• Journal of dental hygiene science
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• v.19 no.1
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• pp.31-38
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• 2019

Background: This study aimed to investigate the effects of critical thinking and good communication skills on the problem-solving abilities of dental hygiene students. Methods: A total of 508 dental hygiene students were convenience-sampled from 3 universities. Results: The results revealed that critical thinking had the highest intellectual fairness score of 3.60, and systematicity was the lowest at 3.19. The values for communication skills were high in reaction, social adequacy, and concentration, with an average of 3.65. Problem-solving abilities were in the following order: clarification of the problem, seeking solutions, and decision making. According to general characteristics, more extroverted personalities possessed higher levels of critical thinking, communication skills, and problem-solving abilities (p<0.01). Critical thinking scores were high (p=0.016) in students who responded that peer relationship was difficult; however, their communication skills were the lowest (p<0.001). Additionally, problem-solving abilities were highest among students who reported a difficult peer relationship (p=0.001). The higher the satisfaction with dental hygiene academics, the higher the critical thinking, communication skill, and problem-solving ability (p<0.001). Critical thinking showed a high positive correlation with variables in the following order: clarification of the problem, performing the solutions, seeking solutions, decision making, and evaluation and reflection. The communication skills were also related to these variables listed above (p<0.01). With critical thinking, confidence, watchfulness, intellectual passion/curiosity, sound skepticism, objectivity, and systematicity all influenced the problem-solving ability. Conclusion: Communication skills were influenced by noise control, putting on the other's shoe, social tensions, and efficiency, which affected the problem-solving ability. Dental clinics require dental hygienists to have critical thinking to make analytical judgments and effective communication skills to solve human relation problems with patients and care-givers. Therefore, these skills should be developed in dental hygiene students to improve their problem-solving abilities.

• English Language & Literature Teaching
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• v.10 no.3
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• pp.89-112
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• 2004

This article examines the ways in which language can be exploited in the manipulation of the reader's interpretation of a text to make him/her take certain lines of thought according to the writer's persuasive intents. Such functions of language provide valid foundations to support the teaching of critical reading skills and to explore an adequate approach to discourse analysis. A pilot study was conducted to find out the extent to which the reader can be coaxed into thinking in some fashions guided by specific linguistic devices employed for ideological texts. Forty-seven subjects divided into two groups (humanities majors and natural science majors at undergraduate level) joined the two-fold questionnaire surveys intended to look at their critical reading abilities. The empirical results indicate that college students whose majors are humanities were more inclined to take a holistic approach in processing commercial advertisement texts and their abilities for critical interpretation appeared to be lower than those of the subjects whose majors are natural sciences, who showed a relatively high tendency to take an analytical approach in decoding the textual facts. As a consequence, pedagogic implications for increasing critical reading abilities have resulted in a set of analytical procedures concerning ideological texts which is linked with instructional guidelines to emphasize the importance of the reader's logical and analytical reasoning power, entirely accepted as a general prerequisite for cracking the covert language gambits.

• Journal of the Korea Society of Computer and Information
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• v.23 no.5
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• pp.73-78
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• 2018

Recently, Flipped Learning is attracting attention as a method for qualitative growth of university education. Flipped Learning is a kind of computer based education and consisted of online video lectures and offline student activities. This paper introduces the results of applying Flipped Learning for one semester to Korean linguistic norms course. As for this course, the contents related to the knowledge and information were provided individually before the class through online video, and the offline classes focused on student-led activities. When qualitatively evaluating the results of the course, students developed a more comprehensive and flexible mind set beyond the preexisting normative attitudes and showed increase in analytical and critical thinking in understanding the principles of linguistic norms and spelling system. According to these results we argue that it is necessary to actively adopt Flipped Learning in the humanities education, including the grammar classes.

