• Title, Summary, Keyword: Teaching Thinking

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The Influence of the Functional Thinking Based-Teaching on Algebraic Reasoning and Functional Thinking Level of Sixth Grade Elementary School Students (함수적 사고 기반 수업이 초등학교 6학년 학생들의 대수적 추론 능력 및 함수적 사고 수준에 미치는 영향)

  • Choi, Eunmi;Oh, Youngyoul
    • Journal of Elementary Mathematics Education in Korea
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    • v.20 no.4
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    • pp.655-676
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    • 2016
  • The purpose of this study is to examine the effects of teaching on functional thinking, one of the algebraic thinking in sixth grade students level. For this study, we developed functional thinking based-teaching through analyzing mathematical curriculum and preceding research, which consisted of 12 classes, and we investigated the effects of teaching through quantitative and qualitative analysis. In the results of this study, functional thinking based-teaching was statistically proven to be more effective in improving algebraic reasoning skills and lower elements which is an algebraic reasoning as generalized arithmetic and functional thinking, compared to traditional textbook-centered lessons. In addition, the functional thinking based-teaching gave a positive impact on the functional thinking level. Thus functional thinking based-teaching provides guidance on the implications for teaching and learning methods and study of the functional thinking in the future, because of the significant impact on the mathematics learning in six grade students.

The Effects of the Teaching and Learning Strategy for Systems Thinking Education in Elementary Students (초등학생들의 시스템사고 교수-학습 효과)

  • Moon, Byeong-Chan;Song, Jin-Yeo
    • 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.

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Effects of Teaching and Learning Strategies of Learner-Centered Learning for Improving Computational Thinking (Computational Thinking 증진을 위한 학습자 중심의 교수학습 전략의 효과)

  • Kim, Soohwan
    • Journal of The Korean Association of Information Education
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    • v.19 no.3
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    • pp.323-332
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    • 2015
  • The purpose of this study is to verify the effectiveness of teaching and learning strategies of learner-centered learning for the computational thinking that is the educational purpose of SW education. For improving computational thinking, funny and easy educational contents and appropriate teaching and learning strategies are needed. In this study, I applied and verified the learner-centered strategies for non-computer major learners in computational thinking education: collaboration, sharing, self-directed learning. As the result, the teaching and learning of learner-centered learning affects the pleasure and the interest of learners; they affect computational thinking efficacy; it affects intention to use. It is able to apply this learner-centered learning strategies to computational thinking education as an effective educational strategies.

An Analysis of Teaching and Learning Activities in Elementary Mathematics Based on Computational Thinking (Computational Thinking 기반 초등수학과 교수.학습활동 분석)

  • Nam, Choong-No;Kim, Chong-Woo
    • 한국정보교육학회:학술대회논문집
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    • pp.47-51
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    • 2011
  • The aim of Information Education is to improve the problem-solving skills based on Computational Thinking. In the current elementary school curriculum, there is no independent information subject. So, it will get used to browse the sub-element being applied implications for Computational Thinking through an analysis of teaching and leaning elementary mathematic scene. In this paper reveal the relationship sub-element of the Computational Thinking for solving problems through teaching and learning scene in elementary mathematics.

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The Development of Inquiry Teaching Strategy for the Enhancement of Divergent and Convergent Thinking Skills and the Effects of Its Applications (발산하기와 수렴하기를 강화한 탐구 교수 전략의 개발 및 적용 효과)

  • Hong, Hyein;Kang, Soonhee
    • 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.

The Teaching of School Mathematics Focusing on the Mathematical Thinking and Attitude (수학적 사고.태도에 중점을 둔 학교수학수업의 구성 사례)

  • 김남희
    • School Mathematics
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    • v.2 no.2
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    • pp.403-426
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    • 2000
  • In this study, we tried to suggest a meaningful teaching method that is a mathematical thinking-oriented. After referring to the recent trend of mathematics education, we examined the direction that school mathematics should go. Next, we considered previous studies that deals with teaching methods focusing on the mathematical thinking. On the basis of the above examination, we accomplished case studies that aims at mathematical thinking-oriented teaching. And we explained that these case studies reflects the key points didactics of mathematics such as the education of ‘open mathematics’, constructivism etc. Finally, we proposed the necessity of mathematical thinking-oriented teaching in the current state of school mathematics.

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The Thinking Skills of National Curriculum and TTG Strategy(I) (영국의 국가교육과정에서 제시하는 사고기능과 TTG 전략(I))

  • Kang Chang-Sook
    • Journal of the Korean Geographical Society
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    • v.40 no.1
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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.

