• The Journal of Korean Academic Society of Nursing Education
• /
• v.25 no.3
• /
• pp.277-288
• /
• 2019

Purpose: This study aimed to examine the effects of team-based learning using concept mapping on critical thinking disposition and metacognition on college of nursing students. Methods: A non-equivalent control group pretest-posttest design was used. The experimental group was provided team-based learning using concept mapping. The control group was provided team-based learning. A total of 77 nursing students participated. Results: The experimental group increased significantly in critical thinking, however, there were no significant differences in critical thinking or metacognition between the two groups. The four essential themes extracted were as follows: (1) Expanding the scope of thinking; (2) Strengthening learning competency; (3) Enhancing communication skill; and (4) Burden of new learning method. Conclusion: The findings indicate that team-based learning using concept maps may be an effective teaching-learning method for nursing students.

• Journal of the Korea Convergence Society
• /
• v.8 no.7
• /
• pp.159-166
• /
• 2017

A 'wicked problem' is something that is hard to notice and not easy to perceive. This study focuses on understanding the precise concept of wicked problem through studying the background that led to the introduction of the term wicked problem. On the other hand, for social innovation, which has recently become a hot topic, it is necessary to identify wicked problem. Social innovation means solving in an innovative way that is more effective, efficient and sustainable than existing ones. As the beneficiary is not an individual but a society, it is in line with the field covered by wicked problem. Therefore, the study introduces a case in which wicked problems are solved through novel ways, that is, design thinking. Through the case study, it was confirmed that design thinking helps identifying problems that are not revealed and contributes to social innovation. As a result, we hope that this research will contribute to help solve the problems that we need to resolve in our society by using design thinking.

• Journal of The Korean Association of Information Education
• /
• v.24 no.1
• /
• pp.117-129
• /
• 2020

The purpose of this paper is to explore ways to assess computational thinking from a formative perspective and to design a process for assessing programming learning using Python. Therefore, this study explored the computational thinking domain and analyzed research related to assessment design. Also, this study identified the areas of Python programming learning that beginners learn and the areas of computational thinking ability that can be obtained through Python learning. Through this, we designed an assessment method that provides feedback by analyzing syntax corresponding to computational thinking ability. Besides, self-assessment is possible through reflective thinking by using the flow-chart and pseudo-code to express ideas, and peer feedback is designed through code sharing and communication using community.

• Journal of the Korean Chemical Society
• /
• v.64 no.3
• /
• pp.159-174
• /
• 2020

The purpose of this study is to examine 'Design Thinking' based Chemistry Class program as an education strategy for core competence of creative convergence talent. The program stages were modified and supplemented into eight stages, including 'Knowledge Understand', 'Empathy', 'Sharing perspective', 'Ideate', '1st Prototype', '1st Test', '2nd Prototype', and '2nd Test', so that the 'Design Thinking Process in Science Education' can be applied to the chemistry class. Considering the linkage between the 2015 and 2009 revised national curriculum, the achievement criteria were selected, and the lesson plans and student activity sheet were developed according to the themes to be met. Four thematic educational programs were developed and applied to Chemistry I for the second grade of high school students from March to August. The results were verified through qualitative data analysis of the class scene and pre- and post-test based on inventories of 'Empathy' 'STEAM educational competence', 'Problem solving process'. As a result of applying the developed program, 'empathy' showed a significant improvement in empathy with others and empathy with the problem situation. In 'STEAM educational competence', there was a significant enhancement in science and design competence. In the 'problem finding process', the problem definition, problem solution design, and problem-solving review were significantly improved in the 'problem-solving process'. The results of this study provided implications for the applicability of design thinking - based chemistry classes and its educational effect.

• Korean Institute of Interior Design Journal
• /
• v.15 no.5 s.58
• /
• pp.60-67
• /
• 2006

An architecture is a result from representation of design knowledge by architect's creative thinking, and operated only in his internal organization system. Design knowledge based upon the experience that they have achieved in the past as well as the informations they have accumulated over the time. In this point of view, the Schema that formed by problems settlement and process repetitions for the best conclusion, not only play an important part in the designer's thinking system about a specific problem but also appeared by distinctive features. This research looks to achieve a new design method by finding out how architects express traditionality in the contemporary house through schema. This research analyze contemporary house built in seoul of 1990's. The result are as followings. First, Schema is a 'frame' that already exist in the architect's thinking, will make a good guide about express the traditionality. Second, We found out several distinctive characters in the form and the space. The form is divided in five types. It is an condensed form of roof image, the metamorphosis of form grammar, the change of part details, the representation of design principle and the directly expression. Lastly, In the space, it is the borrow of the connection method of inside and external space, the three parts composition of the space, the adaptation of 'Madang' and the Independent composition of the space due to 'Chae'