• Educational Technology International
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• v.14 no.2
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• pp.167-187
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• 2013

Team project learning is a type of Project-Based Learning, which is an effective learning method for developing collaborative competency and interpersonal communication skills, as well as for developing cognitive competency such as critical thinking, creative thinking, and analytical skills. This research, conducted to analyze learning activities, focuses on students' creative thinking and activities in TPBL(Team Project-Based Learning). A qualitative approach including a reflective journal based on the 6 stages of TPBL, was adopted for this purpose. In this study, 69 reflective journals on the three stages (developing a theme, researching, theme-making) of 23 undergraduate students were categorized on the basis of three criteria: divergent thinking factors, convergent thinking factors and affective factors. The results show that the participants' journals demonstrated twenty-eight activities from nine cognitive factors and nine activities from three affective factors were derived from reflect journal. This finding indicates that more appropriate instructional strategies are needed for students to enhance their creative thinking skills and activities

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.19-36
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• 2010

The objective of this study was to measure the critical thinking level of activity tasks included in home economics textbooks published under the 2007 Revised National Curriculum. For this purpose, we sampled 3 kinds of Technology-Home Economics textbooks for 7th graders, selected activity tasks contained in the textbooks, and classified them by type. A total of 93 activity tasks were extracted, and they were analyzed using 9 questions on critical thinking prepared based on Kim Young-jung's '9 Elements and 9 Standards of Critical Thinking.' The results of this study were as follows. First, the total score of the critical thinking level of activity tasks in the home economics textbooks was 66.8, which was not high enough to induce learners' critical thinking. Among the sub-categories of critical thinking, the score was high in order of argumentative thinking(83.9), analytical thinking(78.1), and dialectic thinking(38.3). As in the results, the activity tasks were particularly inadequate for inducing dialectic thinking. Second. in the results of analyzing difference in the critical thinking level according to unit, significant difference was observed among the units. Activity tasks in Units 'Adolescents' Self-management'(77.8), 'Adolescents' Consumption life'(75.2), and 'Adolescents' Sex and Peer Relationship'(71.1) induced critical thinking more effectively than those in other units, but activity tasks in Units 'Clothing and Self-expression' (61. 4), 'Adolescents' Development'(60.0), and 'Adolescents' Nutrition and Meals'(59.6) were inadequate for inducing critical thinking. Third, in the results of analyzing difference in the critical thinking level according to activity task type, the level was high in order of 'Inquiry Activities' (75.7), 'Discussions' (74.6), 'Practical Activities'(65.4), and 'Trials' (50.7), and the differences were significant. That is, among activity task types, 'Inquiry Activities' were most effective in inducing learners' critical thinking and 'Trials' were least effective.

• The Research Journal of the Costume Culture
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• v.27 no.1
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• pp.72-80
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• 2019

A teaching manual was developed to incorporate the creative problem solving process into a fashion marking course. Students' creativity, problem solving, critical thinking, and analytical thinking are promoted by applying the creative problem solving process systematically to solve authentic business problems experienced by local apparel business owners. This teaching manual is based on the FourSight Model that consists of Clarify, Ideate, Develop, and Implement. Various tools promoting divergent thinking are also utilized in the process. A local fashion business is invited as a problem owner and four resource groups are formed with students based on the results of the Kirton Adaption Innovation Inventory. Each resource group consists of 6-8 students. The creative problem solving process is implemented into a classroom setting as four 75-minutes sessions that are held twice a week for two consecutive weeks. The local fashion business owner will be in presence during the first (Clarify) and last (Implement) sessions. The instructor facilitator meets with the problem owner outside the classroom three times including pre-session client interview, after the second (Ideate) session, and before the third (Develop) session. This modified CPS manual for fashion marketing and merchandising courses provides practical guidelines to work with local fashion businesses while providing students with learning opportunities of the creative problem solving process.

• Korean Journal of Logic
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• v.16 no.2
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• pp.273-293
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• 2013

This paper briefs the history of LEET(Legal Education Eligibility Test), describes its basic design, classifies the problems of its three subjects: Reading Comprehension, Reasoning and Argumentation, Essay according to their content categories and to their cognitive element categories, and states important features and traits of the whole set of problems, and finally raises some questions about the validity and relevancy of the test.

