• Research in Mathematical Education
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• v.18 no.1
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• pp.41-54
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• 2014

This study investigated the visual-mental capability of pre-service and in-service mathematics teachers as well as academicians making a career change to mathematics teachers with regard to manipulations of two geometric shapes (from 2- to 3-dimensional). Moreover, it investigated whether there are differences between the visual-mental capability of these participant groups. Findings illustrate that most of the participants demonstrate an adequate visual capability relating to the task dealing with a cube. Conversely, very low percentage of participants manifested a visual-mental capability in a task requiring the identification of a solid resulting from rotation of a square page, whose diagonal serves as the rotation axis. The study indicates that learners' high visual view should be developed in order to enhance their visual-mental capability.

• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.465-481
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• 2017

This study is a research synthesis analyzing how field geology education is conducted in domestic and foreign countries in the recent 20 years and how it reflects the characteristics of authentic geologic inquiry. For these purposes, we first drew five elements of inquiry in field geology (observation, representation, abductive reasoning, spatial thinking, and diachronic thinking) considering the field geologists' actual research method as well as its pedagogical significance in science education. We developed analysis criteria for field geology education. The 53 cases were analyzed based on each element of inquiry in field geology and its sub-elements, and also the tendency of overall elements. As a result, observation and representation were included in most cases, but there appeared less frequency in order of abductive reasoning, spatial thinking, and diachronic thinking. For observation, the ratio of purposive observation and autonomous observation is high. For representation, both visualizing and linguistic type of representation and free-form representation appear frequently. For abductive reasoning, the step of generating hypothesis is often included and the hypothesis tends to be about the geological formatting process. For spatial thinking, type of self-location and perception of the spatial configuration of the structure appear at a high rate. For diachronic thinking, type of stratigraphic sequence is the most frequent. The proportions of the cases including three or more elements of inquiry in field geology consist 87% of the total. We suggested implications for improving geological fieldwork as authentic science inquiry in the future.

• Journal of The Korean Association of Information Education
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• v.21 no.3
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• pp.277-284
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• 2017

Software Education will be implemented at elementary, middle and high schools starting in 2018. The goal of software education is to help students develop Computational thinking skills. Especially, using robots in software education increases student interest and helps to increase creativity. In order for software education using robots to be effective, education for teachers should be effective. The development of effective education contents for preliminary teachers can be said to be the success of software education. By the way, effective education can be said to begin with an accurate analysis of the subjects. In order to develop an effective curriculum for preliminary teachers, it is necessary to grasp the level of preliminary teachers who will carry out the software education using robots. Therefore, in this paper, we surveyed the experiences, levels and perceptions of preliminary teachers to help develop software education curriculum using robots.

• Journal of Educational Research in Mathematics
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• v.21 no.1
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• pp.67-86
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• 2011

This study aimed to examine first graders' recognition and thinking about mathematical patterns. To attain the goal, this paper analyzed 116 students' response with regard to repeating, growing, and changing patterns represented in both picture and number, and also analyzed four students' thinking process of the patterns through interview. It was found that students showed high recognition in repeating, growing, and changing patterns in order. Whereas there was no significant difference between picture and number representation in both repeating and growing patterns, pictures gained a bit higher scores than numbers in changing patterns. Also, according to the result of examining the thinking process by the patterns, students tended to consider the patterns as a bundle and tried to solve problems with counting strategies. The result of this paper provides an empirical foundation on how first graders recognize and think of various patterns.

• The Journal of Korean Association of Computer Education
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• v.16 no.6
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• pp.21-32
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• 2013

Since creativity has been emphasized and creative problem solving has also been a big topic recently, various kinds of research works have proceeded. Among them, this paper focuses on abstract thinking and growth mindset, which affect on problem solving. Also, this paper analyzes what kinds of relationships time perspectives and smart-phone addiction have with the two factors and how they influence on them. In order to do so, we survey on 441 primary, middle, high school, and college students. Our analysis results cover the relationships among the two factors, smart-phone addiction level, present-hedonic perspective, and future time perspective. In addition, we analyze the relationship among the factors with a structural equation model. By doing these, we propose educational alternatives in terms of time and plan to improve our adolescent's abstract thinking level, which helps their problem solving skills and their academic achievement.

• Journal of English Language & Literature
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• v.56 no.6
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• pp.1255-1279
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• 2010

Much has already been learned about what goes on in the minds of second language writers as they compose, yet, oddly enough, until recently little in the L2 research literature has addressed writing and mental imagery together. However, images and imaging (visual thinking) play a crucial role in perception (the basis of mental imagery), in turn, affecting language, thinking, and writing. Many theorists of mental imagery also agree that more than just language accounts for how we think and that imagery is at least as crucial as language. All of these demands, to be sure, are compounded for EFL students, which is why I investigate EFL students' writing process, focusing on the use of mental imagery and its relationship to the writing. First I speculate upon some ways that imagery influences EFL students' composing processes and products. Next, I want to explore how and whether the images in a writer's mind can be shaped effectively into a linear piece of written English in one's writing. I studied two university undergraduate EFL students, L and J. They had fairly advanced levels of English proficiency and exhibited high level of writing ability, as measured by TOEFL iBT Test. Each student wrote two comparison and contrast essays: one written under specified time limitations and the other written without the pressure of time. In order to investigate whether the amount of time in itself causes differences within an individual in imagery ability, the students were placed under strict time constraints for Topic 1. But for Topic 2, they were encouraged to take as much time as necessary to complete this essay. Immediately after completing their essays, I conducted face-to-face retrospective interviews with students to prompt them for information about the role of imagery as they write. Both L and J have spent more time on their second (untimed) essays. Without time constraint, they produced longer texts on untimed essay (149 vs. 170; 186 vs 284 words). However, despite a relatively long period of time spent writing an essay, these students neither described their images nor detailed them in their essays. Although their mental imagery generated an explosion of ideas for their writings, most visual thinking must merely be a means toward an end-pictures that writers spent in purchasing the right words or ideas.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.147-153
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• 2002