Suggestion of Teaching-Learning Methods to Cultivate Creative Design Capacities

  • Seo, Mi-Ra;Kim, Ae-Kyung
    • International Journal of Contents
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    • v.10 no.2
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    • pp.42-46
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    • 2014
  • This study suggests a teaching-learning method to improve creative design abilities of students majoring in design. By suggesting a creative design-inducing (CDI) teaching-learning method process and a creative design-inducing (CDI) teaching-learning method, this study aims to expand creative thinking among students with the aim of producing produce creative output as well as improving the effectiveness of design teaching. It also presents a case of the teaching-learning method in a design-related department, the process of teaching where the new method is applied is also examined. The teaching method this study suggests has the following merits: First, it allows the teacher to use various tools depending on the creative thinking abilities of individuals. By providing students with custom-made teaching, the method motivates and focuses students during the lesson. Second, it is easier for students to generate creative ideas than with other teaching methods.

Analysis of the Algebraic Thinking Factors and Search for the Direction of Its Learning and Teaching (대수의 사고 요소 분석 및 학습-지도 방안의 탐색)

  • Woo, Jeong-Ho;Kim, Sung-Joon
    • Journal of Educational Research in Mathematics
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    • v.17 no.4
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    • pp.453-475
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    • 2007
  • School algebra starts with introducing algebraic expressions which have been one of the cognitive obstacles to the students in the transfer from arithmetic to algebra. In the recent studies on the teaching school algebra, algebraic thinking is getting much more attention together with algebraic expressions. In this paper, we examined the processes of the transfer from arithmetic to algebra and ways for teaching early algebra through algebraic thinking factors. Issues about algebraic thinking have continued since 1980's. But the theoretic foundations for algebraic thinking have not been founded in the previous studies. In this paper, we analyzed the algebraic thinking in school algebra from historico-genetic, epistemological, and symbolic-linguistic points of view, and identified algebraic thinking factors, i.e. the principle of permanence of formal laws, the concept of variable, quantitative reasoning, algebraic interpretation - constructing algebraic expressions, trans formational reasoning - changing algebraic expressions, operational senses - operating algebraic expressions, substitution, etc. We also identified these algebraic thinking factors through analyzing mathematics textbooks of elementary and middle school, and showed the middle school students' low achievement relating to these factors through the algebraic thinking ability test. Based upon these analyses, we argued that the readiness for algebra learning should be made through the processes including algebraic thinking factors in the elementary school and that the transfer from arithmetic to algebra should be accomplished naturally through the pre-algebra course. And we searched for alternative ways to improve algebra curriculums, emphasizing algebraic thinking factors. In summary, we identified the problems of school algebra relating to the transfer from arithmetic to algebra with the problem of teaching algebraic thinking and analyzed the algebraic thinking factors of school algebra, and searched for alternative ways for improving the transfer from arithmetic to algebra and the teaching of early algebra.

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The Effect of the Thinking Styles and Character Development Efficacy of Childhood Educational Teachers on Their Commitment to Teaching (유아교사의 사고양식과 인성개발 효능감이 교직헌신도에 미치는 영향)

  • Kim, JoengKyoum;Lee, JuYeon
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.15 no.4
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    • pp.1905-1915
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    • 2014
  • This study is to examine the effect of the thinking styles and character development efficacy of childhood educational teachers on their commitment to teaching with the intention of clarifying that these two factors of childhood educational teachers are important internal variables in enhancing their dedication to teaching, and to seek ways of finding thinking styles and character development efficacy appropriate for childhood educational teachers. Childhood educational teachers at nursing schools and kindergartens located in Daejeon, Chungnam, and Chungbuk were chosen as the study objects. The results are as follows: First, it turned out that childhood educational teachers's commitment to teaching was in close relation to their judicial, monarchy, totalitarian, internal, and liberal thinking styles. As for childhood educational teachers' character development efficacy, personal efficacy and dedication to teaching showed a high level of correlation. This indicates that as childhood educational teachers preferred certain thinking styles, their commitment to teaching also could be enhanced, and that as childhood educational teachers' personal efficacy was high, their commitment to teaching was enhanced as well. Second, as for the positive effect of childhood educational teachers' thinking styles and character development efficacy on their commitment to teaching, it turned out that such factors as judicial and internal thinking styles, common teacher efficacy, and personal teacher efficacy affected professional recognition, such factors as judicial, internal, conservative, liberal thinking styles and personal teacher efficacy influenced their affection for teaching, and such factors as legislative, monarchy, anarchic, and liberal thinking styles and personal teacher efficacy affected zeal.