• Proceedings of the Safety Management and Science Conference
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• 2004.11a
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• pp.81-85
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• 2004

Companies adopted a program called Six Sigma, in order to make fundamental changes in the way the company operated to fulfill customers' expectations. Six Sigma reduces the occurrence of defects. This approach derives the overall process of selection the right projects based on their potential to improve performance metrics and selection and training the right people to get the business results. However, in the course of Six Sigma process steps, companies are in the face of problems. This study is to solve the problems using TP(Thinking Process) of TOC(Theory of Constraints). TOC is methodology for solving key problem in system which is called Constraints. Nowadays, its application is going to be wide and its concept is being implemented. In this paper, it is showed possibility of application TOC to Six Sigma.

• Proceedings of the Korea Society of Design Studies Conference
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• 2004.05a
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• pp.228-229
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• 2004

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.3
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• pp.413-422
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• 2013

Purpose: This study was designed to explore the influencing factors on communication skill of nursing students and to investigate the relationship between learning style, critical thinking disposition and communication skill, Methods: The study sample was composed of 559 nursing students. Data was collected from 1st to 30th, May 2012 used a questionnaire which included Kolb's learning style inventory, critical thinking disposition inventory, communication skill inventory. The SPSS 18.0 Window program was used for descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and stepwise multiple regression. Results: Learning styles of subjects were diverging 39.5%, accommodating 32.6%, assimilating 22.7%, and converging 5.2%. The total mean score of critical thinking disposition and communication skill was 3.58 and 3.39 respectively. The score of Critical thinking disposition(t=3.06, p=.002) and Communication skill(t=3.25, p=.002) significantly differed between clinical practice satisfaction. Communication skill was the most significant predictor and accounted for 41.3% of the variance in critical thinking disposition in nursing students. Conclusion: It is important for students to use all four learning styles rather than to rely on one style. There should be more emphasis placed on the development of positive critical thinking disposition and communication skill of nursing students.

• Journal of Gifted/Talented Education
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• v.13 no.1
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• pp.43-63
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• 2003

The purpose of this study is to investigate the relationships between the thinking styles and the big five personality traits of gifted students. Two hundred and fifty-five gifted students(169 boys, 97 girls) enrolled in the Science Elite Program responded to the Big Five Personality Inventory and Thinking Styles Inventory. Although significant relationships were identified between particular thinking styles and certain personality traits, it was concluded that it is premature to claim that a personality measure can be used to measures thinking styles. Neuroticism, Agreeableness, in Big Five Personality Inventory and level and form dimensions of Thinking Styles Inventory was found to measure the each construct independently.

• Journal of Korean Academy of Nursing Administration
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• v.12 no.3
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• pp.434-443
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• 2006

Purpose: This study was to compare effects of preceptorship on nursing students' critical thinking propensity, clinical competency, and the satisfaction of clinical practice. Method: The subjects were 80 by preceptorship group and 51 by conventional method group. The data were analyzed by SPSS 12.0 program. Results: The subject's critical thinking propensity, clinical competency and satisfaction of clinical practices between the preceptorship group and the conventional method group revealed statistically significant difference. Subject's critical thinking propensity revealed significant correlations, along with the clinical competεncy and the satisfaction for clinical practice. And the clinical competency revealed statistically significant correlations with the satisfaction for clinical practice. Conclusion: Findings of this study reveals that the nursing students who had clinical practice by preceptorship showed higher scores in the critical thinking propensity, clinical competency, and the satisfaction for clinical practice than the conventional method group. Consequently, we are quite consciously encouraged to reinforce the preceptorship for realization of an effective clinical practice education for nursing students.

