• Educational Technology International
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• v.13 no.1
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• pp.207-231
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• 2012

The purpose of this study is to analyze the effects of Critical Thinking Strategy supporting argumentation activities between learners. The research question is whether the form of Critical Thinking Strategy offered to support meaningful interaction of collaborative argumentation between learners influences the knowledge acquisition, learning outcome, and student satisfaction. For this, the collaboration outcome of the group, the level of individual knowledge acquisition, the level of students satisfaction were measured as outcome of argumentation activity and their differences analyzed. This study concludes the following: A comparison of the group that was provided with Critical Thinking Strategy (test group) and the group provided with general argumentation scaffolds (compared group) showed there wasn't statistically significant differences in the quality of the learning outcome of collaboration between the groups and in students satisfaction. But there was significant difference in the degree of individual acquisition depending on the offering of scaffolding for Critical Thinking. Therefore, as premised in this study, supporting meaningful mutual interaction between learners during collaborative argumentation using Critical Thinking Strategy has a positive influence on the individual acquisition of domain knowledge. The group provided with scaffolding for Critical Thinking gained higher effect in the degree of knowledge sharing and individual acquisition of domain knowledge compared to the group provided with general argumentation scaffolding.

• Journal of The Korean Association of Information Education
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• v.21 no.6
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• pp.657-664
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• 2017

This study investigates the effect of play-based software education instruction strategy for improving computational thinking as a method of software education. The play-based instruction strategy is a teaching-learning strategy in which the presented code is navigated through play, and the functions are revised and newly reconstructed. We designed an education program with the play-based instruction strategy and applied the program to elementary students. In order to verify the effectiveness of the research, we examined the competence of computing thinking concept and computing thinking practice. As a result, the computing thinking concept and computational thinking practice were that the proposed teaching-learning model is higher than the direct teaching method.

• Korean System Dynamics Review
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• v.13 no.4
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• pp.81-99
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• 2012

The main purpose of this study is to explore the effects of the teaching and learning strategy for systems thinking education in elementary students. For this, we developed the teaching and learning material for the systems thinking education based on the book, namely "The tip of the iceberg," and applied to the control group(N=97) of the all students(N=201). The results were as follows. Firstly, the products of the control groups showed more cycle loops than non-control groups. Secondly, the prominent difference of the number of cycle loops was displayed by the 5th graders between control and non-control groups. Thirdly, in this study, applying the teaching and learning strategy for systems thinking education didn't increase the students' thinking ability in terms of quantity. Consequently, this study showed that improving systems thinking ability of higher elementary students is possible through the teleological education.

• Research in Mathematical Education
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• v.16 no.2
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• pp.137-154
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• 2012

Comparative studies on mathematical modeling cognition feature were carried out between 15 excellent high school third-grade science students (excellent students for short) and 15 normal ones (normal students for short) in China by utilizing protocol analysis and expert-novice comparison methods and our conclusions have been drawn as below. 1. In the style, span and method of mathematical modeling problem representation, both excellent and normal students adopted symbolic and methodological representation style. However, excellent students use mechanical representation style more often. Excellent students tend to utilize multiple-representation while normal students tend to utilize simplicity representation. Excellent students incline to make use of circular representation while normal students incline to make use of one-way representation. 2. In mathematical modeling strategy use, excellent students tend to tend to use equilibrium assumption strategy while normal students tend to use accurate assumption strategy. Excellent students tend to use sample analog construction strategy while normal students tend to use real-time generation construction strategy. Excellent students tend to use immediate self-monitoring strategy while normal students tend to use review-monitoring strategy. Excellent students tend to use theoretical deduction and intuitive judgment testing strategy while normal students tend to use data testing strategy. Excellent students tend to use assumption adjustment and modeling adjustment strategy while normal students tend to use model solving adjustment strategy. 3. In the thinking, result and efficiency of mathematical modeling, excellent students give brief oral presentations of mathematical modeling, express themselves more logically, analyze problems deeply and thoroughly, have multiple, quick and flexible thinking and the utilization of mathematical modeling method is shown by inspiring inquiry, more correct results and high thinking efficiency while normal students give complicated protocol material, express themselves illogically, analyze problems superficially and obscurely, have simple, slow and rigid thinking and the utilization of mathematical modeling method is shown by blind inquiry, more fixed and inaccurate thinking and low thinking efficiency.

