• 문화기술의 융합
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• 제2권2호
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• pp.9-15
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• 2016

Objectives : The purpose of this study to investigate the Critical Thinking disposition in Nursing College students and related to ability of basic nursing science. Methods : Data were collected from 36 students who were students belong to one of province University. The instrument used in this study was California Critical Thinking Disposition Inventory(CCTDI) by Facione & Facione. The instrument was composed of 7 sub-items, truth-seeking, analyticity, systematicity, open-mindness, critical thinking, self-confidence, inquisitiveness, and maturity. The data were analyzed by descriptive statistics, t-test, ANOVA, Pearson Correlations with SPSS 12.0. Results : The result of this study were as follow; The average of total score in critical thinking disposition was 44.8, which means middle level(below 40: low, above 50: high level). Maturity was the highest while open-mindness was the lowest with an average score 5.01. There was significant difference between critical thinking and basic nursing science grade while there was no difference between age, gender, and religion. There was strongly relation between critical thinking disposition and basic nursing science(F=2.84, p=.01). Conclusion : According to the results of this study, nursing curriculum should be considered critical thinking disposition.

• International Journal of Internet, Broadcasting and Communication
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• 제10권2호
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• pp.60-67
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• 2018

The purpose of this study was to examine the effects of internet-use Anatomy class, as one of the Flipped learning method, on critical thinking disposition. The class for this study was conducted from March 1 to April 10, 2018. The study involved a total of 180 people in the first year of a University located in C province. Data collection was carried out before and after the Flipped learning method application. Frequency analysis, Paired t-test, Pearson correlation, and Regression analysis were used for the analysis. According to the analysis, 28.3% of men and 71.1% of women and before applying the program analysis of correlation between Flipped learning perception and critical thinking disposition showed a significant correlation between confidence(sub-component of critical thinking) only (p<.005). Comparing the scores of critical thinking before and after the program, it was found that Truth seeking (p<.001), Open-mindness (p<.005), Confidence (p<.001), Systematicity (p<.005), Analyticity (p<.001), and Inquisitiveness (p<.001) scores had increased significantly except Maturity (p>.005). And the regression analysis of Flipped learning method applying influence on critical thinking disposition were significantly affected (p<.001). Based on the results of this study, it was possible to determine that Flipped learning method had a positive effect on critical thinking disposition.

• 간호행정학회지
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• 제14권2호
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• pp.144-149
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• 2008

Purpose: The aim of this study was to testify correlations between critical thinking disposition and decision making styles. Methods: The subjects of this study were 193 freshman nursing students in the 1 nursing school located in Incheon area. The data were collected by self-reporting questionnaires. The data were analyzed using descriptive statistics and Pearson correlation coefficient analysis. Results: The score of critical thinking disposition was revealed 3.96 points. The highest was inquisitiveness, the lowest was systematicity. The most frequent decision making style was revealed a rational decision making. The next was dependant decision making, intuitional decision making as follows. The critical thinking disposition and rational decision making had a statistically significant positive correlation. However the critical thinking disposition and dependant decision making had a statistically significant negative correlation. Conclusion: With these findings, we are found that the more increasing critical thinking disposition, the more developing rational decision making. It will suggested that the program for increasing nursing student's critical thinking disposition focused on systematicity, analyticity and truth seeking in critical thinking sub categories.

