• 대한안전경영과학회:학술대회논문집
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• 대한안전경영과학회 2011년도 추계학술대회
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• pp.219-224
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• 2011

The research reviews the logical approach based on the creative thoughts. The two logical approaches, including deductive convergent and inductive divergent are discussed with why-why techniques and how-how techniques. While the deductive thinking is vertical logic for interconnected hierarchical and deep domains, the inducive thinking is horizontal logic for mutually exclusive and collectively exhausted frameworks. The creative thinking comes from the reversing the logic and lessening the premise of convergent and divergent approaches.

• 인문언어
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• 제1권1호
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• pp.13-31
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• 2001

This essay seeks new possibilities in experimental thinking and to find ways in which philosophy can aid humanistic imagination. In emphasizing logical precision, philosophy has so far ignored the role of imagination in philosophical logic and limited itself to deductive logic. Despite the obvious fact that no degree of logical precision can fully account for, nor provide complete expression for, the vast range of human thought, other modes of thinking have suffered in the shadow of deductive logic. But these non-deductive models of thinking can in many cases better explain the emotive, aesthetic logic of the humanities. The kinds of models (deductive and non-deductive) in humanistic thinking include dialectic, abductive, analogic, pragmatic, inductive, and deductive logic. Each mode of logical thinking may be assigned a color that represents its emotive characteristics: red for dialectics (opposition): blue for abduction (transcendence); yellow for analogy (flexibility); green for pragmatics (peace); violet/purple for induction (fantasy); and finally orange for deduction (trust). And each mode can also be keyed to major areas in humanistic thought, making up the following connections: dialectic-red-history; abduction-blue-literature; analogy-yellow-philosophy ; pragmatics-green-religion ; induction-violet/purple-arts; and deduction-orange-science. These connections serve to illustrate the interrelationship between emotion and intelligence, leading us toward considerations of emotional intelligence and intelligent emotion. The former is increasingly gaining attention, as the effect of 'mood space' on intelligence is being scrutinized. That the rate of suicide among mathematicians is very high points to the need for careful study of the reverse relationship between emotion and intelligence, intelligent emotion. The need for the latter is all the more pressing, as the emergence of new technology is allowing, even forcing, us more and more to experience the world intellectually (i.e., sans emotive experience) through a new virtual space called cyberspace.

• 한국수학교육학회지시리즈A:수학교육
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• 제40권2호
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• pp.253-263
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• 2001

Developing mathematical thinking skills is one of the most important goals of school mathematics. In particular, recent performance based on assessment has focused on the teaching and learning environment in school, emphasizing student's self construction of their learning and its process. Because of this reason, people related to mathematics education including math teachers are taught to recognize the fact that the degree of students'acquisition of mathematical thinking skills and strategies(for example, inductive and deductive thinking, critical thinking, creative thinking) should be estimated formally in math class. However, due to the lack of an evaluation tool for estimating the degree of their thinking skills, efforts at evaluating student's degree of mathematics thinking skills and strategy acquisition failed. Therefore, in this paper, mathematical thinking was studied, and using the results of study as the fundamental basis, mathematical thinking process model was developed according to three types of mathematical thinking - fundamental thinking skill, developing thinking skill, and advanced thinking strategies. Finally, based on the model, evaluation factors related to essential thinking skills such as analogy, deductive thinking, generalization, creative thinking requested in the situation of solving mathematical problems were developed.

• 한국초등과학교육학회지:초등과학교육
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• 제25권2호
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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.

• 한국과학교육학회지
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• 제27권3호
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• pp.225-234
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• 2007

이 연구는 가설-연역적 방법론에 따른 수업 모형의 개발과 그에 따라 고안된 수업 프로그램의 현장 적용이 창의적 사고, 비판적 사고 및 과학적 태도에 어떠한 영향을 미치는지 알아보기 위한 목적으로 실시되었다. 먼저, 가설-연역적 방법론에 따른 수업 모형을 개발하였고, 개발한 모형을 직접 활용할 수 있도록 수업 프로그램을 고안하여 학교 현장에 적용하였다. 연구 결과 수업 프로그램의 적용은 창의적 사고력 및 비판적 사고력을 향상시키는 것으로 나타났다. 또한 가설-연역적 수업 프로그램은 과학적 태도에 긍정적인 영향을 주는 것으로 나타났다. 끝으로 수업 프로그램에 참여한 학생들을 대상으로 가설-연역적 수업 프로그램에 대한 의견을 설문 조사한 결과, 학생들은 수업 프로그램을 진행하는 과정에서 과학적인 생각, 새로운 생각, 비판적인 생각을 계속 해야 하는 것에 어려움을 느끼고 부담스러워했으나, 수업 프로그램이 종료된 후에는 스스로 생각하는 능력이 생겼다고 진술하였다.