• 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.

• Journal of the Korean Geographical Society
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• v.40 no.1 s.106
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• pp.96-108
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• 2005

Recently more emphasis geographical thinking is high order thinking. Improving students' geographical thinking should ensure that geographical skills are used when developing teaching-Loaming activities. Much have been written about importance of geographical thinking, but less research have been geographical skills. As such, this study is to focus on the thinking skills of National Curriculum in England and strategy of thinking through geography(TTC). TTG is the strategy with teaching thinking as a teaching style. Main concern of TTG is not with geography, it is with students' teaming and that is difference. Thus, this study provide insight into improving contents and method of teaching thinking in geography education.

• Journal of Science Education
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• v.40 no.3
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• pp.219-237
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• 2016

The purpose of this study was to improve the reflective thinking education so far and to improve the reflective thinking, academic achievement and scientific attitude of elementary school students. Two sixth grade classes were divided into two groups. Experimental group(13 boys, 11 girls) was treated with elementary science class using Reflective Thinking promotion strategies using Thinking maps and comparison group(14 boys, 10 girls) was treated with traditional way. The results of this study were as follows: First, reflective thinking strategy program using thinking maps has positively influenced the reflective thinking of elementary school students. Second, reflective thinking strategy program using thinking maps did not significantly affect elementary school students' academic achievement. Third, reflective thinking strategy program using thinking maps positively influenced elementary school students' scientific attitudes. Fourth, elementary school students' satisfaction with reflective thinking strategy programs using thinking maps was generally high. Most of students felt that this program was useful to learn, and to be interest in science. Based on these results, reflective thinking promotion strategies using thinking maps may be effective for reflective thinking and scientific attitudes of elementary school students.

• Journal of Korean Elementary Science Education
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• v.35 no.1
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• pp.54-64
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• 2016

The purpose of this study is to develop instructional strategy which utilizes thinking maps focused on drawing as a measure to enhance science learning motivation, self-directed learning activity and science academic achievement of learners, and to examine the effects of its application. The target unit for this study is 'life cycle of plants' in the fourth grade of elementary school. Two classes of 4th grades of elementary school were selected and divided into two groups. The learners of experimental group have completed thinking map by drawing a picture to express the results to be observed and measured, and used it to arrange the learning contents. The result of this study is as follows. First, it is proven that using thinking maps focused on drawing actually helped improving the motivation of learners to study science. Second, it is proven that this strategy was effective to change their self-directed learning ability in positive ways. Third, it contributed to the improvement of learners' science academic achievement. We found out that the application of this strategy enabled them to enjoy the mapping using drawing, to be immersed in learning, to better recognize the scientific concepts and the structure of learning contents, and to have a positive awareness of the usefulness of thinking maps focused on drawing.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.118-123
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• 2010

This study is aiming to structure progressive instructional strategy for development of constructivist-thinking into the beginning stage, developmental stage, and advanced stage, then organize multiple choice, completion, descriptive, and essay problems to be suitable for each stage of the strategy, and finally, to evaluate what effects this instructional strategy has on the students' academic achievements and enhancement of their scientific essay writing skills. The results of the study are as follows. First, lessons applying the strategy for developing constructivist-thinking were more effective in enhancing student' academic achievement than the text book-oriented lecture type lessons. In changes in academic achievement, the test group, for both high and low levels, displayed a higher average than the control group, however, changes in the high level was not statistically significant and changes in the low level students were found to be statistically significant. Second, scientific essay writing skills were found to be effective in all levels of the test group and the averages in both high and low groups of the test group were higher than those of the control group and were also found to be statistically significant.

• Journal of the Korean Chemical Society
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• v.59 no.1
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• pp.54-68
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• 2015

The purpose of this study was to develop teaching materials using pyramid model of divergent thinking, inverse pyramid model of convergent thinking and evaluate the effects of its applications. The teaching materials was implemented to 110 students (The experimental group is 57, The control group is 53) in middle school for about 8 months (from May to October). Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially in fluency, flexibility and originality. There was no interaction effect about creative thinking skills between the teaching strategy and cognitive level, achievement, gender of those students. Also the teaching materials contributed to improve critical thinking skills, especially in making hypothesis, control of variables transformation and interpretation of data. There was no interaction effect about critical thinking skills between the teaching strategy and cognitive level, achievement, gender of those students.