• 한국초등과학교육학회지:초등과학교육
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• 제27권2호
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• pp.179-188
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• 2008

The purpose of this study is to investigate the effects of the causal thinking activity of Let's Think Through Science(LTTS) program on causal thinking and science process skills of elementary school students. Four classes of 4th graders (N=119) from a elementary school were divided into the control and the experimental groups. Causal thinking activity of LTTS program was used with the experimental group, while the normal curriculum was conducted with the control group. Both groups were given a pre-post test on causal thinking abilities and science process skills. And the experimental group was given 15- item questionnaires analyzing of perception on LTTS program. This study revealed that causal thinking activity of the LTTS program were effective on the development of students' causal thinking abilities and science process skills. ANCOVA results revealed that the scores of causal thinking abilities for the experimental group significantly higher than those of the control group. In the sub-tests of the causal thinking abilities all categories were effective. And ANCOVA results of the science process skills were also effective. Science process elements of observation, recognizing of a problem were significantly higher. And elementary students preferred to the causal thinking activity of LTTS program so that it was interesting, useful, helpful to each other in studying science.

• 대한지구과학교육학회지
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• 제8권3호
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• pp.318-331
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• 2015

The purpose of this study was to develop the systems thinking learning program and to confirm the effects of its application in the fourth grades' science class. For it, the test tools were designed to survey divergent thinking and the closed loop based on the casual relation. The systems thinking learning program was developed to make students learn scientific knowledge and systems thinking educational strategies through their regular science class. The two classes of fourth grade were selected and divided into experimental and control groups. After applying pre-test to two groups, the system thinking education program was applied to an experimental group according to the reconstructed lesson plan. Subsequently, post-test was applied to two groups 3 weeks after pre-test. The findings in this study were as follows. In divergent thinking, the systems thinking program was useful to two groups. It could be the repetition effect, but only the experimental group shows a statistically significant change. The effect of the closed loop based on casual relation was deemed statistically significant. It shows these educational strategies were effective in making students understand the systems thinking. Finally, the results of students' interviews shows they were satisfied with this program because they were able to express their thinking with confidence and to find new relations in the change of land. The results suggest that the more research is needed to further develop and improve on students' thinking skills in their regular science classes.

• 대한지구과학교육학회지
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• 제4권2호
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• pp.102-107
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• 2011

In this study, elementary school science program, this category did not affect any troubleshooting analyzed. Thinking Science Program to buy for them in group activities by using one of the elements of a program of treatment and cognitive level effects were two kinds of research questions. 102, 5th grade four classes were involved, these two classes of the experimental group and the remaining two classes were divided into a control group. Pre-test between the two groups is compared to the level and classification problem-solving skills but the skills did not show a statistically significant difference. Thinking Science activity after application of classification and posttest the experimental group than in the control group problem solving abilities of students classified at the level of statistical significance was higher. Thinking Science program is a treatment effect for each level of analysis, tests, regardless of cognitive level was more effective. Through theses findings, Thinking Science activities 5th grade category classification problem-solving skills of students found to be effective in improving and these types of programs actively introduced in the field suggests that we need to see.

• 한국지구과학회지
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• 제40권1호
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• pp.86-106
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• 2019

이 연구의 목적은 천문학적 사고를 반영한 과학관 천문교육 프로그램을 개발하고, 그 프로그램이 고등학생들의 천문학적 사고 능력의 향상에 미치는 효과를 확인하는 것이다. 문헌 연구를 통해 천문학적 사고의 구성 요소를 선정한 후 사고력 학습 발달 모형을 응용하여 시연과 관찰, 문제 제시와 사고 활동, 지원과 모둠 토의, 시연과 평가의 네 단계로 구성된 천문교육 프로그램을 개발하였다. 이 프로그램의 효과를 검증하기 위하여 실험군과 대조군의 사전, 사후 검사에 대해 공변량 분석을 실시하였고, 프로그램을 이용한 교수 학습 활동의 사전과 사후에 학생들의 수준 변화를 살펴 보았다. 연구 결과, 천문학적 사고를 반영한 과학관 천문교육 프로그램은 학생들의 천문학적 사고를 증진시키는 데 효과가 있는 것으로 확인되었다. 특히 이 프로그램은 천문 영역의 공간적 사고와 관련하여 관측된 천문 현상을 우주에서 보는 관점에서 재구성하여 모델링하는 능력을 신장시키는 데 효과가 있었고, 시스템 사고와 관련하여 천문 시스템을 구성하는 요소들 간의 관계를 파악하여 시스템을 조직할 수 있는 능력을 향상시키는 데 효과가 있었다. 이 연구는 학생들의 천문학적 사고를 발달시키기 위한 구체적인 교수 학습 프로그램을 제시하였다는 데 그 의의가 있다.

