• 기본간호학회지
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• 제16권4호
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• pp.459-471
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• 2009

Introduction: Critical thinking involves identifying problem(s), assessing resources, and generating possible solutions and allows clinical nurses to decide which solution is the most reasonable under the given circumstances, taking into consideration the "hat ifs" and how they will affect the end result. This research was conducted to further understanding and identification of subjective factors in critical thinking in clinical nurses. Methods: The research design was a Q-Methodological Approach. Q-population was formulated from a non-structured questionnaire and interviews from 17 experienced clinical nurses. Thirty selected Q-statements were sorted by 30 experienced clinical nurses. Results: Four factors for critical thinking were identified: (1) Deductive reasoning based on causal relation, (2) Construction of an effective model based on patients' responses, (3) Formulating categories based on priorities for effective interventions, and (4) Judging validity of the situational significance on clinical performances. Conclusion: Critical thinking is an attitude and reasoning process. From this study, the frame of reference for clinical nurses in formulating critical thinking within the context of clinical settings is identified and indicates the way nurses utilize thinking skills when they care for patients and areas that need further exploration as nurses and faculty develop education systems to advance clinical performance competency.

• 아동학회지
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• 제5권
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• pp.3-20
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• 1984

The purpose of this paper was to review critiques on methodological problems relating to Piaget's researches in terms of its scientific nature. On the basis of review of literature, the following problems were pointed out: 1. Notwithstanding Piaget's emphasis on the scientific requirement for verification, Piaget was against the deductive method typical of scientific verification. 2. Piaget's theory was so vague that it couldn't be falsified. 3. Piaget ignored criticism of his method, and this was viewed as unscientific in the eyes of most scientists. 4. Avoiding the antecedent-consequence sequence of scientific experimentation, Piaget took the descriptive, rather than the explanative nature. 5. Piaget didn't accept individual differences in cognitive style in his research paradigm. 6. Piaget's experimental procedures looked very simple but they were too complex to understand what was happening. 7. Although Piaget's major ideas treated the child as the active constructor of reality, the child's experimental tasks were structured by experimenter. 8. Piaget's clinical method depended heavily upon language although the procedures required manipulation of objects. 9. Piaget always justified his experiments in terms of protocois selected from all the responses obtained. However, these protocols may not be the most representative responses or behaviors showing the child's cognitive structure.

• 아동학회지
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• 제37권5호
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• pp.129-144
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• 2016

Objective: This study's purpose was to develop a teaching competency scale for character education for early childhood teachers and to examine its reliability. Methods: The study procedure was as follows: First, scale items were generated by reviewing the literature as a deductive approach and focused interviews with 8 field experts in an inductive approach. Second, face validation was assessed by 7 academic experts, and statistical validation processes were done twice. The data used in the final statistical analyses included 206 questionnaires for early childhood teachers. Statistical validation included item response analysis, item discrimination analysis, exploratory factor analysis, confirmatory factor analysis, and reliability analysis. Results: The 3 factors identified were as follows: Communicate teaching competence, practical teaching competence, and instrumental teaching competence. The validity and reliability of the Teaching Competency Scale for Character Education in Early Childhood Teachers were acceptable. Conclusion: This new scale will be a useful tool to better support character education for early childhood teachers and contribute to providing a basis for developing more sophisticated tools.

• 한국초등과학교육학회지:초등과학교육
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• 제28권4호
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• pp.476-486
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• 2009

The purpose of this study was to investigate elementary gifted students' characteristics of observing and inferring in the inquiry activities. For this study, 40 students of the 4th and 5th grades participated in inquiry activities where the strata were developed well, Haenam Uhangri province. And we analyzed the outcomes of students' inquiry activities. The results are as follows. First, 119 units as observing results were obtained, but most of them showed that they were not focused on the portion of stratus, but that they were implicated in whole stratus as observing object. Second, 90 units were collected with reasoning results, but 4 units of them were wrong in constructing of inferring. Based on outcomes of students' inferring, elementary students preferred to apply deductive inferring method rather than use abductive inferring. Third, only 39 of 119 units acquired from observing were used for constructing inferring and 80 which were discovered from observing activities were discarded without applying of inquiry activities. Fourth, about 42% of students' inferring results were in accord with them of the geologists. But 58% views which didn't agree with geologists showed that they were applied to misconceptions among constructing inferring.

• 한국문헌정보학회지
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• 제40권2호
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• pp.415-434
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• 2006

우리 고전 문집에 나타난 용어로 작성된 디스크립터들을 분류하기 위해서 분류 체계를 개발하는 것이 이 연구의 목적이다. 고전 용어 시소러스의 분류 구조는 6개의 패싯으로 범주화를 시작하여 고전 분야의 지식을 근거로 연역적으로 분류 체계를 구조화하였다. 그리고 기존의 인문학 분야의 다른 시소러스들의 분류 체계와 비교하였고, 이러한 비교를 통해서 얻은 것은 고전 용어 분류 체계만이 갖는 여러 장점들 즉 패싯 기법을 적용한 장점 등을 확인할 수 있었다. 이러한 장점들로 인해서 범주 설정의 일관성과 분류 구조의 복잡성을 줄일 수 있었다. 또한 시대나 지역을 구분하기 위한 공통 구분을 독립적으로 설정하여 분류표의 크기를 줄일 수 있었다. 이 분류 체계는 디스크립터들을 배정하는 과정을 통해 보다 나은 분류 체계로 발전해 나갈 것이다.