• Journal of muscle and joint health
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• v.29 no.2
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• pp.124-132
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• 2022

Purpose: The purpose of this study was to investigate the relationships among critical thinking disposition, problem solving ability, and triage competency in nurses working in Emergency Rooms (ERs). Methods: This cross-sectional study, conducted in August and September 2021, involved 118 ER nurses from three hospitals in the Gyeonggi-do metropolitan area. The data were analyzed using t-test, ANOVA, Scheffé test, Pearson correlation coefficients, and multiple linear regression analysis using SPSS for Windows version 25.0. Results: The mean score of triage competency among ER nurses was 87.63±15.65. In the regression model, age, ER experience, triage experience, critical thinking disposition, and problem solving ability predicted 52% of the triage competency. Both critical thinking disposition and problem-solving ability were noted to be significant (β=.32, p<.001; β=.36, p<.001, respectively). Conclusion: Critical thinking disposition and problem solving ability of ER nurses were identified as major factors in triage competency. To improve ER nurses' triage competency and enhance critical thinking disposition and problem solving ability, a systematic and ongoing program should be developed and implemented.

• Journal of the Korean Chemical Society
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• v.57 no.6
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• pp.845-854
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• 2013

The purpose of this study was to develop a teaching strategy focused on science writing and to investigate its effects on enhancing students' creative thinking skills. In advance, students in the experiment were led to write by inquiry elements. And students in the experiment group were taught by science writing strategy. Students in the control group were taught by traditional lecture-based instructions. The program was implemented over a semester. The results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills(p<.05). Especially, science writing was effective on fluency and flexibility development(p<.05). This study suggests that science writing can be effective for improvement of creative thinking skills.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.593-606
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• 2013

The purpose of this study was to examine the effect of science-based STEAM program using a portfolio on elementary students' formation of science concepts and investigate students' opinion about the program. The developed program was applied to 1 experimental class(10 boys and 12 girls) and general science lessons, using a science textbook, was applied to 1 controlled class(11 boys and 13 girls) of $5^{th}$ grade students at S elementary school in Seoul through a total 6 sessions. Concept tests of the solar system were conducted before and after lessons and analysis of covariance was conducted. The results of this study were as follows. First, science-based STEAM program using a portfolio was effective to form science concepts. Second, students opinion about science-based STEAM program using a portfolio was positive. Students think the program was effective in understanding science contents, promoting thinking, self-motivation. It is expected that this study will be basic material to expand STEAM in science education.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.503-516
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• 1998

The purpose of the present study was to evaluate some variables, such as learner's cognitive characteristics and a training-program emphasized proportional logic, in proportional reasoning development. Seven hundred and ninety students in junior high schools were enrolled as subjects for the study which investigated learner's cognitive characteristics in proportional reasoning development and asked to perform tests of logical thinking, card sorting, planning, mental capacity, cognitive style, brain lateralization, information processing pattern and scientific reasoning. In addition, one hundred and thirty-three students who failed to solve proportional thinking items were administered a training program which has been applied to improve the subjects' proportional reasoning skills. The results showed a significant higher correlation between subjects' performance score on proportional thinking test, and their age and scores on scientific reasoning test, mental capacity, information processing test and perseveration errors on card sorting test. Also, the training program applied in this study showed an effective result in developing subjects' proportional reasoning skills. Further, this study may serve as a suggestion in the efforts to investigate factors of proportional thinking development and a contribution for the future research in other logical thinking development.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.401-415
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• 2020

The purpose of this study was to investigate the factors that affect the maintenance of the effect of mentoring for beginning science teachers. Mentee teachers for this study were ten mentee teachers who took part in the collaborative mentoring from 2014 to 2018. For this study, the videos of the first and fifth classes submitted during the mentoring program, mentors and mentees' journals, the videos of the classes recorded in 2019, questionnaires about reflection on the mentoring program, and interview materials were collected and analyzed. The result of this study is as follows. First, the reflective thinking was sustained after the mentoring program, and this played a crucial role in maintaining the effects of the mentoring. The group that showed the improvement of RTOP score had reflective thinking and made reflective practice on their teaching. Most participants in the group created the classes of constructivism based on self-reflection on their classes. However, no positive changes in the classes occurred to mentee teachers who couldn't have reflective thinking. Second, reflective practices during the mentoring program exerted a strong influence on the teaching method of mentee teachers. The group of the improvement in RTOP score strived to apply student-centered model of instruction to their classes. It was showed that most mentee teachers in the group kept applying the student-centered model to their classes after the mentoring was completed. These results indicate reflective thinking and reflective practice are crucial factors to the effect of the mentoring and its maintenance.