• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1237-1247
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• 2013

The purposes of this study are 1) to revalidate the developed Measuring Instrument Systems Thinking and 2) to compare systems thinking skills between gifted and non-gifted high school students. For the test, 116 gifted science students and 553 non-gifted students were sampled from high schools. Exploratory factor analysis and confirmatory factor analysis were performed and Independent t-test was performed using the average of the two groups. The finding of the exploratory factor analysis indicated 5 factors in the model with 4 items per single factor. The result of confirmatory factor analysis was generally appropriate and acceptable (5 factor model: ${\chi}^2/df$ : 2.765, TLI=.907, CFI=.929, IFI=.930, RMSEA=.044). The reliability for 20 items turned out to be high because the Cronbach's alphas were at .875 and .693~.751 per each factor. In addition, the result of t-test showed that systems thinking skills among gifted science students were significantly higher than non-gifted students. This study could be expanded to measuring systems thinking with qualitative research tools and to various school levels.

• Journal of the Korean earth science society
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• v.37 no.3
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• pp.173-185
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• 2016

The purpose of this study is to investigate the effects of systems thinking on high school students' self-regulatory efficacy and self-confidence that constitute science self-efficacy. We set self-regulatory efficacy as a factor of students' systems thinking affects their self-confidence on science through self-regulatory efficacy. A total of 210 students were sampled from general high schools and 188 valid cases were analyzed. The instrument has 39 items that consist of 20 items measuring systems thinking and 19 items of science self-efficacy. The result of the exploratory factor analysis indicated that 20 items for systems thinking, 8 items for self-regulatory efficacy, 4 items for self-confidence are reasonable. Testing the goodness of fit of a structural equation model, it turn out to be appropriate (${\chi}^2$=344.498, df=242, TLI= .921, RMSEA= .044) using 24 items (mental model, personal mastery, systems analysis, self-regulatory efficacy, and self-confidence were constructed). In addition, the mental model, which is one factor of systems thinking, is mediated by self-regulatory efficacy that affects self-confidence directly and/or indirectly. The results suggest that systems thinking affects science self-efficacy directly and indirectly. Utilizing systems thinking in science education can produce a theoretical basis in improving students' confidence and self-efficacy about science.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.995-1006
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• 2013

The purposes of this study were to develop an instrument to measure high school students' systems thinking and to validate the scale. The scale of systems thinking was made up for 5 factors - systems thinking, mental model, shared vision, personal mastery, and team learning through analyses of related literature. Six items per factor were constructed and the scale consisted of a total of 30 items for the pretest. After exploratory factor analysis, the number of total items was reduced to 20 items. For the main test, 280 students were sampled from high school and analyzed valid cases were 260 students. The finding of the exploratory factor analysis indicated 5 factors in the model, and 4 items per single factor. The result of confirmatory factor analysis was generally appropriate and acceptable (5 factor model: $x^2/df$=1.275, TLI=.946, CFI=.959, RMSEA=.033). The reliability for 20 items turned out to be reliable because the Cronbach's alphas were .840 and .604~.723 per each factor. This study should be expanded to various school levels and should be standardized for further research. The subsequent studies regarding diverse learning program development and implementation and the verification on the students' impact within the developed program can be recommended.

• Proceedings of the Korean System Dynamics Society
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• 2006.11a
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• pp.13-27
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• 2006

갈수록 증가하는 불확실한 경영환경에 대응하기 위한 방안으로 실시간기업 (Real-Time Enterprise)이라는 개념이 대두되고 있지만, 현재 이를 구체적으로 실행 하기 위한 연구들이 미흡한 상황이다 이에 본 논문에서 가트너가 제시한 RTE 정의를 바탕으로 RTE 활동 및 구체화 방안을 살펴봄으로써 RTE의 주요성공요인 (Critical Success Factors)을 도출하는 연구를 수행하였다 RTE CSF를 도출함에 있어서 시스템 사고(System Thinking)를 통해 생성 된 인과지도를 이용하였다.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.161-171
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• 2019

The purposes of this study are: 1) to verify the systems thinking factor structure of elementary school students and 2) to compare systems thinking according to their preferred subjects in order to get implications for following research. For the study, pre-tests analyze data from 732 elementary school students using the STMI (Systems Thinking Measuring Instrument) developed by Lee et al. (2013). And exploratory factor analysis was conducted to identify the factor structure of the students. Based on the results of the pre-test, the expert group council revised the STMI so that elementary school students could respond to the 5-factor structure that STMI intended. In the post-test, 503 data were analyzed by modified STMI and exploratory factor analysis was performed. The results of the study are as follows: First, in the pre-test, elementary school students responded to the STMI with a test paper consisting of two factors (personal internal factors and personal external factors). The total reliability of the instrument was .932 and the reliability of each factor was analyzed as .857 and .894. Second, for modified STMI, elementary school students responded a 4-factor instrument. Team learning, Shared Vision, and Personal Mastery were derived independent factors, and mental model and systems analysis were derived 1-factor. The total reliability of the instrument was .886 and the reliability of each factor was analyzed as .686 to .864. Finally, a comparison of systems thinking according to preferred subjects showed a significant difference between students who selected science (engineering) group and art (music and physical education). In conclusion, it was confirmed that statistically meaningful results could be obtained using STMI modified by term and sentence structure appropriate for elementary school students, and it is a necessary to study the relation of systems thinking with various student variables such as the preferred subjects.

