• Journal of the Korean Chemical Society
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• v.55 no.2
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• pp.290-303
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• 2011

The purpose of this study was to introduce the practical model on the enhancement of the divergent and convergent thinking skills through inquiry instruction in science class. In this study, the creative thinking skill has been defined by divergent thinking skill as the narrow sense. In the science field, the problem solving thinking skill is just same as the inquiry thinking skill. Also, the problem solving thinking skill has been defined by convergent thinking skill as the critical thinking skill. This new instruction had been used for the college student in the class of general chemistry laboratory for the one semester. The first results had been founded that the students' divergent thinking skill had been increased significantly. Especially, the skills of recognition of problems, the skills of making hypothesis, and the skills of transformation and interpretation of data had been increased significantly. The second results had been founded that the students' convergent thinking skill had been increased significantly. Especially, the skills of making hypothesis, the skills of transformation and interpretation of data, and the skills of making conclusion and generalization had been increased significantly. The third results had been founded that the students' the creative and problem solving thinking skill had been increased significantly. Especially, the rest of all skills exception the skill of control variables had been increased significantly.

• 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 The Korean Association For Science Education
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• v.28 no.5
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• pp.482-494
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• 2008

The purpose of this study was to introduce a practical model to enhance creative and critical thinking skills through hypotheses generating activities for students. The 2007 Science National Curricula stresses the need for the enhancement of creative thinking skills for our students. The definition for the creativity in the narrow sense is the divergent thinking skills. The definition of the critical thinking skills is the strong sense of those skills. This model shows the use of the divergent thinking skills and convergent thinking skills together. The divergent thinking skills has been developed by making three alternative explanations about the causal question within a group of students by active discussion. The following procedure includes the selection of the most provable of the three explanations within a group of students also by active discussions. This process needs convergent thinking skills as well as critical thinking skills. This model can be used easily by exchanging from the one explanation about the causal question in any inquiry teaching strategy to three explanations about one. Although the partial modified strategy shows a small difference from any inquiry teaching strategy, but the effect of the enhancement of the creative thinking skills for our students shows significantly better (p<.05). More detailed study will be carried out in the near future.

• Journal of the Korean Chemical Society
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• v.58 no.5
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• pp.478-489
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• 2014

The purposes of this study were to develop teaching strategy enhancing the activity to explore variables and to examine the instructional influences on students' creative thinking skills and critical thinking skills. In this study, a model using listing-excluding-controlling variables (DPAS model) was designed and applied to the existing 'Teaching model for the enhancement of the creative problem solving skills'. And it was implemented to preservice science teachers for the one semester. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially in recognizing problems, making hypothesis, controlling of variables and interpreting & transforming of data (p<.05). In addition, the strategy contributed to improve critical thinking skills, especially in making hypothesis and making conclusion & generalization (p<.05).

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.295-299
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• 2010

빠르게 변화하는 지식정보화사회에서 창의적인 사고력을 갖춘 인재를 육성하는 일은 우리 교육의 핵심과제라 할 수 있다. 특히 컴퓨터 지도 영역 중 알고리즘은 프로그래밍의 근간이 되며 창의적인 문제해결력과 사고력을 향상시킬 수 있는 영역으로 그 중요성이 매우 크다. 이에 현행 학교 컴퓨터 교육도 응용프로그램 활용이나 기능 습득위주의 교육에서 벗어나 컴퓨터 원리, 알고리즘, 프로그래밍과 같은 컴퓨터 자체에 대한 교육을 통해 학습자의 문제해결력 및 창의적인 사고력을 신장시켜야 한다. 따라서 본 연구에서는 초등학생에게 적합한 알고리즘 학습내용을 선정하여 학습 프로그램을 개발하고, 이를 통한 학습이 창의적 사고력 신장에 어떠한 영향을 효과를 미치는 가를 알아보고자 한다.

• Journal of the Korean Chemical Society
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• v.55 no.5
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• pp.857-874
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• 2011

The purposes of this study were to develop teaching strategy enhancing creative problem solving skills and to examine the instructional influences on studints' creative thinking skills, critical thinking skills, creative personality and academic self-regulation. In this study, a model using inter-disciplinary analogies(PDCA model) was designed and applied to the existing 'Teaching model for the enhancement of the creative problem solving skills'. And it was implemented to preservice science teachers for the one semester. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially in the originality of identifying a problem, making hypothesis, and controlling variables (p<.05). In addition, the strategy contributed to improving critical thinking skills, especially in inquiry process of recognizing problems, making hypothesis, interpreting and transforming of data (p<.05). This strategy also helped students' academic self-regulation (p<.05). But there was no significant improvement in creative personality(p<.05).

• Journal of Digital Convergence
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• v.15 no.7
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• pp.1-12
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• 2017

The purpose of the study was to develop a teaching strategy using metacognition and to investigate its effects on enhancing students' creative problem solving skills (i.e. creative thinking skills and critical thinking skills), metacognitive skills. With reference to previous studies, the researcher developed self-questionnaire to enhance metacognition. To achieve this aim, a learning strategy enhancing metacognition was developed and applied to design a creative problem solving instruction program. The strategy was implemented to university students over 9 weeks. The same test was used in two groups. To analyze the data statistically, ANCOVA was used. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially identifying a problem, making hypothesis, and controlling of variables(p<.05). Also, the strategy contributed to improve critical thinking skills, especially in inquiry process of recognizing problems, making hypothesis(p<.05). In addition, this strategy also helped students' metacognitive skills(p<.05). It was effective to improve thinking skills. It will contribute to improve convergence thinking skills.

• Journal of Science Education
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• v.37 no.3
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• pp.476-491
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• 2013

The purpose of this study was to investigate the effect of science writing activities on high school students' scientific thinking ability in Life Science I class. In order to do this, 6 teaching-learning materials dealing with science writing and an evaluation tool for scientific thinking ability were developed. And the subjects were 224 high school students of 6 classes. As a result of applying science writing activities in Life Science I class, the students' scientific thinking ability was improved. And students' inductive/deductive/critical/creative thinking ability was improved. In addition, in the most of the evaluation criteria of scientific thinking ability, the scores of posttest were higher than those of pretest. The number of students to show higher performance levels was increased. Therefore, science writing activities have positive effect on high school students' scientific thinking ability. This study provides some implications for teaching science writing activities to develop students' scientific thinking ability.

• Journal of the Korean Chemical Society
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• v.55 no.6
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• pp.1056-1073
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• 2011

The purpose of this study was to develop teaching materials using Pyramid model of divergent thinking, Inverse pyramid model of convergent thinking and Diamond model of divergent-convergent thinking. And the teaching materials was implemented to 120 students in middle school over 10 weeks. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially in fluency and flexibility(p<.05). Also the teaching materials contributed to improve critical thinking skills, especially in inquiry process of recognizing problems, making conclusion and generalization(p<.05). Moreover, academic achievement was improved(p<.05). But, there was no significant improvement in creative personality(p<.05).

• 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.