• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.375-386
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• 2004

Creative thinking alone can not lead to scientific creativity. Scientific knowledge and scientific inquiry skills are needed for scientific creativity. Focused only on cognitive aspect, I suggested a cognitive model of scientific creativity (CMSC) consisting of 3 components: thinking for scientific creativity, scientific knowledge contents, and scientific inquiry skills. Recently, many researchers have emphasized the various thinking for creativity as well as divergent thinking. Therefore, I suggested three types of creative thinking - divergent thinking, convergent thinking, and associational thinking - and discussed its rationale. Based on this model, an example of activity material for the scientific creativity was suggested. In the further research, based on CMSC, various activity types related to scientific creativity and concrete learning materials for scientific creativity will be developed.

• Journal of the Korean Chemical Society
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• v.66 no.2
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• pp.163-170
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• 2022

This study investigated and analyzed the social and emotional learning components of middle school science, and high school integrated science and science inquiry experiments, which are common subjects that all students must complete. The subjects of analysis were 139 achievement standards of science and curriculum and 496 activities included in textbooks. The research results are as follows. In the case of curriculum achievement standards, 'cultural understanding' was hardly included among the seven science and social-emotional learning elements, 'numeracy' and 'creative thinking' appeared high in middle school, 'critical thinking', 'social technology' and 'ethical understanding' were included with high frequency in high school. And in the case of textbook activity, the tendency of social-emotional learning elements in middle school and high school was similar. 'critical thinking', 'creative thinking', and 'social skills' were mainly provided, while 'ethical understanding' and 'cultural understanding' were reflected in a limited way. In order to cultivate the elements of overall social-emotional learning, it is necessary to specify the achievement standards of the curriculum or to supplement the textbook activities and teaching-learning process.

• Communications of Mathematical Education
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• v.18 no.3 s.20
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• pp.45-56
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• 2004

본고는 수학적 창의성과 관련한 논문으로 이를 창의적인 사람, 창의적인 산출물, 창의적인 과정이란 일반 창의성 연구자들이 연구하고 있는 분야로부터 유추적으로 논의를 시도하였다. 이런 접근으로부터, 얻을 수 있는 몇 가지 가정들은 다음과 같은 것이 있다. 첫 번째, 일반 보통아들을 대상으로 하는 공교육에서도 창의성 교육을 할 수 있으며, 이는 수학교과에도 적합한 진술이다. 두 번째, 현상학적 입장으로 부터 학교에서 교수${\cdot}$ 학습되고 있는 학교수학이 학생들 입장에서 보면 학습해야 할 필요가 있는 적절하고 새로운 지식이란 점을 공고히 해 주었다. 또한, 여기서 강조한 것은 새롭고 적절한 지식이 완성된 지식뿐만 아니라 발생상태 그대로의 지식 즉, 과정으로서의 지식도 포함하고 있음을 제안하였다. 세 번째, 수학자가 수학을 탐구하는 과정을 창의성 연구자들이 보듯이 인지과정으로 보는 대신에 한 수학적 아이디어를 이로부터 하나의 완성된 수학적 지식을 완성하기까지의 수학적 사고과정으로 보는 것이 수학교육적 의미에서 교수${\cdot}$ 학습에 의미가 있음을 살펴보았다.

• 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.

• The Mathematical Education
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• v.42 no.5
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• pp.647-672
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• 2003

This study sought to determine the impact of the graphing calculator on prospective math-teachers' mathematical thinking while they engaged in the exploratory tasks. To understand students' thinking processes, two groups of three students enrolled in the college of education program participated in the study and their performances were audio-taped and described in the observers' notebooks. The results indicated that the prospective teachers got the clues in recalling the prior memory, adapting the algebraic knowledge to given problems, and finding the patterns related to data, to solve the tasks based on inductive, deductive, and creative thinking. The graphing calculator amplified the speed and accuracy of problem-solving strategies and resulted partly in students' progress to the creative thinking by their concept development.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.18-34
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• 2024

