• Journal of Gifted/Talented Education
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• v.23 no.3
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• pp.387-406
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• 2013

This study compared levels of mathematically talented students' statistical thinking with those of non-talented students in the noticing of statistical variability. t tests were conducted to test for statistically significant differences between mathematically gifted students and non-gifted students. Results for the t-test shows that there is no difference between the TE students' and NE students' noticing of variability in the measurement settings. Meanwhile, the t-test results also show that there is a difference between the TM students' and NM students' noticing of variability in the both measurement and chance settings. Table of frequencies of each level, however, shows that levels of mathematically gifted students' thinking were not distributed at the high levels but were overlapped with those of non-gifted students. These results are thought-provoking results in statistics instruction for mathematically talented students.

• The Mathematical Education
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• v.53 no.3
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• pp.383-397
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• 2014

This study aims to explore secondary students' thinking while doing proof in geometry. Two secondary students were interviewed and the interview data were analyzed. The results of the analysis suggest that the two students similarly showed as follows: a) tendencies to use the rules of congruent and similar triangles to solve a given problem, b) being confused about the rules of similar and congruent triangles, and c) being confused about the definitions, partition and hierarchical classification of quadrilaterals. Also, the results revealed that a relatively low achieving student has tendency to rely on intuitive information such as visual representations.

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.539-560
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• 2013

The purpose of this study was to investigate characteristics of mathematically gifted high school students' thinking in design activities using GrafEq. Eight mathematically gifted high school students, who already learned graphs of functions and inequalities necessary for design activities, were selected to work in pairs in our experiment. Results indicate that logical thinking and mathematical abstraction, intuitive and structural insights, flexible thinking, divergent thinking and originality, generalization and inductive reasoning emerged in the design activities. Nonetheless, fine-grained analysis of their mathematical activities also implies that teachers for gifted students need to emphasize both geometric and algebraic aspects of mathematical subjects, especially, algebraic expressions, and the tasks for the students are to be rich enough to provide a variety of ways to simplify the expressions.

• 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.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.1
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• pp.25-35
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• 2020

Purpose: The purpose of this study was to investigate the effects of lessons based on flipped on nursing students' critical thinking disposition, academic achievement, and academic self-efficacy. Methods: The study design was a mixed methods paradigm. Participants were 82 nursing students (experimental group=41, control group=41) for the quantitative study, and nine nursing students for the qualitative study. A flipped learning lesson and lecture were provided in a class titled Critical Thinking and Nursing Processes to compare the effects of the flipped learning lesson. Quantitative data were analyzed with a chi-square test and an independent t-test. Qualitative data were analyzed by means of content analysis. Results: The critical thinking disposition (t=-5.90, p=.004) of the experimental group with flipped learning increased significantly, but their academic achievement (t=0.38, p=.078) and academic self-efficacy (t=-0.24, p=.053) did not show any significant change. From the content analysis after the flipped learning lesson, four categories and 13 sub-categories were derived. Conclusion: The results of this study showed that flipped learning is an effective teaching-learning method for improving nursing students' critical thinking disposition. Therefore, it will be necessary to consider teaching-learning management strategies for applying flipped learning in the nursing education field.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.725-739
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• 2002

The purpose of this study was to investigate the relationships of graphing abilities to logical thinking and science process skills of middle school students. The subjects for this study were selected 481 students from four middle schools for TOGS(the Test of Graphing in Science), GALT(Group Assessment of Logical Thinking) and TIPS II (Test of Integrated Process Skills). This study shows that the correlation coefficient between abilities of students to construct/interpret graphs and the logical thinking was 0.45, and the correlation coefficient between abilities to construct/interpret graphs and science process skills are 0.32. As a result, abilities of students to construct and interpret graphs arc more correlate the logical thinking than science process skills.

• The Mathematical Education
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• v.58 no.1
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• pp.1-20
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• 2019

As the importance of algebraic thinking in elementary school has been emphasized, the links between fraction knowledge and algebraic thinking have been highlighted. In this study, we analyzed the solution methods and characteristics of thinking by fifth graders who have not yet learned fraction division when they solved 'reverse fraction problems' (Pearn & Stephens, 2018). In doing so, the contexts of problems were extended from the prior study to include the following cases: (a) the partial quantity with a natural number is discrete or continuous; (b) the partial quantity is a natural number or a fraction; (c) the equivalent fraction of partial quantity is a proper fraction or an improper fraction; and (d) the diagram is presented or not. The analytic framework was elaborated to look closely at students' solution methods according to the different contexts of problems. The most prevalent method students used was a multiplicative method by which students divided the partial quantity by the numerator of the given fraction and then multiplied it by the denominator. Some students were able to use a multiplicative method regardless of the given problem contexts. The results of this study showed that students were able to understand equivalence, transform using equivalence, and use generalizable methods. This study is expected to highlight the close connection between fraction and algebraic thinking, and to suggest implications for developing algebraic thinking when to deal with fraction operations.

• Journal of Engineering Education Research
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• v.24 no.2
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• pp.68-75
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• 2021

ABEEK recommends convergent engineering projects to nurture creative problem-solving ability for 1st year engineering students through 'Creative Engineering Design' course. However, 1st year engineering students, who have not yet studied core subjects in engineering, have difficulties understanding and coping with the challenges posed by the engineering-related projects. For this reason, the educational objectives of this course are usually frustrating to achieve by the instructor. In this paper, by using the problem-solving process and skills of critico(-creative) thinking, we prepare guidelines for creative engineering design education that allow 1st-year students to effectively participate in engineering projects without a complete understanding of the design process which is to be studied. Also, we present a case study that applies the guidelines to an on-going creative engineering design course and discusses the outcomes by showing student-generated works. The results showed that the intuitive content and everyday expression of critico(-creative) thinking education enabled the instructor to effectively guide their students through the requirements of engineering projects without relying on advanced engineering design methods, and that the application of these guidelines also helped improve students' communication skills, including presentation. We show that the guidelines for creative engineering design education utilizing the problem-solving process and skills of critico(-creative) thinking is not only contributing to achieving the educational objectives of the creative engineering design course but can also be an educational paradigm that incorporates critico(-creative) thinking education into engineering education.

• Journal of Convergence for Information Technology
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• v.12 no.5
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• pp.83-91
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• 2022

The purpose of this study was to identify the effect of problem solving ability and critical thinking disposition on communication competency of nursing students. The subjects of this study were 289 students at two universities located in C and G province. The collected data were analyzed by multiple regression analysis. The results showed that communication competency of nursing students was positively correlated with problem solving ability and critical thinking disposition. Communication competency was explained 40.6% of the variance in critical thinking and problem solving ability. Therefore, in order to improve the communication competency of nursing students, it is necessary to develop an educational program that improves critical thinking disposition and problem solving ability.

• Journal of the Korean Chemical Society
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• v.68 no.4
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• pp.221-234
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• 2024

The purpose of this study was to examine the impact of Argument-based Inquiry approach on elementary school students' critical thinking in elementary school science class. For this purpose, 23 students from two 5th grade elementary school classes in a metropolitan city were selected. One class (11 students) was assigned as the experimental group which Argument-based inquiry approach on 10 topics were applied. To determine the impact of Argument-based Inquiry approach on critical thinking, we analyzed the results of critical thinking tests before and after class and recordings of the discussion process of students in the experimental group. As a result of the critical thinking analysis, the average score of the experimental group in the deduction section was statistically and significantly higher than that of the comparative group. And as a result of analysis of recordings of the discussion process, students used deductive reasoning more often than inductive reasoning, and their use of this reasoning increased significantly at the claim·evidence stage.