strategy contributed to improving critical thinking skills, especially in inquiry process of recognizing problems, making hypothesis, interpreting and transforming of data (p<.05). This strategy also helped students' academic self-regulation (p<.05). But there was no significant improvement in creative personality(p<.05).

• Journal of Engineering Education Research
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• v.24 no.1
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• pp.53-61
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• 2021

Critical thinking ability based on a sound sense of logic is essential for analyzing a given engineering design problem and assessing it to arrive at the most plausible conclusion. Engineering design classes require students to organize their engineering design experiences through reports, and engineering design reports require detailed specifications of their tasks at each stage. Given the nature of these curriculums, design classes provide writing courses focusing on science and engineering within specialized fields, but there still lies many obstacles for communication education that embraces both general education and major subjects. This study proposes a specified step-by-step writing model for engineering design reports that encompasses critical thinking for the objective of systemizing design experiences from engineering design report writing. For the purpose of the study, the concepts and relationship between critical thinking and creative problem solving have been examined, followed by a proposal of application methods for critical thinking criteria and elements from a case example on engineering design. Furthermore, the study proposes a critical thinking-based assessment rubric for logical decision making at each stage of engineering design as well as a resulting model for engineering design report writing.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.11
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• pp.161-170
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• 2020

The purpose of this study was to identify the influence of a disposition towards critical thinking, self-esteem, creative convergence competency, and professional self-concept as factors affecting the professional self-concept of nursing students. This study was conducted on 326 nursing students between July 1st and July 30th, 2020. The data was collected by self-reporting questionnaires and analyzed with the SPSS/Win19.0 program using the descriptive statistics t-test, ANOVA, Pearson's correlation coefficient, and multiple regression. The mean score of critical thinking disposition was 3.39±0.02, self-esteem 3.46±0.03, creative convergence competency 3.33±0.02, and professional self-concept 3.07±0.02 in nursing students. There was a significant positive correlation between professional self-concept and critical thinking disposition (r=.748, p<.001), self-esteem (r=.642, p<.001), and creative convergence competency (r=.707, p<.001). The significant factors influencing professional self-concept were critical thinking disposition, self-esteem and creative convergence competency, which explained 67.8% of the variance. Therefore, this study suggests that there is a need for a strategy that increases critical thinking disposition, self-esteem, and creative convergence competency to improve professional self-concept in nursing students.