Reasonable and reliable assessment method is one of the most important issues in science education, Partial credits method is an effective tool for assessing students' science inquiry problem solving. The purposes of this study were to classify the Problem solving types based on the analysis of the thinking Process, and how much the related science concept and the science process skills were used in solving science inquiry problems, and to describe the possibility and rationality of the assessment method that gives partial credit 128 high school seniors were selected and their answers were analyzed to identify science concepts they used to solve each problem, and the result was used as the criterion in the scientific concept test development. Also, to study the science inquiry problem solving type, 152 high school seniors were selected, and protocols were made from audio-taped data of their problem solving process through a think-aloud method and retrospective interviews. In order to get a raw data needed in statistical comparison of reliability, discrimination and the difficulty of the test and the production of the regression equation that determines the ratio of partial credit, 640 students were selected and they were given a science inquiry problem test, a science process skills test, and a scientific concept test. Research result suggested it is more reasonable and reliable to switch to the assessment method that applies partial credit to different problem solving types based on the analysis of the thinking process in problem solving process, instead of the dichotomous credit method.

• Journal of dental hygiene science
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• v.17 no.4
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• pp.275-282
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• 2017

The purpose of this study was to improve work performance conducted at an actual clinical site by determining the relationship among critical thinking disposition, problem solving ability, and work performance. In this study, 335 dental hygienists completed self-administered survey. Final analysis was conducted with a total of 331 responses, excluding 4 questionnaire with unreliable responses and non-responses. The results indicated that as the age, educational background, and work experience of the subjects increased, their critical thinking disposition and problem solving ability scores increased and were statistically significant. For work performance, average total score was high for age, educational background and work experience, but only age and work experience were statistically significant. Critical thinking disposition, problem solving ability and work performance of the subject were relevant, and all of them were significant. Work performance was also influenced indirectly by mediating problem solving ability in critical thinking disposition. In other words, both direct and indirect effects were significant, and the existence of partial moderating effect was verified. Thus, in order to improve work performance of dental hygienists, a multilevel educational process that can simultaneously improve critical thinking disposition and problem solving ability of dental hygienists needs to be developed. Therefore, it is expected that the new dental hygiene company will be able to perform without any sense of disparity in the clinical field; this will solve the gap between dental hygiene education and practical skills.

• Journal of Digital Convergence
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• v.15 no.7
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• pp.319-328
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• 2017

This study was done to identify the relationship among smartphone addiction, emotional intelligence, critical thinking disposition and communication skill for nursing students. Subjects were 301 associate nursing students in Korea. The data were collected using self -report questionnaire from november 1 to november 30, 2016. Data were analyzed by frequencies, t-test, ANOVA, Pearson's correlation using SPSS Win 18.0. The score for Smartphone addiction was 2.84. Tolerance was the highest and Virtual world orientation was the lowest in the subdimension. 88.7% of the general user group, 9.6% of the potential risk user group and 1.7% of the high risk user group were in the order of the smartphone addiction. Smartphone addiction were significantly negative correlation with emotional intelligence and critical thinking disposition in nursing students. And the higher smartphone addiction was showed the lower emotional intelligence, critical thinking disposition. Smartphone addiction were no significantly correlation with communication skill in nursing students. Emotional intelligence were significantly positive correlation with critical thinking disposition and communication skill in nursing students. Therefore, To increase emotional intelligence and critical thinking disposition of nursing students, it is necessary to develop and test the program for decrease smartphone addiction of nursing students.

• Journal of Digital Convergence
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• v.16 no.12
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• pp.603-610
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• 2018

This study set out to investigate structural relations among positive thinking, identity, sports happiness perception, and athletic burnout and analyze the mediating effects of identity and sports happiness perception on relations between positive thinking and athletic burnout in order to understand the psychological process of athletic burnout experienced by adolescent players. For these purposes, the study applied the convenience sampling method to male and female players at physical education and general middle and high schools around the nation and used total 306 questionnaires as final valid samples. Collected data was tested for the fitness of an overall model with the SPSS 22.0 and AMOS 22.0 programs. Then the hypotheses were tested. The findings were as follows: first, subjective satisfaction and pursuit of a goal in the category of positive thinking had significant effects on athletic identity; second, subjective satisfaction and pursuit of a goal in the category of positive thinking had no impacts on sports happiness perception; third, the athletic identity of adolescent players had positive impacts on their sports happiness perception and negative ones on their athletic burnout; fourth, the sports happiness perception of adolescent players had negative effects on their athletic burnout; and finally, athletic identity had mediating roles on relations between pursuit of a goal of positive thinking and sports happiness perception and on relations between pursuit of a goal of positive thinking and athletic burnout.