• 한국수학교육학회지시리즈A:수학교육
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• 제42권5호
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• pp.647-672
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• 2003

This study sought to determine the impact of the graphing calculator on prospective math-teachers' mathematical thinking while they engaged in the exploratory tasks. To understand students' thinking processes, two groups of three students enrolled in the college of education program participated in the study and their performances were audio-taped and described in the observers' notebooks. The results indicated that the prospective teachers got the clues in recalling the prior memory, adapting the algebraic knowledge to given problems, and finding the patterns related to data, to solve the tasks based on inductive, deductive, and creative thinking. The graphing calculator amplified the speed and accuracy of problem-solving strategies and resulted partly in students' progress to the creative thinking by their concept development.

• 한국과학교육학회지
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• 제24권3호
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• pp.556-564
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• 2004

본 연구는 중 고등학생의 창의력 및 과학적 사고력 향상을 위해 학습자 활동 중심으로 개발된 가설-연역적 실험 모듈이 과학고 학생들에게 효과적인지 알아보기 위해 수행되었다. 삼투압과 식물의 색소 분리와 관련된 5차시의 가설-연역적 실험 모듈의 효과를 알아보기 위하여 서울의 S 과학고 남 여 4개 반을 각각 46명씩 2개 학급으로 구성된 실험 집단 및 통제 집단으로 나누어서 수업을 하였다. 실험 집단은 삼투 현상 및 광합성 색소 분리와 관련된 가설-연역적 방식으로 구성된 생물 실험 모듈을 통해 학생 중심의 실험 수업을 하였고, 통제 집단은 개발된 실험 모듈과 같은 내용을 가지고 전통적인 방식의 실험 결과 확인 실험 수업을 수행하였다. 두 모듈을 적용하여 학생들의 창의력 및 과학적 사고력, 과학 탐구 능력 그리고 성취도의 향상 효과를 조사하였다. 연구 결과, 개발된 실험 모듈을 적용한 실험 수업은 기존의 전통적 실험 수업보다 학생들의 창의력, 과학적 사고력, 과학 탐구 능력에 유의미한 효과를 보였다. 이상과 같은 연구 결과는 삼투 현상과 광합성 색소 분리를 주제로 한 두 개의 생물 실험 모듈을 적용한 가설-연역적 방식의 수업이 전통적인 교과서 실험 방식인 확인식 실험 수업보다 학생들의 창의력 및 과학적 사고력을 높이는 데 효과가 있음을 의미한다.

• 한국초등수학교육학회지
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• 제17권1호
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• pp.165-184
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• 2013

본 연구는 van Hiele이 소개한 7조각 모자이크퍼즐(이하 스핑크스퍼즐)을 도형 교육이나 수학적 사고 교육에 효과적으로 적용하는 방안을 모색하고자 한다. 이를 위해 Dienes의 수학학습 6단계 이론을 적용한 수업에서 학생들의 수학적 사고 특성을 분석하는 것을 목적으로 한다. 총 3차시에 걸쳐 학급 전체를 대상으로 한 수업에서 연구자는 수업의 진행자 및 관찰자로 활동하였다. 보다 세밀한 분석을 위해 관찰 대상은 학업성취도가 상위권 및 중위권인 초등학교 6학년 4명의 학생으로 제한하였다. 학생들에게 제시한 최종 과제는 <스핑크스퍼즐로 만들 수 있는 서로 다른 크기의 모든 삼각형의 개수와 그 도형들의 보다 깔끔한 해법 찾기>이다. 이 과제를 해결하는 동안 학생들에게서 나타나는 수학적 사고 특성을 편동중남(片桐重男)의 수학적 사고 태도 중 조작의 사고, 연역적 사고, 보다 나은 방법을 알아보려는 태도를 중심으로 분석하고 이로부터 시사점을 도출하였다.

• 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.

• 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.