• 한국간호교육학회지
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• 제25권3호
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• pp.277-288
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• 2019

Purpose: This study aimed to examine the effects of team-based learning using concept mapping on critical thinking disposition and metacognition on college of nursing students. Methods: A non-equivalent control group pretest-posttest design was used. The experimental group was provided team-based learning using concept mapping. The control group was provided team-based learning. A total of 77 nursing students participated. Results: The experimental group increased significantly in critical thinking, however, there were no significant differences in critical thinking or metacognition between the two groups. The four essential themes extracted were as follows: (1) Expanding the scope of thinking; (2) Strengthening learning competency; (3) Enhancing communication skill; and (4) Burden of new learning method. Conclusion: The findings indicate that team-based learning using concept maps may be an effective teaching-learning method for nursing students.

• 대한지구과학교육학회지
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• 제4권2호
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• pp.166-176
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• 2011

The purpose of this study was to examine the effect of the science gifted children's Science Process Skiils and Creativity development by Scientific Writing Program using Thinking maps. To verify research problem, the subject of this study were third-grade students selected from two classes of an elementary scientific gifted students located in Ulsan : the search group is composed of twenty students who were participated in TScientific Writing Program using Thinking maps, and the other is composed of twenty students (comparison group) who were participated in teacher map based instruction in comparison group. Pro-test showed following results: First, the search group showed a significant improvement in the science process skills compared the comparison group. Second, the search group didn't showed a significant improvement in creativity compared in the comparison group. In conclusion, Scientific Writing Program using Thinking maps was more effective than teaching model using the teacher map on science process skill and creativity.

• 대한지구과학교육학회지
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• 제4권2호
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• pp.102-107
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• 2011

In this study, elementary school science program, this category did not affect any troubleshooting analyzed. Thinking Science Program to buy for them in group activities by using one of the elements of a program of treatment and cognitive level effects were two kinds of research questions. 102, 5th grade four classes were involved, these two classes of the experimental group and the remaining two classes were divided into a control group. Pre-test between the two groups is compared to the level and classification problem-solving skills but the skills did not show a statistically significant difference. Thinking Science activity after application of classification and posttest the experimental group than in the control group problem solving abilities of students classified at the level of statistical significance was higher. Thinking Science program is a treatment effect for each level of analysis, tests, regardless of cognitive level was more effective. Through theses findings, Thinking Science activities 5th grade category classification problem-solving skills of students found to be effective in improving and these types of programs actively introduced in the field suggests that we need to see.

• 한국보육지원학회지
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• 제8권5호
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• pp.157-177
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• 2012

본 연구는 프로젝트 활동이 유아의 사고력 증진에 미치는 효과를 알아보는데 그 목적이 있다. 연구의 대상으로는 경기도의 S유치원에 재원하고 있는 유아 60명을 선정하였다. 선정된 유아들을 프로젝트 활동을 적용한 실험집단에 30명, 적용하지 않은 비교집단에 30명을 배정하고, 이들의 사고력을 비교 분석하였다. 프로젝트 접근법이 유아의 사고력과 하위구성요소인 지각적 사고, 분석적 사고, 종합적 사고, 추리적 사고에 미치는 영향을 살펴본 결과, 프로젝트 활동을 실시한 유아가 그렇지 않은 유아보다 지각적 사고, 분석적 사고, 종합적 사고, 추리적 사고가 높은 것으로 파악되었다. 따라서 프로젝트 접근법은 유아로 하여금 다양한 활동을 통하여 표상, 재표상의 단계를 거쳐 새로운 지식을 재구성함으로써 유아의 사고력 증진에 효과적이라고 할 수 있다.

• 한국응급구조학회지
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• 제17권3호
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• pp.61-71
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• 2013

Purpose: This study was conducted to evaluate the effects of the simulation education integrated with problem based learning on critical thinking disposition and self-efficacy on paramedic students. Methods: The study subjects were 48 students. Pre and post design with nonequivalent control group was assigned. The experimental group received the one week education for 4 weeks(4 sessions in total) with 90 minutes for each session. The control group received a regular skill training curriculum. Results: The experimental group showed significantly higher improvement of self-efficacy and critical thinking disposition preference compared with the control group. Conclusion: These findings indicate that simulation education with scenario was effective in improving the critical thinking disposition and self-efficacy in paramedic students.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제8권1호
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• pp.33-50
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• 2004

This study is intended to investigate the effect on the development of multiplicative thinking and multiplicative ability by teaching repeated addition, rate, comparison, area-array, and combination problems. Two research questions are established: first, is there any difference of multiplicative thinking between the experimental group(the modeling of problem situation learning group) and the control group(the traditional learning group)\ulcorner Second, is there any difference of multiplicative ability between the experimental group and the control group\ulcorner The treatment process for the experimental group is based on modeling problem situations for nine lesson periods. In order to answer the research questions the chi-square analysis was used for the first research question and the t-test was used for the second one. The findings are summarized as follows: there is no significant difference of multiplicative thinking be1ween the experimental and the control group but there is significant difference of multiplicative ability.

