• Journal of the Korean association of regional geographers
• /
• v.20 no.2
• /
• pp.230-244
• /
• 2014

This study is to analyze the effects of geography class using taboo games on developing student's ability to think. After playing taboo games in which students explain keyword without using presented taboo words, worksheets of participants were analyzed with interviews to demonstrate what kind of thinking skills are working. The results of the analyses are as follows. First, while divergent thinking is applied to students who explain keyword in taboo games, convergent thinking is applied to students who listen to and guess them. Second, as groups play a role as explainer or answerer in turn, they can learn divergent and convergent thinking together. Third, students seem to improve high-order thinking ability like decision-making, critical thinking, metacogniton through taboo games. Fourth, students have a tendency to use a variety of direct and/or indirect experiences (especially, from media) as well as cross curricular knowledge in order to explain keyword without using taboo words.

• Journal of the Korean Society of Earth Science Education
• /
• v.12 no.1
• /
• pp.64-81
• /
• 2019

The purpose of this study is to analyze elementary science gifted students' characteristics of the thinking in the problem solving process through a MEA(Model Eliciting Activity)activity. The subjects of this study are 40 elementary science gifted students who passed the first screen for the admission to the science gifted education institute in P university in 2018. The MEA activity was 'Coffee cup challenge', which is to find the best way to place cup side and bottom to save paper in a given material. Three drawings from each student and explanations of each drawing through out the design process were collected as the main data source. The data were analyzed by statistically (correlation coefficient) and qualitatively to find the relationship between; 1) the intuitive thinking and visual representation and 2) analytical thinking ability and communication skills that reflect MEA activities. In conclusion, first, intuitive thinking plays an important role in the ability of visual representation through pictures and the whole problem solving process. Second, the analytical thinking and elaboration process which are reflected through reflection on the arrangement of the drawings have a great influence on the communication skills. Therefore, this study investigated that MEA activities are useful activities to stimulate both intuitive and analytical thinking in elementary science gifted students, and to develop communication ability, by organizing their own ideas and providing learning opportunities for various solutions.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.22 no.2
• /
• pp.148-159
• /
• 2021

The purpose of this study was to investigate the influence of critical thinking disposition and communication competence on the problem-solving confidence satisfaction of nursing students. The data was collected using questionnaires completed by 215 nursing students in G city from November 1 to November 30, 2019. Data was analyzed using SPSS version 22.0. The data analysis showed that the mean score for critical thinking disposition was 3.69±0.37, communication competence 3.72±0.46, and problem-solving confidence 3.56±0.41. There was a significant positive correlation between critical thinking disposition and communication competence (r=.588, p<.001). critical thinking disposition and problem-solving confidence (r=.462, p<.001), communication competence, and problem-solving confidence (r=.255, p<.001). As per the regression analysis, the factors that affect problem-solving confidence were academic achievement, critical thinking disposition, the motive for selecting nursing science, and gender with an explanatory power of about 33.8%. Conclusions: This study showed that problem-solving confidence correlated with critical thinking disposition and communication competence. Therefore, to increase the critical thinking disposition and communication competence and thus enhance the problem-solving confidence of nursing students, it is necessary to develop and apply appropriate teaching methods and non-contact education programs.

• Journal of Science Education
• /
• v.45 no.3
• /
• pp.275-291
• /
• 2021

The purpose of this study is to analyze the level and characteristics of system thinking of middle and high school students on cycle of matter in the Earth system considering the impact of human activities on the cycle. For this purpose, we developed items for assessment and assessment rubric through the analysis of 2015 revised curriculum and applying systems thinking, respectively. Middle and high school students who participated in the Korea Earth Science Olympiad were the subjects of this study. The level of system thinking was determined using the assessment rubric for student responses collected using items for assessment. The characteristics of system thinking were identified using word analysis. Based on these, the improvement of the curriculum considering the impact of human activities was discussed. The results of the study are as follows: first, the system thinking level of most secondary school students was low in identifying or classifying system elements for matter cycle, and high levels, such as system relationship or generalization of patterns, were found to be relatively small. It was found that students had a higher level of system thinking in the carbon cycle than in the water cycle. Second, in terms of the characteristics of system thinking about water cycle, water was recognized as a major system element and mainly related with evaporation between atmosphere and other system elements. Whereas, in the carbon cycle, carbon dioxide was regarded as a major system element, and photosynthesis and respiration were represented in relation with the biosphere. Third, for education considering the impact of human activities on the matter cycle in the Earth system, it is proposed improving the curriculum considering the socio-ecological system by extending the existing earth system.

