• 한국수학교육학회지시리즈A:수학교육
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• 제40권2호
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• pp.253-263
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• 2001

Developing mathematical thinking skills is one of the most important goals of school mathematics. In particular, recent performance based on assessment has focused on the teaching and learning environment in school, emphasizing student's self construction of their learning and its process. Because of this reason, people related to mathematics education including math teachers are taught to recognize the fact that the degree of students'acquisition of mathematical thinking skills and strategies(for example, inductive and deductive thinking, critical thinking, creative thinking) should be estimated formally in math class. However, due to the lack of an evaluation tool for estimating the degree of their thinking skills, efforts at evaluating student's degree of mathematics thinking skills and strategy acquisition failed. Therefore, in this paper, mathematical thinking was studied, and using the results of study as the fundamental basis, mathematical thinking process model was developed according to three types of mathematical thinking - fundamental thinking skill, developing thinking skill, and advanced thinking strategies. Finally, based on the model, evaluation factors related to essential thinking skills such as analogy, deductive thinking, generalization, creative thinking requested in the situation of solving mathematical problems were developed.

• 컴퓨터교육학회논문지
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• 제20권6호
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• pp.61-69
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• 2017

SW 교육의 목적은 Computational Thinking의 증진에 있다. 특히, 비전공자들의 경우 Computational Thinking을 습득하여 자신의 전공에 적용하여 문제를 해결하는 과정이 필요하다. 본 연구에서는 비전공자 대학생을 대상으로 한 Computational Thinking 교육을 실시한 후, 혼합연구방법론을 통해 Computational Thinking 증진에 영향을 주는 요인이 무엇인지 검증하였다. 또한, Computational Thinking 학습전이 초기과정에서 나타나는 특징을 분석하여 비전공자를 대상으로 한 SW교육의 타당성과 당위성의 근거를 마련하고자 하였다. 연구의 결과로 Computational Thinking 증진에 영향을 주는 요인은 교육만족도, 학습전이 동기, self-CT 효능감으로 나타났다. Computational Thinking 학습전이 초기 과정이 실제 프로그래밍 과정에서 나타나는 Computational Thinking의 개념과 실행의 특징을 보이고 있으므로, 문제해결에서 Computational Thinking을 적용하는 사고과정이 실제 일어나는 것을 확인할 수 있었다. 본 연구에서 나타난 비전공자를 대상으로 한 Computational Thinking 교육의 효과와 전이 과정은 향후 모든 학생들에게 SW교육을 실시해야 하는 타당성과 당위성의 근거가 될 수 있다.

• 한국감성과학회:학술대회논문집
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• 한국감성과학회 2007년도 춘계학술대회 및 국제감성 심포지엄
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• pp.67-69
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• 2007

Customary way of thinking may be the most major stumbling block to creative thinking in basic design education in the information and network era. The basic design education was used to be based on personal experience or subjective ideas, but these days, the role of divergent thinking and convergent thinking which provide the basis of creative techniques has been closely examined. Going beyond a divergent thinking and directly starting a convergent thinking means bypassing the design process of the existing basic design education. Though preceding studies considered various creative techniques apart from divergent thinking and convergent thinking, this study presumed that complementing the most typical methods of divergent thinking and convergent thinking may result in the same basic design education effect. So, what approach must be used to the design? The way of thinking needs to change. For that, we try to apply the mapping to basic design education. It must encompass interactive thinking which includes immaterial elements and communication. Divergent thinking can begin with the accurate understanding of current state, and the created current state resolves the design process that needs to be a certain thing. The purpose of this study was to present the method for applying the mapping techniques to basic design education based on divergent and convergent thinking which provides the basis of creative ideas.

• 대한가정학회지
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• 제40권5호
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• pp.39-51
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• 2002

The purpose of this study is to investigate prior thinking and posterior thinking formation of children and adolescents in sinking objects. The subjects consisted of twenty eight, 9- and 11-year old children and fourteen, 13-year old adolescents selected from one elementary school and two middle schools. The transcripts were analyzed to classify children and adolescents'prior thinking and posterior thinking frequency, reasoning response(evidence based response, idea based response) and reasoning method(valid method, invalid method). The data were analyzed by frequency, percentile, mean and standard deviation,1 test, ANOVA. Major findings were as followings: 1. Children and adolescents have already had prior thinking in sinking objects. 2. Children and adolescents applies their prior thinking to posterior thinking formation process. 3. There were significant differences in children and adolescent'posterior thinking formation process, especially choices in objects and reasoning methods depending on age. 4. There were significant differences in children and adolescents'reasoning response depending on presented evidences types.5. Through the experimentation, children and adolescents'prior thinking was different from their posterior thinking. There were significant differences in differences between the prior thinking and posterior thinking depending on age.

