• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.179-190
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• 2006

While most previous studies have developed educational programs for science gifted children and have analyzed the differences between science gifted children and ordinary children using quantitative research methods, few have investigated the differences among the science gifted, especially in terms of the scientific thinking process. The present study was conducted to explore the thinking characteristics of the elementary science gifted according to the three scientific thinking process types during the scientific problem solving process. The study resulted in the collected of quantitative and qualitative data through tests and an interview with questions and scientific problems which required the use of one of the three scientific thinking processes. Ten elementary science gifted children served as interviewees. Two types as an opistemological basis for solving the problems are revealed on inductive thinking problems. Three types are on abductive thinking, and Three or Four types are on deductive. The results are expected to have an influence on the teaching and the evaluation of the elementary science gifted.

• Journal of Korean Elementary Science Education
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• v.40 no.1
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• pp.100-112
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• 2021

Based on the importance of visual representation for scientific understanding, this study applied visual thinking in elementary science classes. This study analyzed elementary students' visual thinking and investigated the instructional influences. Students' perceptions on the class applying visual thinking were also investigated. The subject were 38 fourth grade students, 18 in experimental group and 20 in control group. For the unit of 'Shadow and mirror', on-line and off-line blended classes were applied in both group because of COVID-19. The experimental group student were asked to construct their own visual thinking, while the control group students used traditional workbook. The results were as follows. First, students' visual thinking can be classified into three different types, which are 'activity recall type', 'result summary type', and 'core concept representation type' based on what they represent rather than how they represent. Second, applying visual thinking in science class showed significant effects on science academic achievement, science related attitude, and creative academic efficacy. Third, students' perceptions on applying visual thinking in science classes were very positive. Students perceived visual thinking activities were interesting and helpful for understanding science. Educational implications of applying visual thinking in elementary science classes were discussed.

• Journal of the Korean earth science society
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• v.40 no.4
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• pp.340-352
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• 2019

The purpose of science education is scientific literacy, which is extended in its meaning in the $21^{st}$ century. Students must be equipped with the skills necessary to solve problems from the community beyond obtaining the knowledge from curiosity, which is called 'computational thinking'. In this paper, the authors tried to define computational thinking in science education from the view of scientific literacy in the $21^{st}$ century; (1) computational thinking is an explicit skill shown in the two steps of abstracting the problems and automating solutions, (2) computational thinking consists of concrete components and practices which are observable and measurable, (3) computational thinking is a catalyst for STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, and (4) computational thinking is a cognitive process to be learned. More implication about the necessity of including computational thinking and its emphasis in implementing in science teaching and learning for the envisioned scientific literacy is added.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.485-494
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• 2013

The purpose of this study was to know that the 'Thinking Science' activities affects the enhancement of critical thinking skill by the logical thinking skill about pupils in the $5^{th}$ and $6^{th}$ grade of elementary school in Korea. The 19 activities of 'Thinking Science' as the teaching materials was implemented to 40 pupils in elementary school over 13 weeks. Results indicated that the experimental group presented statistically meaningful improvement in logical thinking skills(p<.05). Those teaching materials contributed to improve 3 logical sub-elements significantly(p<.05) as the proportional logical element, the probabilistic logical element, and combinational logical element. But, there was no significant improvement in conservational logical element, control of variable element, and correlational element(p<.05).

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.64-75
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• 2002

The purposes of this study are to understand the trends of current science education compared with thinking paradigm and to find the direction of reform in holistic view. It is divided into three parts. Firstly, significant trends of science education during the late 20th century were examined. Secondly, the current society was discussed, particularly focused on the thinking paradigm. Thirdly, the science education trends and thinking paradigms were compared. The results are 1) A major goal of contemporary science education is the scientific literacy, for which the constructivist and STS class are introduced, 2) Thinking paradigm is changing from analytics to systemics, and 3) Compared the current science education and system thinking paradigm, they seem consistent in respect of looking for the whole-part relationship.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.558-565
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• 2014

The purpose of this study was to compare thinking styles between the gifted students in science and invention The subjects were 191 gifted elementary students in science and 182 gifted elementary students in invention, who enrolled in gifted education program. They were given the Thinking Style Inventory (TSI) that standardized Korea version by Yun (1997), which constructed 13 thinking styles of 5 dimensions (functions, forms, levels, scopes, and leanings of the mental self-government). The collected data were analyzed by independent sampling t-test and ANOVA with SPSS. The findings of this study were as follows: the gifted in science prefer executive, oligarchic, and global thinking styles rather than the gifted in invention. Meanwhile, the gifted in invention prefer legislative, judicial, local, and liberal thinking styles rather than the gifted in science. Both of the gifted in science and invention prefer legislative, executive, monarchic, anarchic, external, and liberal thinking styles. There was statistically significant differences between boys and girls in executive, oligarchic, local, and liberal thinking styles of the gifted in science.

• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.179-188
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• 2008

The purpose of this study is to investigate the effects of the causal thinking activity of Let's Think Through Science(LTTS) program on causal thinking and science process skills of elementary school students. Four classes of 4th graders (N=119) from a elementary school were divided into the control and the experimental groups. Causal thinking activity of LTTS program was used with the experimental group, while the normal curriculum was conducted with the control group. Both groups were given a pre-post test on causal thinking abilities and science process skills. And the experimental group was given 15- item questionnaires analyzing of perception on LTTS program. This study revealed that causal thinking activity of the LTTS program were effective on the development of students' causal thinking abilities and science process skills. ANCOVA results revealed that the scores of causal thinking abilities for the experimental group significantly higher than those of the control group. In the sub-tests of the causal thinking abilities all categories were effective. And ANCOVA results of the science process skills were also effective. Science process elements of observation, recognizing of a problem were significantly higher. And elementary students preferred to the causal thinking activity of LTTS program so that it was interesting, useful, helpful to each other in studying science.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.318-331
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• 2015

The purpose of this study was to develop the systems thinking learning program and to confirm the effects of its application in the fourth grades' science class. For it, the test tools were designed to survey divergent thinking and the closed loop based on the casual relation. The systems thinking learning program was developed to make students learn scientific knowledge and systems thinking educational strategies through their regular science class. The two classes of fourth grade were selected and divided into experimental and control groups. After applying pre-test to two groups, the system thinking education program was applied to an experimental group according to the reconstructed lesson plan. Subsequently, post-test was applied to two groups 3 weeks after pre-test. The findings in this study were as follows. In divergent thinking, the systems thinking program was useful to two groups. It could be the repetition effect, but only the experimental group shows a statistically significant change. The effect of the closed loop based on casual relation was deemed statistically significant. It shows these educational strategies were effective in making students understand the systems thinking. Finally, the results of students' interviews shows they were satisfied with this program because they were able to express their thinking with confidence and to find new relations in the change of land. The results suggest that the more research is needed to further develop and improve on students' thinking skills in their regular science classes.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.3
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• pp.172-181
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• 2018

The purpose of this study is to investigate the impact on self-directed learning ability and science process skills by utilizing 'Thinking Maps' in a science class. This particular study was proceeded to 5th grader at B elementary school, there was a mutual agreement with a teacher about assigning a research group and a comparison group and it was agreed by students and explaining the reason and purpose of the study. The researchers visited the school and selected 24 students in the research class and 24 students in the comparative class. For a research group, an experimental group, homeroom teacher, proceeded a science class with the application of 'Thinking Maps'. The experimental period was set up as a 40 minutes class unit for 12 weeks. After an experimental group, self-directed learning ability and science process skills were examined, data collection and data analysis were proceeded by order. The following experimental results are as below. First, the application of 'Thinking Maps' method in the class was effective in self-directed learning ability. Second, the application of 'Thinking Maps' method in the class was effective in scientific process skills. Third, the application of 'Thinking Maps' method in the class had a positive cognition from the learners in the experimental group. Based on the discussions and implications of the results of this study, some suggestions in the follow - up study are as follows. First, applying Thinking Maps technique to various science classes to see the effects can also be suggested as one of the new teaching methods. Second, testing the effects of applying different grades of elementary school students using the Thinking Maps technique could also be highlighted as another way of teaching science classes.

• Journal of Distribution Science
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• v.21 no.4
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• pp.11-20
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• 2023

Purpose: 1) develop a learning model involving design thinking to develop creative economy innovation and the characteristics of digital entrepreneurs. 2) evaluate the impact of design thinking on creative economy innovation 3) evaluate the impact of design thinking on digital entrepreneurial ability. Research design, data and methodology: 1) develop a learning model involving design thinking in order to develop creative economy innovation and the characteristics of digital entrepreneurs. 2) Evaluating creative economy innovation involving design thinking. 3) Assessing the characteristics of digital entrepreneurs based on design concepts. Results: 1) the development of a learning model involving design thinking to develop creative economy innovation and digital entrepreneurial competency 2) The students who studied using the learning model involving a design thinking process had the highest overall scores in terms of creative economy innovation 3) The scores for the assessment of digital entrepreneurial activity for the students who studied by using the design thinking learning model were at a high level. Conclusions: The development of the design thinking learning model can encourage students to be able to develop creative economy innovations and to empower digital entrepreneurs' ability for distribution strategy. Educational institutions that would like to succeed in developing creative economy innovative and digital entrepreneurship characteristics with the support of design thinking.