• Korean Journal of Childcare and Education
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• v.8 no.5
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• pp.157-177
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• 2012

The purpose of this study was to examine the effect of the project approach on the thinking faculty improvement of preschoolers. The subjects in this study were 60 preschoolers who were selected from S kindergarten in Gyeonggi Province. After an experimental group and a control group were organized with 30 preschoolers each, the experimental group engaged in project activities that were based on the project approach, and the control group didn't. As a result of making a comparative analysis, the following findings were given. The preschoolers who participated in the project approach were found to excel over the other preschoolers who didn't participate in perceptual thinking, analytic thinking, synthetical thinking, inferential thinking and thinking faculty. Therefore there should be more consideration to the project approach in the sector of early childhood education, since the activities are effective in improving the thinking faculty of preschoolers.

• 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.

• International Journal of Computer Science & Network Security
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• v.24 no.7
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• pp.148-156
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• 2024

The research paper presents the results of an experimental research of the development of critical thinking in third-year students majoring in 013 "Primary Education" in studying a special course "From Reflection to Self-Assessment: Critical Thinking Skills" (based on Lauren Starkey methodology). The research was conducted during the first half of 2019-2020 academic year. The sample representativeness was ensured by the method of random selection, the strategy of randomization according to the criteria of age, gender, level of academic performance was described. Given the confidence interval p=95% and the confidence interval of the error Δ=±0.05, the sample size was 94 people, including of the experimental group and 49 students of the control group. The peculiarities of the development of such critical thinking skills as reflective thinking, self-analysis, awareness of one's own achievements and shortcomings, choice of problem-solving strategy, use of cognitive models of learning are revealed. It was found that the development of critical thinking was achieved through a comprehensive combination of self-assessment and reflection, performing exercises to develop the ability to clearly articulate the problem, find, analyse and interpret relevant information, draw the right conclusions and explanations.

• Research in Mathematical Education
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• v.13 no.3
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• pp.181-195
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• 2009

Students' approaches to mathematical problem solving vary greatly with each other. The main objective of the current study was to compare students' performance with different thinking styles (divergent vs. convergent) and working memory capacity upon mathematical problem solving. A sample of 150 high school girls, ages 15 to 16, was studied based on Hudson's test and Digit Span Backwards test as well as a math exam. The results indicated that the effect of thinking styles and working memory on students' performance in problem solving was significant. Moreover, students with divergent thinking style and high working memory capacity showed higher performance than ones with convergent thinking style. The implications of these results on math teaching and problem solving emphasizes that cognitive predictor variable (Convergent/Divergent) and working memory, in particular could be challenging and a rather distinctive factor for students.

• International Journal of Computer Science & Network Security
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• v.22 no.1
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• pp.15-20
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• 2022

The study investigated the effects of differences in some electronic course designs on university students' Computational Thinking Skills (CTS). Towards this end, the researcher adopted the experimental research design of a quasi-experimental of two experimental groups. The first group was taught an e-course designed in a sequential pattern, and the other group's course was designed according to the holistic model. A CTSs test was prepared to collect the relevant data, and the data were analyzed statistically using these tests- Pearson correlation Mann Whitney and Alpha Cronbach. Results revealed statistically-significant differences at the level α=0.05 between the mean scores of the first and second experimental groups in favor of the latter in the CTS test. The findings gave ground to put forward some salient recommendations, including the need to expand computational thinking in universities' educational process. It also recommends urging faculty members to enhance e-courses in the educational process and provide technical support to students and faculty members.