• Archives of design research
• /
• v.20 no.2 s.70
• /
• pp.65-76
• /
• 2007

The primary purpose of this study was to evolve integrated design process for Experiential Design which is based on the former study, 'The Influence of Cognitive Factors on the Creative Abilities in Design'. Experience is a transformation factor to all of the design processes, which has three phase of problem solving; Input, Process, and Output. We regard Experiential Design is a transforming process from concept to experience, and set up a mode) of Holistic Design Process (HDP), which consists of four domains: Four Causes, Thinking Modes, Sensory Modalities, and Creative Abilities. Revolving Sensory Modalities (SM), Creative Abilities (CA), and Thinking Modes (TM) around Product Design Specification (PDS) through a design process, Design Concepts ripen and mature into Externalization. Each component of Experiential Design (TM, SM, and CA) turns around the PDS. Here, experience is first perceived by the five senses. Then, the knowledge is formed, and the CA works for a problem solving. And TM controls all of these procedures. We regard these are a phenomenon of Experiential Design. The HDP can be helpful to develop valuable solutions and create a good experience.

• Proceedings of the Korea Society of Design Studies Conference
• /
• 2001.10a
• /
• pp.59.1-59
• /
• 2001

• Journal of Korean Academy of Fundamentals of Nursing
• /
• v.16 no.1
• /
• pp.46-55
• /
• 2009

Purpose: The purpose of this research was to evaluate the effects of PBL on ability of nursing students in Self-Directed Learning, Critical Thinking Disposition and Problem Solving Process. Methods: The research design was a nonequivalent control group pretest-posttest design. For the experimental group PBL was used during one semester (14 weeks). Instruments for data collection were Self-Directed Learning Readiness Scale (Kim, 1997), Critical Thinking Disposition Scale (K won et al., 2006) and Problem Solving Process Scale (Lee, 1979). The data were analyzed by repeated measure ANOVA. Results: There were statistically significant improvements in Self-Directed Learning and Critical Thinking between the two groups after PBL. But there was no statistically significant improvement in the Problem Solving Process. Conclusion: These results suggest that PBL has a positive effect on nursing students' education. Therefore, PBL should be used for more subjects in the nursing curriculum.

• International journal of advanced smart convergence
• /
• v.10 no.2
• /
• pp.130-137
• /
• 2021

In the current software project, it is still very difficult to extract and define clear requirements in the requirement engineering. Informal requirements documents based on natural language can be interpreted in different meanings depending on the degree of understanding or maturity level of the requirements analyst. Also, Furthermore, as the project progresses, requirements continue to change from the customer. This change in requirements is a catastrophic failure from a management perspective in software projects. In the situation of frequent requirements changes, a current issue of requirements engineering area is how to make clear requirements with unclear and ambigousrequirements. To solve this problem, we propose to extract and redefine clear requirements by incorporating Design Thinking methodologies into requirements engineering. We expect to have higher possibilities to improve software quality by redefining requirements that are ambiously and unclearly defined.

• Educational Technology International
• /
• v.20 no.1
• /
• pp.83-107
• /
• 2019

The aim of this study is to provide the values and descriptive implications of the Design Thinking (DT) method into the context of educational problems of practice in an undergraduate course. To achieve the research objective, both quantitative and qualitative studies were conducted. For the qualitative study, the student's productions and reflections on the experience of the application of the DT into educational problems were analyzed. For the quantitative research, one-group pre and post-test were designed to validate the effectiveness of the DT method into educational contexts in terms of creativity level to measure the student's Creativity Potential and Practiced Creativity, Academic Self-Efficacy Scale, and Problem-Solving Inventory. This study validated that the DT method had a statistically significant influence on those three competencies and also illustrated the detailed process from a qualitative viewpoint. The results and implications reflect the potential of the DT approach with the educational problem of practice, especially, in the ill-structured problem-solving contexts for student-centered instructional setting.