• Journal of KIISE:Software and Applications
• /
• v.36 no.6
• /
• pp.498-507
• /
• 2009

There has been insufficient studies on the effect of programming language learning on logical thinking ability. Each study result on the improvement degree and items of logical thinking ability is different according to the object of the study, its method, and the learning subject, which makes the generalization process difficult. Moreover, the necessity of programming language learning seems not proved, because it is not apparent whether the improvement of logical thinking ability is due to the advancement of knowledge or programming language learning. In this study, we instructed educational programming languages to elementary students in 6th grade for 7 hours, investigated its effect on logical-thinking ability by the meta-cognition level, and compared the result with that of computer skill learning. As a result, for Dolittle, LOGO, and Powerpoint learning groups, the logical-thinking ability of high meta-cognition level students has increased with significance, but that of low meta-cognition level students has significantly increased for Dolittle and LOGO groups only. However, regardless of meta-cognition levels, there was no significant difference of logical-thinking ability between all three groups.

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

• Journal of The Korean Association of Information Education
• /
• v.17 no.1
• /
• pp.73-81
• /
• 2013

Elementary students are living in the information environment at daily. Also, they are learning the school curriculum lessons are based on information. Computational thinking that based on information from everyday life and the school curriculum is important. Until now, many educational materials for the computational thinking have been developed. But, teaching and learning method for computational thinking have not been developed. In the study, the teaching and learning model for computational thinking for elementary school students will be developed. Computational thinking education model proposed in this study consists of three phases. The first phase is the information gathering stage. The second phase is to perform calculations. The last phase is the decision-making steps. Effective teaching and learning methods that are proposed model in this study for computational thinking education will be used.

• Journal of Science Education
• /
• v.43 no.3
• /
• pp.329-341
• /
• 2019

The purpose of this study is to investigate the effects of instructional strategies using the process of procedural thinking in elementary science classes on students' computational thinking and creative problem solving ability. For this purpose, instructional strategies using the process of procedural thinking for science class were developed and applied. The objects of this study were 6th graders from an experimental class (29 students) and a comparative class (29 students) at S elementary school in Gimpo City. The results of the study are as follows: First, as a result of examining the difference in the computational thinking ability between experimental group and comparative group, the experimental group scored higher than the comparative group, but there was no statistically significant difference. Second, the creative problem solving ability of the experimental group after applying this program was higher, and statistically significant differences were observed (p < .05).

• Journal of Convergence for Information Technology
• /
• v.11 no.8
• /
• pp.224-231
• /
• 2021

The purpose of this study is to find out whether critical thinking education improves critical thinking disposition of nursing college students. The participants were 173 second graders. The education was conducted three times, two hours each, for a total of six hours of intensive critical thinking education and continuous education during Nursing Process class. The survey was conducted in the first week and 14th week of the course. The collected data was analyzed with IBM SPSS 21.0. Findings: The results showed that the average rating of critical thinking before and after education was raised(3.65±0.41→3.83±0.46, t=6.796, p<.001). Among the sub-items, creativity, which had the lowest score before education, has been raised the most(3.13±0.78→3.43±0.86, t = 5.842, p<.001). The effectiveness of critical thinking education has been confirmed. But it is a lack of evidence on the relevance of the details. It is suggested that repeated research is needed to ensure the quality of education, develop teaching methods, and develop tools for verifying effectiveness.

• Journal of The Korean Association For Science Education
• /
• v.27 no.3
• /
• pp.225-234
• /
• 2007

This research was conducted with an intention to develop a teaching program that possesses a goal of elevating higher thinking ability within the science class and to investigate its effect. The hypothetico-deductive teaching model was developed and its' program was designed to be directly put into the practical use, and apply it in class. The application of the hypothetico-deductive teaching program had a positive effect in the improvement of students' creative thinking ability and critical thinking ability. And it had a positive influence on scientific attitudes. After completing the program the opinions of the students who participated in this research by a poll were gathered and analyzed. The students felt uneasy and had a lot of difficulties during the program activity because they had to keep on thinking newly, critically, and scientifically, but they admitted that they gained the ability to think on their own when the program was completed.