• International Journal of Quality Innovation
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• 제5권2호
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• pp.89-105
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• 2004

Many researchers and practitioners have acknowledged the need to investigate the relationships amongst various criteria of implementing total quality management (TQM) in small and medium-sized manufacturing enterprises (SMMEs). There is a need to have practical research methodologies that take cognisance of the peculiarities of SMMEs and impact on their quality management practices in developing countries. This paper presents the theoretical foundation of a proposed Generative Research Methodology and configures the specification of a TQM implementation framework in SMMEs. The methodology combines rigorous research approaches, builds theory based on the dynamics of the environment and the firms' characteristics and incorporates various TQM criteria into the design of the framework. It synchronises inductive and deductive research methods in three phases and uses various means to acquire empirical evidence and examine the dependent and independent variables of TQM implementation. It is anticipated that the methodology could help SMMEs to develop, analyse and evaluate the framework for attaining quality performance goals.

• 한국초등과학교육학회지:초등과학교육
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• 제34권1호
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• pp.46-57
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• 2015

The purpose of this study was to analyze the writing styles and features of science writing by using science notebook for elementary school science gifted. The subject of this study was 37 sixth grade elementary school science gifted in P city. The preliminary 1 hour instruction was conducted to explain the usage of science notebook. The summarized activity using science notebook was conducted for 20 minutes following 4 hour lesson. These activities were performed for 8 times. As the result of this study, in The content which is learned today (main learning content)' which is one of components of science note, the writing appears the most frequently in external expression types and features of scientific writing, followed by writing+drawing, drawing, cartoon, writing+cartoon, mind map, table. Science writing which uses inductive thinking appears the most frequently in internal expression types and features of scientific writing, followed by deductive thinking, creative thinking. Among the components of science note, 'thinking and feeling', 'question,' 'one's own thinking of question' which are the components of science note promote the reflective thinking of elementary school student gifted for science.

• 한국실내디자인학회논문집
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• 제7호
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• pp.70-78
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• 1996

Artificial Intelligence is generally concerned with tasks whose execution appears to involve some intelligence if done by humans, and knowledge-based system ( in other word, expert system) is the research about the specific domain. This concept also can be applied to interior design field. So the purpose of this study is in reconstructing the accomplishment of artificial Intelligence and knowledge engineering, searching basic theories and cased to knowledge engineering , searching basic theories and cases to formulate knowledge -based design system, and testing the posibilities how the design information can be dealt in computer system. Given that recognition , two major problems must be solved before knowledge-based CAD systems could be come practical : Firstly , identification of the interior of designers use .Secondly , representing this knowledge in a computationally effective manner. I had discussed the basic concepts on which to base a knowledge- based design model, knowledge representation schemes, and problem solving, I could find the possibility which the knowledge-based system can be applied to the interior design according to this study. But there are non-deductive, often irrational and now easily computerized design process in interior design. Those are problems which are relevant to the machine learning and the creativity in design. So there should be a lot of research about the machine learning and the creatively in design in order to construct successfully intelligent knowledge-based design system.

• 대한수학교육학회지:수학교육학연구
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• 제12권3호
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• pp.409-424
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• 2002

The historico-genetic principle has been advocated continuously, as an alternative one to the traditional deductive method of teaching and learning mathematics, by Clairaut, Cajori, Smith, Klein, Poincar$\'{e}$, La Cour, Branford, Toeplitz, etc. since 18C. And recently we could find various studies in relation to the historico-genetic principle. Lakatos', Freudenthal's, and Brousseau's are representative in them. But they are different from the previous historico- genetic principle in many aspects. In this study, the previous historico- genetic principle is called as classical historico- genetic principle and the other one as modern historico-genetic principle. This study shows that the differences between them arise from the historical views of mathematics and the development of the theories of mathematics education. Dewey thinks that education is a constant reconstruction of experience. This study shows the historico-genetic principle could us embody the Dewey's psycological method. Bruner's discipline-centered curriculum based on Piaget's genetic epistemology insists on teaching mathematics in the reverse order of historical genesis. This study shows the real understaning the structure of knowledge could not neglect the connection with histogenesis of them. This study shows the historico-genetic principle could help us realize Bruner's point of view on the teaching of the structure of mathematical knowledge. In this study, on the basis of the examination of the development of the historico-genetic principle, we try to stipulate the principle more clearly, and we also try to present teaching unit for the logarithm according to the historico- genetic principle.

• 한국수학사학회지
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• 제23권1호
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• pp.41-52
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• 2010

고대의 인도수학은 산스크리트어로 쓰여 있고, 수학의 법칙이나 문제들은 구전되었거나 필사본의 형태로 경전 속에 포함되어 있으며, 학생들이 암기를 쉽게 할 수 있도록 아주 간결하게 정리되어 있다. 고대 인도의 많은 수학자들은 일찍이 십진법, 계산법, 방정식, 대수학, 기하학, 삼각법 등의 연구에 공헌하였다. 이 논문은 고대 인도수학과 다른 문명권의 수학발전을 비교하였다. 고대 그리스 수학이 공리적이고 연역적이라면, 인도수학은 양적이며 계산적이지만 원리를 가지고 문제를 해결하는 특성이 있다. 고대 인도와 타 문명권의 수학을 비교하는 것은 오늘날 수학교육과 수학사 연구에 의미가 있는 것으로 사료된다.