• 성인간호학회지
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• 제21권1호
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• pp.117-128
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• 2009

Purpose: The purposes of this study were as follows; 1) To review the definitions of critical thinking from various perspectives, 2) To examine the critical thinking measurements throughout nursing research, and 3) To review the nursing studies with regard to critical thinking. Methods: This study was a literature review with regard to the critical thinking in nursing in aspects of conceptual meaning, measurements, and research. Results: The definition of critical thinking in nursing included decision making in clinical setting, inference with logical construct to increase nursing quality, interpretation in the context, and evaluation. The critical thinking was a core concept, which meant not only simple nursing process, but included decision making ability. The critical thinking has been conceptualized by both critical thinking disposition and skill. However, there was no nursing specified critical thinking measurement. Critical thinking research has been conducted to describe critical thinking disposition and critical thinking, to determine relationships between critical thinking and clinical competency, and to evaluate the effectiveness of educational programs. Conclusion: The instruments for measuring critical thinking disposition and skill that contain cultural difference and clinical specificity need to be developed to measure critical thinking and increase it.

• 대한수학교육학회지:수학교육학연구
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• 제12권2호
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• pp.229-246
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• 2002

In this paper, we start with the question "what is algebraic thinking\ulcorner". The problem is that the algebraic thinking is not exactly defined. We consider algebraic thinking from the various perspectives. But in the discussion relating to the definition of algebraic thinking, we verify that there is the algebraic notations in the core of algebraic thinking. So we device algebraic notations into the six categories, and investigate these examples from the school mathematics. In order to investigate this relation of algebraic thinking and algebraic notations, we present 'the algebraic thinking process analysis model' from Frege' idea. In this model, there are three components of algebraic notations which interplays; sense, expression, denotapion. Thus many difficulties of algebraic thinking can be explained by this model. We suppose that the difficulty in the algebraic thinking may be caused by the discord of these three components. And through the transformation of conceptual frame, we can explain the dynamics of algebraic thinking. Also, we present examples which show these difficulties and dynamics of algebraic thinking. As a result of these analysis, we conclude that algebraic thinking can be explained through the semiotic aspects of algebraic notations.

• 성인간호학회지
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• 제18권1호
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• pp.31-40
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• 2006

Purpose: The descriptive-correlational study was undertaken in order to investigate the relationships between critical thinking disposition and critical thinking skill in clinical nurses. Methods: A convenience sample of 50 registered nurses was obtained from E University Hospital. The instruments used in this study were general characteristics, California Critical Thinking Disposition Inventory (CCTDI) and California Critical Thinking Skill Test(CCTST) developed by Facione & Facione (1994). The data were analyzed by descriptive statistics, t-test, ANOVA, Duncan test and Pearson's Correlation Coefficient with SPSS 12.0 Program. Results: 1) There was a statistically significant difference in critical thinking disposition according to age (F=3.23, p=.03) and educational background (F=39.07, p=.00). 2) There was a statistically significant difference in critical thinking skill according to age (F=3.40, p=.02), educational background(F=32.51, p=.00), and period of professional nursing experience(F=3.56, p=.02). Conclusion: A significant positive correlation between critical thinking disposition and critical thinking skill was found(r=.68, p=.00). Critical thinking disposition and critical thinking skill according to age and educational background had statistically significant differences. Therefore, it is needed to emphasize the necessity of continuous education and training of nurses which prepare their critical thinking ability.

• 지식경영연구
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• 제7권2호
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• pp.1-11
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• 2006

What is the role of right and left-brain in creative thinking? The current study is to address this question. Two empirical studies were performed to answer the question. First one is regarding the divergent thinking and right-brain connection. Second one is regrading the convergent thinking and left-brain connection. Empirical study showed that both of divergent and convergent thinking were asymmetrically related to creativity. Divergent thinking was connected to right-brain and convergent thinking was connected to left brain.

• Human Ecology Research
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• 제58권2호
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• pp.131-148
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• 2020

This study examined the dual mediating effects of preschoolers' executive function and counterfactual thinking in the relationship between maternal reflective functioning and preschoolers' higher-order thinking. Participants included 293 preschoolers and their mothers in Daegu city and Gyeongsang province. The mothers completed questionnaires regarding their reflective functioning, preschoolers' executive function, and creative thinking. Teachers completed questionnaires regarding preschoolers' critical thinking and caring thinking. Preschoolers' counterfactual thinking was measured by interviews. Data were analyzed using descriptive statistics and Pearson correlation analysis with SPSS 25.0. Path analysis and bootstrapping were used with AMOS 25.0 program. Also, specific indirect effect were analyzed using AMOS user-defined estimand function. The primary results of this study are as follows. Maternal reflective functioning had an indirect effect on preschoolers' critical thinking and caring thinking through preschoolers' executive function and counterfactual thinking; however, maternal reflective functioning had no indirect effect on preschoolers' creative thinking through preschoolers' executive function and counterfactual thinking. This study revealed that maternal reflective functioning and preschoolers' executive function and counterfactual thinking need to be considered simultaneously to explain the level of preschoolers' higher-order thinking. The results highlight the dual mediating effects of preschoolers' executive function and counterfactual thinking in the relationship between maternal reflective functioning and preschoolers' higher-order thinking.

• 한국시스템다이내믹스연구
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• 제7권1호
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• pp.51-65
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• 2006

This research assumes that expanding the depth and range of thinking can be achieved through systems thinking education to the youth. To verify this assumption, degree of expansion of thinking was evaluated after the systems thinking education was done to middle school students in Kyeongi province. As a result, significant statistical difference was found. More variables were presented after systems thinking education. This means education program enhances student's thinking ability. Possibility of systems thinking application can be verified through systems thinking education to the various ranges of students in the future.