• International Journal of Advanced Culture Technology
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• 제8권2호
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• pp.12-17
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• 2020

This study was a similar experimental study that analyzed the effect by applying the learning portfolio completion. The study period lasted from October 1, 2019 to November 20, 2019. A total of 47 people participated in the study, and the effectiveness of the program was analyzed with the SPSS 18.0 program for critical thinking disposition. The statistical analysis method was frequency analysis and paired t-test. As a result of the analysis, the critical thinking disposition increased significantly in the application of the learning portfolio completion (Truth-seeking MD= -0.05, p <0.01), Open-mindness MD= 0.11, p <0.001), Analyticity MD= 0.76, p <0.001), Systematicity MD= -.25, p <0.001), Self-confidence MD=-0.54, p <0.001), Inquisitiveness MD=0.29, p <0.001), Maturity MD=-.0.33, p <0.001). In conclusion, the teaching method applied with the learning portfolio completion actually helped nursing students learn nursing students learn based on critical thinking. Based on these result, further research using learning portfolio is to be done and more systematic and practical application of learning portfolio completion to nursing students. This study would be used as a basic data for the study guideline development for learners.

• 논리연구
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• 제14권3호
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• pp.101-137
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• 2011

마틴뢰프는 그의 직관주의적 유형론에서의 판단형식들에 관한 분석에 의거하여, 통상적인 논리법칙들과 수학의 흥미로운 판단들은 분석판단이 아닌 종합판단에 해당하며, 분석판단의 논리는 결정가능하고 완전하지만 종합판단의 논리는 결정가능하지 않으며 불완전하다고 주장한다. 이 글의 목적은 마틴뢰프의 논지를 보다 분명히 하여 검토하려는 것이다. 1절에서 필자가 이해한 단형 유형론의 기본 사항들을 검토한 후, 2절에서는 마틴뢰프의 분석/종합 구분을 보다 분명히 드러내고, 마틴뢰프의 구분에 대한 가능한 비판 및 '통상적인 논리법칙들과 수학의 흥미로운 판단들은 종합판단에 해당한다'는 논제를 검토한다. 3절에서는 '분석판단의 논리는 결정가능하고 완전하지만 종합판단의 논리는 결정가능하지 않으며 불완전하다'는 논제를 보다 분명히 드러내어 검토한다.

• 한국응급구조학회지
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• 제10권3호
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• pp.5-20
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• 2006

Purpose: This study examines the degree of empowerment recognized by the 1st paramedics and the trend of their critical thinking, analyzes correlations between empowerment and critical thinking to reveal whether there is statistically significant difference between them and then is to provide basic materials necessary for research on empowerment and critical thinking. Method: This study distributes 105 structured self-report questionnaires to the 1st emergency medical technicians working at fire fighting police boxes, general hospitals, clinics and emergency medical information centers in G Metropolitan City and J province from April 29 to May 28, 2006, collects their responses directly and analyzes results with t-test, F-test(ANOVA) and Pearson's Correlation Coefficient. Result: 1. First, average score of empowerment of subjects was 4.68 out of 6 and according to scores by area, capacity 5.98 was highest, followed by significance 5.41, self- determination 4.44 and effectiveness 3.79. 2. degree of empowerment according to general characteristics of subjects showed statistically significant differences in final education(F=2.714, p= .049), level of salary (F=3.298, p= .014) and satisfaction of current job (F=5.399, p= .001). 3. average score of critical thinking of subjects was 3.28 out of 7 and according to areas, no bias 3.95 was highest, followed by maturity 3.68, structure 3.35, inquisitiveness 3.11, pursuit of truth 3.07, critical thinking and self-confidence 3.00, analyticity 2.98. 4. degree of critical thinking by general characteristics of subjects showed statistically significant differences in age(F=2.577, p= .041), final education (F=7.877, p= .000), current workplace (F=3.513, p= .018), level of salary(F=4.628, p= .002), satisfaction with current job(F=6.879, p= .000) and intention to transfer current job(t=15.21, p=.000). 5. as a result of correlations between empowerment and critical thinking of subjects, Pearson correlation coefficients between whole empowerment and critical thinking were r= .21, p=.013. Conclusion: It is considered that the 1st paramedic managers must seek how to keep and manage empowerment and development of education and training program which can enhance critical thinking is needed. Further, emergency educators must develop educational program based on the concept of empowerment to establish early awareness of a desirable organization culture and increase understanding of empowerment in the process of education.