• Korean Journal of Child Studies
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• v.22 no.2
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• pp.237-253
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• 2001

This study examined the effects of the inquiry model on children's scientific thinking ability and processing skills. The experimental classroom of a kindergarten in Seoul was assigned the inquiry model while the control classroom was assigned general scientific education (N=48). Seventeen treatment sessions were applied to the experimental group. Tests to investigate the hypotheses included the Sink and Float Test and a new instrument developed by the researchers. Findings showed that preschoolers receiving the inquiry model of instruction gained higher scores in scientific thinking ability and processing skills than the preschoolers in the classroom using the general scientific education model. In sum, this study proved the superior effect of the inquiry model in developing children's scientific skills and ability.

• Korean System Dynamics Review
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• v.1 no.1
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• pp.133-157
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• 2000

This paper deals with the social system from the point of system thinking consisting the fundamental construct of system dynamics. The Bertalanffy's general system theory, having been criticized because of its ambiguity, and the complex science theory, emerging system theory, are integrated by using the system thinking which is characterized with three concepts, 'feedback thinking', 'dynamic thinking', 'operational thinking'. In the integration, system thinking suggests the dynamic pattern of the social system have not only an equilibrium status but also complex status. The science of complexity gives an implication to system dynamics the important of the uncertainty and complexity if we interpret the social system as an open system. To show more concrete description, I simulate the cooperation model based on the iterated prisoner dilemma. The simulation results show the diverse patterns of cooperation and betrayal. Especially the sensitivity of initial payoff will cause the chaotic strategic landscapes as the game gose on. These results mean that we should not give the hasty prescription to control social system artificially. Because social system retains the self-organizing force in itself.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.375-386
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• 2004

Creative thinking alone can not lead to scientific creativity. Scientific knowledge and scientific inquiry skills are needed for scientific creativity. Focused only on cognitive aspect, I suggested a cognitive model of scientific creativity (CMSC) consisting of 3 components: thinking for scientific creativity, scientific knowledge contents, and scientific inquiry skills. Recently, many researchers have emphasized the various thinking for creativity as well as divergent thinking. Therefore, I suggested three types of creative thinking - divergent thinking, convergent thinking, and associational thinking - and discussed its rationale. Based on this model, an example of activity material for the scientific creativity was suggested. In the further research, based on CMSC, various activity types related to scientific creativity and concrete learning materials for scientific creativity will be developed.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.4
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• pp.963-972
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• 2015

This study examined the impact of variables(collaboration, convergence motive, convergence thinking) on the creativity problem solving of engineering college students. 522 students among engineering colleges in Pusan and Ulsan were sampled. For the statistical analysis, analysis of covariance structure by AMOS 18.0 was applied. Results from structural equation modeling analyses indicated that a hypothesized model produced a better fit to the data than a comparative structural model. The hypothesized model shows the following results. On the basis of the hypothesized model, collaboration effected to directly convergence motive and creative problem solving, and convergence motive effected to directly convergence thinking, convergence motive effected to directly creative problem solving, convergence thinking effected to directly creative problem solving, and collaboration effected to indirectly convergence thinking by convergence motive. Therefore this study suggested the collaboration, convergence motive and convergence thinking are significantly variables to facilitate the creative problem solving for knowledge fusion in engineering.

• Journal of Engineering Education Research
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• v.24 no.1
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• pp.53-61
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• 2021

Critical thinking ability based on a sound sense of logic is essential for analyzing a given engineering design problem and assessing it to arrive at the most plausible conclusion. Engineering design classes require students to organize their engineering design experiences through reports, and engineering design reports require detailed specifications of their tasks at each stage. Given the nature of these curriculums, design classes provide writing courses focusing on science and engineering within specialized fields, but there still lies many obstacles for communication education that embraces both general education and major subjects. This study proposes a specified step-by-step writing model for engineering design reports that encompasses critical thinking for the objective of systemizing design experiences from engineering design report writing. For the purpose of the study, the concepts and relationship between critical thinking and creative problem solving have been examined, followed by a proposal of application methods for critical thinking criteria and elements from a case example on engineering design. Furthermore, the study proposes a critical thinking-based assessment rubric for logical decision making at each stage of engineering design as well as a resulting model for engineering design report writing.

• Journal of the Korea Society of Computer and Information
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• v.21 no.1
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• pp.169-180
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• 2016

In this paper, we propose a CT-SPI Model based on a physical computing for improving Computational Thinking(CT) for elementary students. This study analyzes the results obtained from applying the CT-SPI model to fourth-grade class. The model is designed to embrace the learning activities and CT elements for three different stages: System thinking, Prototyping and Interaction. For providing curriculum with CT-SPI model, physical SW educational module is developed, so that learners could focus on internalizing CT. The study results indicate that a learning satisfaction and a degree of learner interest improve significantly. Comprehensive CT capability assessment results in three levels show that the capability in lowest level (score is below 4 out of 10) has decreased by 46.6% but capability in highest level (over 7 out of 10) has increased by 20%.

• Journal of Engineering Education Research
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• v.16 no.6
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• pp.3-10
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• 2013

The purpose of this study is to design the instructional model to develop logical thinking competency of engineering students and to investigate the effect of the model. The instructional model is composed of the virtual context (films were provided), problem solving, feedback, another problem solving with different perspectives, feedback. The process is looped. The results showed statistically significant improvements between pre- and post-test. The first standardized test of critical thinking showed the improvement from pre-test to post-test (d=0.646). The second test of logical thinking showed the improvement from pre-test to mid-term test (d=0.753) and improvement from mid-term to post-test (d=1.529).

• Journal of Internet Computing and Services
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• v.20 no.3
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• pp.93-100
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• 2019

The interest in the Fourth Industrial Revolution along with the development of ICT makes the software get the attention of the world. This phenomenon naturally leads to the concern for software education. Learning software coding is not easy for students whose major is in humanities or social sciences. This paper is a study of how cognition on software education affects to education of computational thinking. For research method, moderator variables were adopted on the proposed research model to prove that positive cognition can derive good influence on improvement of computational thinking. To find out moderator variables of the research model, we have conducted the questionnaire over three years for total of 928 students who took the software coding courses. As the result of the study, we proved that the positive cognition on software education can make the better improvement of computational thinking within proper moderator variables.

• Journal of The Korean Association of Information Education
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• v.17 no.1
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• pp.73-81
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• 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 Creative Information Culture
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• v.7 no.3
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• pp.129-144
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• 2021

This study was conducted for the purpose of developing a design thinking-based capstone design instructional model for pre-service teachers. Through the analysis of literature related to learner-centered instruction, design thinking and capstone design instructional design principles and instructional models for pre-service teacher education were discovered, and core elements were derived. Based on the core elements derived through literature analysis, the capstone design instructional design model and teaching and learning model based on design thinking for pre-service teachers were developed. The developed model conducted a total of three Delphi surveys including expert validation for 6 experts related to education including design thinking, capstone design, was revised, supplemented, and the final draft was confirmed. The final results of this study contain the overall contents of the instructional design, instructor's activities in detailed steps, and guidelines for learners' activities.