• 공학교육연구
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• 제26권1호
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• pp.27-36
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• 2023

The purpose of this study was to investigate high school students' competencies of creativity thinking, critical thinking, communication, collaboration, and digital competence by implementing science fiction STEAM program. Based on the story of 'Fritz Haber' and the 'Garden of Dawn', a STEAM program was developed according to the ADDIE model. In the analysis stage, the purpose of the teaching-learning program using novels was set, and learners and learning environments were analyzed. At the design stage, the novels 'Fritz Harbor' and 'Garden of Dawn' were selected, learning goals were set according to the achievement standards of the curriculum, and learning contents and learning activities were sequenced and designed. In the development stage, teaching and learning materials were developed in a module format, implemented to classes, and evaluated. Pre-test and post-tests were conducted to identify the five major competencies such as creativity thinking, critical thinking, communication, collaboration, digital competence. The collected data was verified by paired t-test using SPSS. The results of the study showed statistically significant results in creative thinking, critical thinking, and digital competency.

• 대한지구과학교육학회지
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• 제4권2호
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• pp.166-176
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• 2011

The purpose of this study was to examine the effect of the science gifted children's Science Process Skiils and Creativity development by Scientific Writing Program using Thinking maps. To verify research problem, the subject of this study were third-grade students selected from two classes of an elementary scientific gifted students located in Ulsan : the search group is composed of twenty students who were participated in TScientific Writing Program using Thinking maps, and the other is composed of twenty students (comparison group) who were participated in teacher map based instruction in comparison group. Pro-test showed following results: First, the search group showed a significant improvement in the science process skills compared the comparison group. Second, the search group didn't showed a significant improvement in creativity compared in the comparison group. In conclusion, Scientific Writing Program using Thinking maps was more effective than teaching model using the teacher map on science process skill and creativity.

• International Journal of Contents
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• 제10권3호
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• pp.55-63
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• 2014

Existing science education that excludes narrative thinking impedes the understanding of the context of workbook content. The object of this research is to develop a storytelling-learning program based on narrative thinking to elevate learners' interest in science and expand their inventive problem-solving abilities. Following an analysis of the current Korean curriculum, eight types of storytelling materials that utilize local content were developed for grades 7-9. The learning program used quest storytelling and was designed such that learning activities such as investigation, discussion, and experimentation were included in the process of solving each quest. Learners experienced an interest in storytelling learning resulting from participation in this storytelling-learning program. Moreover, learners demonstrated inventive problem-solving abilities in the process of completing the stories. During the process of assembling the storytelling materials, the students interacted with enthusiasm and generated ideas. The teachers indicated a positive feedback to the storytelling program as a new attempt to stimulate learners' interests. In the future, with continuous development and application, storytelling-science-learning programs that base science learning on narrative thinking are expected to be successful.

• 수산해양교육연구
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• 제25권5호
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• pp.1020-1030
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• 2013

The purpose of this study was to develop the STEAM educational program based on the computer programming. STEAM education has been recently attracted to a lot of people. We had a focus of computer science in STEM fields. We used the programming language f or learning KODU. We selected appropriate topics for STEAM education and learning programming. We developed the educational program of 30 hours about selected topics and had classes for 4th and 5th grade elementary students. In order to verify the effectiveness of the educational program, we analyzed the results of pre- and posttest about GALT(Group Assessment of Logical Thinking), TTCT(Torrance Tests of Creative Thinking), science-related affective domain, and mathematical interests and attitudes tests. In the analysis results, the education program we developed had positive impacts on creativity, logical thinking, and science-related affective domain of elementary school students.

• 대한지구과학교육학회지
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• 제6권2호
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• pp.136-144
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• 2013

The purpose of this study is to examine the effects of creative thinking activities and scientific attitude through the use of storytelling in the STEAM program for elementary students. For the purpose of this study, a teaching plan and worksheet for students using storytelling in STEAM was developed and applied. The results of this study are as follows: First, the change in students' creative thinking activities by applying the STEAM program using storytelling has statistically meaningful difference (p<.05). Second, the improvement in the scientific attitude score has statistically meaningful difference(p<.05). Third, according to the analysis of a questionnaire used to evaluate the program, students had a positive perception of the STEAM program and gained higher level of satisfaction about the lesson. Therefore, using storytelling STEAM program applied in this study might be useful to improve creative thinking activities, and can be expected to improve scientific attitude and should be widely applied to gifted education.

• 유통과학연구
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• 제18권8호
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• pp.65-74
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• 2020

Purpose: The purpose of study is to examine the effects of design thinking-based programs on creative potential, creativity and innovation behavior, as well as the mediating effect of creative potential and creativity. Research design, data and methodology: The study was conducted through a four-step process. First, the previous studies were investigated. Second, a total of three experts were reviewed to improve and supplement the program. Third, a workshop-based design thinking program was conducted four times. Fourth, the effectiveness of the program was reviewed through data analysis. Results: The design thinking-based program was found to have a statistically positive effect on creative potential, creativity, and innovation behavior. As another hypothesis of this study, by applying the design thinking-based program, it was statistically confirmed that creative potential has a direct, indirect effect, and a mediating effect on innovation behavior. Conclusions: These results provide usability for design thinking in terms of direction for creativity-based creative problem solving and innovation. Finally, design thinking can be used to develop and utilize new services and discover new ideas, especially improve the competitiveness of the company. In addition, it means that the level of innovation action can vary depending on the level of the individual's creative potential.