• 한국가정과학회지
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• 제7권4호
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• pp.25-39
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• 2004

The purpose of this study was to investigate the effect of the group games on children's prosocial thinking and social ability. The subjects of this study were 30 four-five years old boys and' girls in S daycare center in Iksan of Jeonbuk province. Children in this study were divided into two groups. In order to measure children's pro social thinking. 'Skill Situation Measure' developed by McGinnis & Goldstein(l990) was used. In order to measure children's social ability, 'Preschool Socio-affective Profile(PSP)' developed by La Freniere. Dumas, Capuano & Dubeau(1992) was used. The tools were applied in two groups in pre-test, and the experimental group was given a total of 20 sessions (twice a week. for 10 weeks). The results of the study were as follows: 1. The experimental group children with group games showed a significant improvement in their prosocial thinking. 2. The experimental group children with group games showed a significant improvement in their social ability.

• 한국과학교육학회지
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• 제25권7호
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• pp.787-793
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• 2005

이 연구의 목적은 초등학생의 인지수준에 따른 확률적 사고의 형성 정도와 TS 프로그램의 확률 활동이 확률적 사고의 형성에 미치는 효과를 알아보는 것이었다. 이를 위하여 초등학교 6학년 152명을 실험집단과 통제집단으로 나누어, 실험집단에는 TS 프로그램의 확률 활동을 투입하였고, 통제집단에는 정규 교육과정을 운영하였다. 투입 전에 SRT II와 확률적 사고 검사를 실시하여 학생들의 인지수준에 따른 확률적 사고의 형성 정도를 조사하였고, 투입 후에 확률적사고 검사를 실시하여 처치의 효과를 알아보았다. 연구 결과에 의하면, 확률 문제 해결에서 구체적 조작기와 과도기 학생들은 주관적 전략과 양적 전략을 혼용하여 사용하였으며, 전기 형식적 조작기 학생들은 양적 전략을 많이 사용하여 인지수준이 높을수록 보다 높은 수준의 확률적 사고를 하고 있었다. TS 프로그램의 확률 활동은 학생들의 확률적 사고 형성에 효과적이었다. 확률적 사고의 형성을 인지수준에 따라 분석한 결과, 전기 구체적 조작기와 과도기 학생들에게 효과적이었음을 알 수 있었다.

• 대한간호학회지
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• 제34권5호
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• pp.712-721
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• 2004

Purpose: This investigation examined the effect of PBL on the meta-cognition, critical thinking, and problem solving process. Method: The research design was pre-posttest with a none qui valent control group design. Scenarios for PBL sessions were developed on the basis of textbooks and patients' charts and tested for content validity. Seventy six nursing students who took a 'Nursing Process' course from two nursing schools participated in the experimental group and control group. The experimental group performed PBL during the semester. Meta-cognition and problem solving processes were assessed by questionnaires which were developed using pedagogics. Critical thinking was measured by the CCTST(California Critical Thinking Skill Test) Form 2000. The data was analyzed by repeated measure (pretest-posttest) MANOVA, and correlation analysis. Result: PBL improved the participants' meta-cognition and problem solving process but not critical thinking. The relationship between meta-cognition and the problem solving process was supported but the relationship between critical thinking and problem solving was not supported. Conclusion: These results suggest that PBL has a positive effect on nursing students' educational outcomes. To improve the problem solving ability of nursing students, PBL should be applied to more subjects in the nursing curriculum.

• 수산해양교육연구
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• 제21권3호
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• pp.390-399
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• 2009

The present study investigated the differences in thinking styles and critical thinking dispositions between elementary school and secondary school pre-service teachers. For this research, 295 college students were selected. The subjects completed the Thinking Styles Inventory(TSI) and the California Critical Thinking Dispositions Inventory(CCTDI). Data were analyzed by descriptive statistics, and MANOVA. The results of this study were as follows: First, there were not statistically significant differences by group in the thinking styles(Type I and Type II). Second, there were statically significant differences according to group in the CCTDI. In this result, secondary school pre-service teachers had higher scores than female students in self-confidence sub-scale of CCTDI.