• The Korean Journal of Health Service Management
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• v.6 no.3
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• pp.29-38
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• 2012

The aim of this study was to examine the spouse effects on depressive symptom and suicidal thinking among the elderly aged 65 and over in Korea. The subjects selected from the database of the Fourth Korea National Health and Nutrition Examination Survey(KNHANES IV) conducted by Korea Centers for Disease Control and Prevention from 2007 to 2009. Those who were female, older, lower educated, or poorer were more likely to live alone than their counterparts respectively. The elderly living alone experienced depressive symptom as 2.0 times(OR=2.004, 95% CI=1.433, 2.803) as, and suicidal thinking as 1.6 times(OR=1.567, 95% CI=1.111, 2.211) as the elderly couples did, adjusting for socio-economic factor, health status factors, and health behaviors factors. As for the male subgroup, the elderly living alone experienced depressive symptom as 4.0 times(OR=3.997, 95% CI=2.066, 7.732) as, and suicidal thinking as 3.2 times(OR=3.181, 95% CI=1.535, 6.592) as the elderly couples did. On the other hands, there was no significant difference in depressive symptoms and suicidal thinking between the female elderly living alone and couples. The authors suggested policy interventions to promote the mental health of the male elderly living alone.

• Research in Mathematical Education
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• v.17 no.4
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• pp.291-307
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• 2013

Piaget's revolutionary study on the cognitive development of children has focused on the development of logic. Logical operations and a variety of classifications based on the set of accepted rules involve convergent thinking. Children and adults have logical and creative thinking which deal with a reality of thinking. This study aims to examine a cognitive structure of students, which is closely related to the Piaget's cognitive development theories of students when creative thinking. Students were given an open mathematical problem and were expected to be able to take advantage of sensitivity, fluency, flexibility, originality, and elaboration which can be seen as clearly of their structure cognitive.

• Research in Mathematical Education
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• v.19 no.1
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• pp.61-79
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• 2015

This study discussed about how pseudo-thinking process actually occurs in the mind of the students, used Piaget's frame work of the assimilation and accommodation process. The data collection is conducted using Think-Out-Loud (TOL) method. The study reveals that pseudo thinking process of covariational reasoning occurs originally from incomplete assimilation, incomplete accommodation process or both. Based on this, three models of incomplete thinking structure constructions are established: (1) Deviated thinking structure, (2) Incomplete thinking structure on assimilation process, and (3) Incomplete thinking structure on accommodation process.

• Advances in nano research
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• v.17 no.2
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• pp.149-155
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• 2024

It is argued that advanced nanostructures must be integrated into ideological teaching to provide avenues for enhanced student engagement in active learning, with the ultimate goal of creating critical thinking across disciplines. In this regard, educational strategies that correspondingly address the unique structures and applications of the concept could be considered for further study, which would avail students the opportunity for interactive involvement in the educational process. This paper reflects on the potential of nano-enhanced education tools, such as nanosensors and nano-based interactive displays, in providing dynamic and responsive educational environments. It then proceeds to examine exactly how present students-using these technologies, also in the near future-can be equipped to engage with multiple ideas and perspectives to use in application. According to the findings presented, the use of advanced nanostructures in education will enhance effectiveness in methodologies of teaching and learning while preparing students for their future challenges by providing them with skills to navigate and analyze complex ideological landscapes. It is succeeded by the knowledge integration metric, which moved from an initial 61% to 87%, thereby growing by 42.62%.

• International Journal of Computer Science & Network Security
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• v.23 no.3
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• pp.17-30
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• 2023

The current research aims to reveal the impact of using some participatory e-learning strategies (participatory product - classroom web simulation) in developing cognitive achievement, electronic course design skills, and - skills list - Torrance test of innovative thinking). The tools of innovative thinking among a sample of Information Science students. To achieve the objectives of current research, the researcher designed an educational website to train students to produce electronic courses via the web, according to the two participatory e-learning strategies. The researcher used a set of tools represented in (achievement test research and experimental treatment were applied to a sample of the Faculty of Computer students at Umm Al-Qura University. The results found that both participatory product strategy and web simulation have an imact on developing learning aspects discussed in the research. As for which of the two strategies had a greater impact than the other, it turned out that the web simulation strategy had a greater impact than the participatory product strategy in developing these aspects.