• The Mathematical Education
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• v.63 no.2
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• pp.233-254
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• 2024

This paper delves into the symbiotic integration of coding and mathematics education, aimed at cultivating computational thinking and enriching mathematical problem-solving proficiencies. We have identified a corpus of scholarly articles (n=38) disseminated within the preceding two decades, subsequently culling a portion thereof, ultimately engendering a contemplative analysis of the extant remnants. In a swiftly evolving society driven by the Fourth Industrial Revolution and the ascendancy of Artificial Intelligence (AI), understanding the synergy between these domains has become paramount. Mathematics education stands at the crossroads of this transformation, witnessing a profound influence of AI. This paper explores the evolving landscape of mathematical cognition propelled by AI, accentuating how AI empowers advanced analytical and problem-solving capabilities, particularly in the realm of big data-driven scenarios. Given this shifting paradigm, it becomes imperative to investigate and assess AI's impact on mathematics education, a pivotal endeavor in forging an education system aligned with the future. The symbiosis of AI and human cognition doesn't merely amplify AI-centric thinking but also fosters personalized cognitive processes by facilitating interaction with AI and encouraging critical contemplation of AI's algorithmic underpinnings. This necessitates a broader conception of educational tools, encompassing AI as a catalyst for mathematical cognition, transcending conventional linguistic and symbolic instruments.

• School Mathematics
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• v.15 no.2
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• pp.243-262
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• 2013

This study attempts to create an analytical framework of the transformation and transmission of knowledge by teachers to students. I focuses on the assertion that the cognitive thinking of a teacher is reflected in his use of mathematical language. Mathematical language is one of the critical elements of communicating mathematical knowledge to students. I examined the cognitive teaching style of different teachers as expressed in their use of mathematical language. An analytical framework of Mathematics Teaching styles was created integrating thinking factors of each visual and analytic style into 5 categories. After that, I regarding the teaching style of mathmatics teachers places its significance not on which teaching style is right or wrong but on identifying the strong and weak points of the teaching styles through actual analysis. With the help of this analytical framework, I conducted an analysis on the videotaped classes and found that the teachers were not biased to one side but in fact there were teachers who demonstrated visual, analytic or mixed teaching style. Therefore, I concludes that math teachers can analyze their teaching styles and improve them through the analytical framework provided in these findings.

• Journal of Educational Research in Mathematics
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• v.20 no.4
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• pp.459-476
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• 2010

The purpose of this study is to suggest a new direction in using LOGO as a gifted education program and to seek an effective approach for LOGO teaching and learning, by analyzing the strategic thinking of mathematically gifted elementary students. This research is exploratory and inquisitive qualitative inquiry, involving observations and analyses of the LOGO Project learning process. Four elementary students were selected and over 12 periods utilizing LOGO programming, data were collected, including screen captures from real learning situations, audio recordings, observation data from lessons involving experiments, and interviews with students. The findings from this research are as follows: First, in LOGO Project Learning, the mathematically gifted elementary students were found to utilize such strategic ways of thinking as inferential thinking in use of prior knowledge and thinking procedures, generalization in use of variables, integrated thinking in use of the integration of various commands, critical thinking involving evaluation of prior commands for problem-solving, progressive thinking involving understanding, and applying the current situation with new viewpoints, and flexible thinking involving the devising of various problem solving skills. Second, the students' debugging in LOGO programming included comparing and constrasting grammatical information of commands, graphic and procedures according to programming types and students' abilities, analytical thinking by breaking down procedures, geometry-analysis reasoning involving analyzing diagrams with errors, visualizing diagrams drawn following procedures, and the empirical reasoning on the relationships between the whole and specifics. In conclusion, the LOGO Project Learning was found to be a program for gifted students set apart from other programs, and an effective way to promote gifted students' higher-level thinking abilities.