• Proceedings of the Korean System Dynamics Society
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• 2007.06a
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• pp.1-18
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• 2007

본 연구는 실시간 기업 (Real-Time Enterprise : RTE)의 핵심성공요인(Critical Success Factor : CSF)을 도출에 관한 내용으로써 기존에 연구되었던 '시스템 사고로 분석한 RTE 주요성공요인'의 연구 방법론을 개선하기 위해 동일주제로 연구되었다. 본 연구에서 도출된 성공요인의 결과를 기존 연구와 비교하였을 때 기존보다 크게 개선된 바는 없지만, 연구방법론 측면에서 시스템 다이내믹스의 정책지렛대라는 문제해결 방안도출 방법론을 활용함으로써 기존보다 객관화된 요인 도출과정을 설명할 수 있었다. 본 연구는 기존에 연구되었던 정재운 외(2006)의 '시스템 사고로 분석한 RTE 주요성공요인'의 내용을 개선하기 위한 것으로써 기존 연구의 내용 및 내용 전개방식의 상당부분을 별도의 표기 없이 참조하고 있음을 서두에 밝혀둔다.

• Journal of the Korean Society of Marine Environment & Safety
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• v.24 no.5
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• pp.511-518
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• 2018

Research indicates, about 80% of maritime accidents are caused by human error. Further investigation of the human factors behind maritime casualties is essential in order to establish preventive measures. The main purpose of this study is to identify and analyze human factors behind maritime traffic-related accidents using the m-SHEL model. Since the m-SHEL model used in other fields is based on generic human factors, it has expanded in this study to accommodate ship operating systems and define human factors. In addition, the validity of the expanded model was verified by reliability analysis using SPSSWIN. A classified table for this extended m-SHEL model was then used to analyze human factors behind maritime traffic-related accidents extracted from a written verdict by the Korean Maritime Safety Tribunal. Human factors were arranged in the order L, L-E, L-H, L-m, L-L, and L-S. This paper contributes to the prevention of maritime traffic-related accidents caused by human factors by presenting useful analytical results that can be applied to build a maritime safety management system.

• Journal of the military operations research society of Korea
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• v.32 no.1
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• pp.188-212
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• 2006

The purpose of this study is to extract relavant factors that affect military accidents. A survey was conducted for 227 officers and noncommissioned officers and 300 private soldiers. The survey results extracted 9 important factors that cause military accidents, including 3 troop factors, 3 social environment factors, and 3 personal character factors. Through a regression analysis using these 9 factors as independent variables and 4 types of military accidents as dependent variables, several factors were found to be very useful to explain military accidents. The findings of this study can be used to develop an early warning system for military accidents reduction.

• Journal of the Korean earth science society
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• v.45 no.2
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• pp.157-171
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• 2024

The purposes of this study were: (1) to revalidate the revised Systems Thinking Measuring Instrument (Re_STMI) reported by Lee et al. (2024) among Vietnamese high school students and (2) to investigate the differences in systems thinking abilities between Korean and Vietnamese high school students. To achieve this, data from 234 Vietnamese high school students who responded to translated Re_STMI consisting of 20 items and an Scale consisting of 20 items were used. Validity analysis was conducted through item response analysis (Item Reliability, Item Map, Infit and Outfit MNSQ, DIF between male and female) and exploratory factor analysis (principal axis factor analysis using Promax). Furthermore, structural equation modeling was employed with data from 475 Korean high school students to verify the latent mean analysis. The results were as follows: First, in the item response analysis of the 20 translated Re_STMI items in Vietnamese, the Item Reliability was .97, and the Infit MNSQ ranged from .67 to 1.38. The results from the Item Map and DIF analysis align with previous findings. In the exploratory factor analysis, all items were loaded onto intended sub-factors, with sub-factor reliabilities ranging from .662 to .833 and total reliability at .876. Confirmatory factor analysis for latent mean analysis between Korean and Vietnamese students yielded acceptable model fit indices (χ²/df: 2.830, CFI: .931, TLI: .918, SRMR: .043, RMSEA: .051). Lastly, the latent mean analysis between Korean and Vietnamese students revealed a small effect size in systems analysis, mental models, team learning, and shared vision factors, whereas a medium effect size was observed in personal mastery factors, with Vietnamese high school students showing significantly higher results in systems thinking. This study confirmed the reliability and validity of the Re_STMI items. Furthermore, international comparative studies on systems thinking using Re_STMI translated into Vietnamese, English, and other languages are warranted in the context of students' systems thinking analysis.

• Proceedings of the Korean System Dynamics Society
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• 2007.06a
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• pp.19-40
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• 2007

본 논문에서는 먼저 노무현 정부의 부동산 정책이 어떠한 정책 실패의 요인들을 안고 있는지를 논의한다. 그리고 이러한 정책 실패 요인들이 어떻게 지속적으로 작동할 수 있었는지를 심층적으로 살펴보기 위하여 부동산 정책 시스템에 관한 정책결정자 및 정책 비판자의 인지지도를 구축하고, 이를 기반으로 하여 시뮬레이션모델을 구축하고 시뮬레이션 결과를 논의한다. 본 논문에서 구축된 인지지도와 시스템 다이내믹스 모델은 정책 실패가 어떻게 구조화될 수 있는지를 보다 심층적으로 논의할 수 있는 기회를 제공할 것으로 기대한다.