• Research in Mathematical Education
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• v.14 no.1
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• pp.51-65
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• 2010

Open-ended problems can foster deeper understanding of mathematical ideas, generating creative thinking and communication in students. High-order thinking tasks such as open-ended problems involve more ambiguity and higher level of personal risks for students than they are normally exposed to in routine problems. To explore the classroom-based factors that could support or inhibit such higher-order processes, this paper also describes two cases of Singapore primary school teachers who have successfully or unsuccessfully implemented an open-ended problem in their mathematics lessons.

• Research in Mathematical Education
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• v.17 no.2
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• pp.119-131
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• 2013

It is the first time that there is a subject, advanced mathematics in the 2009 revised high school curriculum. Therefore it is posing a challenge to the teachers who are teaching it. At the advanced level, it is important for learners to reflect on their mental mathematical activities. This research analysed pre-service secondary teachers' reflective thinking in solving the tasks specific for the teaching and learning of polar coordinates. We report how and through what process mathematical tasks that can create disequilibrium for pre-service secondary teachers enable reflective thinking and expand preservice secondary teachers' thoughts and recognition of defining reflective thinking in looking back on one's problem solving and thinking processes.

• Journal of Engineering Education Research
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• v.20 no.3
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• pp.50-57
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• 2017

The purpose of this study was verify the effect of an engineering-technology program on high school students' technological thinking disposition and engineering attitude. To achieve this purpose, the question were as follows. 1) How does the engineering-technology program affect high school students' technological thinking disposition? 2) How does the engineering-technology program affect high school students' engineering attitude? For this study, the program was progressed from May to Aug in 2016. The data were collected from 138 D high school students which is located in Daejeon, Korea. For the statistical treatment of data, a Window SPSS-22 are used and significance level of .05 was established prior to data treatment. The results of this study were as follows: First, after participate in engineering-technology program was significant effect on the technological curiosity disposition, technological creativity and expression disposition, technological operating disposition, technological planning and reflecting disposition but no significant effect on the technological analyze disposition, technological problem identifying resolving disposition. Second, after participate in engineering-technology program, there was significant effect on the interests in engineering, the perceptions of creativity in engineering but no significant effect on the perceptions of importance in engineering.

• Journal of Korean Home Economics Education Association
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• v.14 no.3
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• pp.1-9
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• 2002

The objectives of this study were to measure the effect of Practical Reasoning Instruction in Home Economics : specifically. its effect on developing of critical thinking as well as to evaluate the degree of the critical thinking process. with reference to its sub-factors and the level. The research subjects were consisted of the experimental group of 119 freshman class female students from the “A” High School and the comparative group of 110 freshman class female student from the “C” High School in the city of Chung-Ju. This research was conducted under the pre-post test control group design. administering the Pre-Post testing to both the experimental and the comparative groups. The experimental group was subjected to Practical Reasoning Instruction in Home Economics : whereas the comparative group was taught under the lecture-Instruction in Home Economics The research findings are as follows: 1. Those who studied Home Economics under the Practical reasoning method scored higher on the critical thinking Process than the comparative group students who were taught Home Economics in the lecture-style approach. 2. The experimental group of students. who studied Home Economics under the Practical reasoning method. scored higher than the comparative group in their ability to perceive assumption and to render Judgment among the five sub-factors of their critical thinking processes.

• Journal of the Korean earth science society
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• v.39 no.4
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• pp.388-400
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• 2018

The purpose of this study was to explore the nine components of computational thinking (CT) practices and their operational definitions from the view of science education and to develop a CT practice framework that is going to be used as a planning and assessing tool for CT practice, as it is required for students to equip with in order to become creative problem solvers in $21^{st}$ century. We employed this framework into the earlier developed STEAM programs to see how it was valid and reliable. We first reviewed theoretical articles about CT from computer science and technology education field. We then proposed 9 components of CT as defined in technology education but modified operational definitions in each component from the perspective of science education. This preliminary CTPF (computational thinking practice framework) from the viewpoint of science education consisting of 9 components including data collection, data analysis, data representation, decomposing, abstraction, algorithm and procedures, automation, simulation, and parallelization. We discussed each component with operational definition to check if those components were useful in and applicable for science programs. We employed this CTPF into two different topics of STEAM programs to see if those components were observable with operational definitions. The profile of CT components within the selected STEAM programs for this study showed one sequential spectrum covering from data collection to simulation as the grade level went higher. The first three data related CT components were dominating at elementary level, all components of CT except parallelization were found at middle school level, and finally more frequencies in every component of CT except parallelization were also found at high school level than middle school level. On the basis of the result of CT usage in STEAM programs, we included 'generalization' in CTPF of science education instead of 'parallelization' which was not found. The implication about teacher education was made based on the CTPF in terms of science education.

• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.364-377
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• 2010

The purpose of this study was to analyze the within-group verbal interaction according to leader's personality in Thinking Science activities. For this study, 2 homogeneous small groups by cognitive level selected from one class of sixth grader. Each group was comprised of four students. Leaders of two groups selected from the results of NEO personality assessment and teacher's observation. One who got high scores in extraversion and agreeableness is named a sociable leader, the other who got low scores in extraversion and agreeableness is named a taciturn leader. Verbal interactions during small group activities were audio/video taped and students' interactions were classified into on-task and off-task. On-task included cognitive aspect and affective aspect. Interactions of cognitive aspect were divided into low and high level, also interactions of affective aspect were divided into positive and negative interaction. The results of this study showed that the verbal interactions in the sociable leader group were more activated than those in the taciturn leader group. Also, interaction level of the sociable leader group in cognitive aspect was higher than those of the taciturn leader group. In affective aspect, interaction pattern of the sociable leader group was similar to those of the taciturn leader group. The characteristics of leader's interaction are as follow. The rates of cognitive aspect in the sociable and the taciturn leaders' interactions were much higher than those of affective aspect. This tendency was especially remarkable in the taciturn leader's interactions. However, interaction level of the sociable leader in cognitive aspect was higher than those of the taciturn leader. In affective aspect, positive interaction rate of the sociable leader and the taciturn leader were higher than negative interaction rate.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.495-506
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• 2007

This study investigated the differences in learning activity preferences according to different thinking styles between gifted and average students. A cluster analysis procedure was performed to classify students on the basis of thinking styles. Two clusters of different thinking styles were deduced: the gifted group with a high level thinking style (cluster 1), and the average group with a low level thinking style (cluster 2). The gifted group (cluster 1) preferred projects, simulations, discussions and game activities to other types of loaming activities. Gifted students and average students also were clustered into each three unique subgroups with respect to levels and patterns in thinking styles, and these subgroups also showed different learning preferences. The clusters of gifted students included the self-regulated learning type (cluster a), cooperative-learning type (cluster b), and the passive-learning type (cluster c). The clusters of average students included the independent learning type (cluster i), no-preference learning type(cluster ii), and the no-motivation & teacher-directed learning type (cluster iii). Theses clusters indicated significant differences not only in thinking styles but also in terms of preferences regarding learning activities. Theses findings are discussed in terms of their educational implications.

• Anxiety and mood
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• v.12 no.1
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• pp.1-6
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• 2016

Objective : This study was performed to confirm the hypothesis that the more one applies positive thinking, the less severe the symptoms of stress and the better the therapeutic responsein panic disorder and major depressive disorders. Methods : The study included 50 subjects with confirmed diagnoses of panic disorder or major depressive disorders. Positive thinking was assessed using Positive thinking scale. Beck Depression Inventory was used as a subjective measure for depression, and to ensure an objective measure for depression and anxiety, the Hamilton Depression and Hamilton Anxiety rating scales were implemented. Results : The positive thinking scale measured at the initial visit had shown a strong negative correlation with objective depression. Although patients with a high level of positive thinking had shown a tendency to respond better to the treatment, as compared with those with a lower level, the differences were not statistically significant. Conclusion : Positive thinking is likely to ameliorate major depressive disorder, panic disorder-induced depression, and anxiety. Nevertheless, it was not possible to confirm the effects of positive thinking on the patients' treatment responses.

• Journal of Gifted/Talented Education
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• v.7 no.1
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• pp.77-116
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• 1997

The paper-and-pencil multiplce choise test has been widely used to identify gifted and talented student in Korea. Such test have several drawbacks; such~a s not being able to assess creative problem solving abilities and high level thinking abilities which are important characteristics of gifted students. The Korean Educational Development Institute (KEDI) developed a performance assessment which challenged traditional methods of identification. The 5-day summer camp was held to select gifted students for the Korean Minjok Leadership Academy. 211 students were evaluated in the aspects of creative problem solving abilities, high level thinking abilities, task commitments, and cooperativeness with various performance tasks, such as essay tests, conversations, oral examinations, computer simulations, puzzles, experiments, group discussions, debates, research reports, and games. As a result, it was found that there were several limitations of the performance assessment in terms of low reliability, requiring high costs and many professionals, and taking long times and large spaces. Expanding and continuing research should follow in order for a performance assessment to use widely as an identification methods because it assesses 'true' abilities of each individual student. follow in order for a performance assessment to use widely as an identification methods because it assesses 'true' abilities of each individual student.

• Journal of Gifted/Talented Education
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• v.8 no.2
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• pp.69-89
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• 1998

The purpose of this study is to develop a test which can be used in identification of the gifted students in the area of mathematics. This study was carried out for two years from 1996. Mathematical giftedness is, in this study, regarded as a result of interaction of mathematical thinking ability, mathematical creativity, mathematical task committment, background knowledge. This study presumed that mathematical thinking ability is composed of seven thinking abilities: intuitive insights, ability for information organization, ability for visualization, ability for mathematical abstraction, inferential thinking ability(both inductive and deductive thinking abilities), generalization and application ability, and reflective thinking. This study also presupposed that mathematical creativity is composed of 3 characteristics: fluency, flexibility, originality. The test for mathematical creative problem solving ability was developed for primary, middle, and high school students. The test is composed of two parts: the first part is concentrated more on divergent thinking, while the second part is more on convergent thinking. The major targets of the test were the students whose achievement level in mathematics belong to top 15~20% in each school. The goodness of the test was examined in the aspects of reliability, validity, difficulty, and discrimination power. Cronbach $\alpha$ was in the range of .60~.75, suggesting that the test is fairly reliable. The validity of the test was examined through the correlation among the test results for mathematical creative problem solving ability, I. Q., and academic achievement scores in mathematics and through the correlation between the scores in the first part and the scores in the second part of the test for mathematical creative problem solving ability. The test was found to be very difficult for the subjects. However, the discrimination power of the test was at the acceptable level.