This study aimed to examine the effects of a science-learning program based on data visualization on the science inquiry and creative problem-solving abilities of elementary school science-gifted students. Accordingly, this research developed a data visualization science-learning program using Tableau, which had twelve sessions. The subjects encompassed 61 students in three gifted classes taught by the researcher. The scientific inquiry ability test and creative problem-solving ability test modified to suit the environment and situation were given to the subjects before and after the treatment. The results confirmed that science learning based on data visualization had no significant impact on basic science inquiry skills. Among the subdomains, significant results were obtained only in the reasoning subdomain. Moreover, integrative inquiry ability was significantly affected, unlike basic inquiry abilities. Among the five subdomains, significant differences were observed in three subdomains (data conversion, data interpretation, and variable control). However, concerning the generation of hypotheses and the control of variables, students exhibited confusion regarding the process of variable control and the exact concept of hypothesis development. This study also evaluated the effects of the program's application on creative problem-solving abilities and found a significant impact. Additionally, it was significantly different in all four subdomains. The results were interpreted to be owing to the students' mastery of Tableau's features, collaborative learning through discussion and debate, and the thematic impact of the data visualization program emphasizing procedural thinking. Finally, this study presented implications for science learning based on data visualization and the future direction of education.

• Journal of the Korean Chemical Society
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• v.67 no.4
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• pp.271-280
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• 2023

The purpose of this study is to investigate the effect of chemistry program based on metacognitive learning strategies using realistic contents on prospective teachers' creative thinking skills and science core competencies, and their perception. In particular, it was intended to further improve the effectiveness of the program by introducing a strategy to strengthen metacognition. Participants were classified into the experimental group subject to the newly developed chemistry curriculum and traditional group subject to general programs that exclude realistic contents and metacognitive strategies. Both groups were surveyed before and after the application of the program to measure the degree of change in metacognitive competencies, creative thinking competencies, and science core competencies. It also analyzed the impact of metacognitive competencies and science core competencies on creativity thinking competencies. As a result of the study, relevance and rationality among sub-factors of metacognitive competencies and creative thinking competencies of the experimental group were improved, and all sub-factors except for scientific participation and lifelong learning ability among science core competencies were significantly improved. In addition, it was found that metacognitive knowledge among metacognitive competencies, scientific inquiry ability and scientific thinking ability among science core competencies affect creative thinking competencies. Through the results, it was suggested that realistic content that incorporates metacognitive learning strategies is needed to improve creative thinking competencies, and learning models and programs that can utilize them are needed.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.879-889
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• 2017

The purpose of this study is to develop the evaluation criteria for students' research reports on online science inquiry problems that promote thinking abilities. The steps of developing the evaluation criteria are as follows; First, based on previous study results and literature review, the evaluation categories of the science inquiry contents were determined: 1) knowledge, 2) logical and analytical thinking, 3) critical thinking, 4) science process skills, 5) problem-solving, and 6) creative thinking. Second, evaluation criteria are developed according to the following steps: 1) define each category, 2) identify sub-category, 3) develop evaluation criteria for all categories that could serve as guidelines in the development of scoring rubrics, and 4) expert validation processes were performed. Finally, the usability test for these evaluation categories and criteria were done by being applied to the development of real scoring rubrics for 24 problems included in e-learning contents. Then the users' feedbacks were filed and the implications of this study were discussed.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.986-997
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• 2011

In this study, we developed analogical experimental activities to foster scientific creativity in inquiry learning and applied them to 7th grade science-gifted students. The influences of inquiry learning-based analogical experiments were investigated with respect to the experimental design processes. We classified the patterns of experimental design processes by creative thinking processes and analyzed performance levels by the elements of experimental design processes. The students' experimental design processes were categorized into three kinds of patterns such as reinitiated motion, backward-divergent motion and stationary motion. Those belonging to the reinitiated motion performed precise experimental design from new perspectives by identifying the mapping in depth and considering the elements of experimental design processes. In the case of the backward-divergent motion, they shifted their positions to new directions, but the concreteness of experimental design was insufficient due to the lack of mapping or considering the elements. In the type of stationary motion, maintaining their previous positions, they showed less performance of experimental design without considering the elements sufficiently. Educational implication of these findings are discussed.

• Journal of Engineering Education Research
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• v.8 no.1
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• pp.99-112
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• 2005

Problem-Based Learning is focused, experiential learning organized around the investigation and resolution of messy, real-world problem. It is both a curriculum organizer and instructional strategy, two complementary processes. The PBL model developed in this study was composed the two components of Problem Design(curriculum organizer) and Problem Implementation(instructional strategy). The basic process of Problem Implementation Model were composed the 8 steps ; 1) the identification of problem, 2) the specification of problem, 3) the exploration and generation for solution, 4) the selecting of best idea, 5) the specific planning of best idea, 6) the implementation and realization, 7) the evaluation, 8) the applying and reflection.