• 치위생과학회지
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• 제19권1호
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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.

• 영재교육연구
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• 제7권2호
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• pp.69-92
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• 1997

The purpose of the study was to evaluate the effects of the enrichment program for the gifted on gifted childrens development of the logical thinking and science process skills. The enrichment program consists of 200 enrichment courses in language arts, mathematics, sciences, social sciences and thinking for children at the age of 30 months to Grade 8. Enrichment programs are characterized as process-oriented, student-choice available, activities-oriented, open-ended, and interdisciplined. Subjects were 123 gifted children from Grade 1 to 3 at the Korean Academy of Gifted Education (KAGE), whose IQ scores were above 130 at their entry point to KAGE. Children were divided into two groups depending the duration of the program participation. Older Group participated in the program for longer than 13 months, while Newer Group did for shorter than 12 months. Mean of IQs of the two groups were not significantly different. They were tested on Logical Thinking Test and Integrated Process Skills Test revised by KEDI into Korean version in 1991. Descriptive statistics were calculated and group differences were analyzed with t-test, and scheffe test. The main finding were as follows: There were not significant differences between gender. Children in higher grades showed higher level of development. Older groups showed significantly higher level of logical thinking level of development. Older group showed significantly higher level of logical thinking and process skills than the Newer group inspite of the similar IQ levels to each other. The longer the gifted child participate in the enrichment program, the higher the development of childrens thinking skills.

• 한국초등과학교육학회지:초등과학교육
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• 제27권2호
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• pp.179-188
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• 2008

The purpose of this study is to investigate the effects of the causal thinking activity of Let's Think Through Science(LTTS) program on causal thinking and science process skills of elementary school students. Four classes of 4th graders (N=119) from a elementary school were divided into the control and the experimental groups. Causal thinking activity of LTTS program was used with the experimental group, while the normal curriculum was conducted with the control group. Both groups were given a pre-post test on causal thinking abilities and science process skills. And the experimental group was given 15- item questionnaires analyzing of perception on LTTS program. This study revealed that causal thinking activity of the LTTS program were effective on the development of students' causal thinking abilities and science process skills. ANCOVA results revealed that the scores of causal thinking abilities for the experimental group significantly higher than those of the control group. In the sub-tests of the causal thinking abilities all categories were effective. And ANCOVA results of the science process skills were also effective. Science process elements of observation, recognizing of a problem were significantly higher. And elementary students preferred to the causal thinking activity of LTTS program so that it was interesting, useful, helpful to each other in studying science.

• 공학교육연구
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• 제20권2호
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• pp.39-49
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• 2017

This research aims to explore the relationships between 'teamwork skills' (often called team activity competence) and 'thinking styles' of engineering students in Korea, and to provide an explanation for the application of team-based environment as well as for the increase of teamwork skills. Teams and team activity are pervasive in today's organization and there has been relatively much research on teamwork skills and its related factors. However, to date, little attention has been paid to the teamwork skills, essential factor in team-based environment and its relationships with thinking styles. This study was conducted with 383 engineering students at P University, and students' teamwork skills as well as thinking styles have been measured before and after team-based learning class (hereafter TBL). Our findings show that firstly, there was a significant increase of teamwork skills between before and after TBL class. Second, team activity competence was found to have a higher correlation with most of creativity generating styles (i.e. legislative, judicial, hierarchical and global styles). Third, hierarchical style was found to influence team activity more than other components, and also legislative, external, global and judicial styles contributed to team-based activity. These findings are expected to provide an explanation for the application of thinking styles in team-based environment and will be useful for the improvement of related courses in engineering school.

• 한국과학교육학회지
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• 제14권3호
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• pp.312-320
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• 1994

The purpose of this study is to analyze the relationship of logical thinking skills and integrated process skills, and to investigate the differences in general tendency of subskills by grade level and gender between Korean middle school students and Japanese one. The performance level of skills was measured using GALT and TIPS II. The results are compared with those of Japan (Mattheis et al., 1992). Summary of the results are as follow. 1. Percentages of formal and transitional stage of males are more than females in developmental level. It has been found out that the males attained significantly higher scores of logical thinking skills than the females in middle school stage. The significant differences in scores by gender show a good correlation with those for Japanese middle school students. Developmental level of Korean middle school students shows a remarkable improvement as they move up from 8th grade to 9 one. The significant differences in developmental level by grade also show a good correlation with those for Japanese middle school students. Total scores of GALT for Japanese middle school students are higher than Korean one, but it has been found nearly same scores for 9th grade in both countries. Scores of subskills of logical thinking skills, except correlational reasoning, for Korean students show lower than those for Japanese students. It could be noted that the combinatorial reasoning is considered to be easiest and the correlational reasoning to be most difficult in both countries. 2. It also has been found out similar pattern for integrated process skills in both countries because the males and females did not examplify significant differences, although males gain somewhat higher scores than females in Korea. Scores of subskills of integrated process skills for Japanese middle school students show higher them Korean one. It could be noted that the identifying variables is considered to be easiest and stating hypothesis to be most difficult in both countries. 3. There was a significant relationship (r= .65) between logical thinking skills and integrated process skills, and there were statistically significant differences of the integrated process skills for developmental level. In integrated process skills, the students who belong to the higher grade levels acquired better score than who belong to the lower grade level. It has been also found remarkable improvement between 8th and 9th grade, and there are significant differences for grade level in both countries.

• 한국항공운항학회지
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• 제30권4호
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• pp.169-183
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• 2022

This study aimed to analyze the class effect of subjects to which Problem-Based Learning is applied to college students majoring in aviation service at university in Chungcheong. And we derive implications for continuously operating Problem-Based Learning classes. For the study, <Service Manners and Practice>, <Theory of Air Reservation Operation & Practice>, and <Introduction to In-flight Food & Beverage> were selected among the courses opened in the first semester of 2022. This study analyzes changes in communication competence, interpersonal skills, self-directed learning skills, higher-order thinking skills, information technology application skills, and problem-solving skills reflecting the core competencies of the universities to which the study students belonged. First, we analyzed the changes in communication competence, interpersonal skills, self-directed learning skills, higher-order thinking skills, information technology application skills, and problem-solving skills before and after classes by reflecting on the core competencies of the universities to which the study students belonged. As a result, all item except for interpersonal skills were improved. In addition, a qualitative analysis was conducted on the degree of learning improvement based on the contents of the reflection journal written during learning precess. As a result of the analysis, it was confirmed that it is effective for learning abilities such as communication, interpersonal relationships, self-directed learning skills, utilization of information, and problem-solving.

• 사회복지연구
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• 제40권2호
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• pp.337-362
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• 2009

본 연구는 사회복지 이용시설에 종사하고 있는 사회복지사를 대상으로 자신의 실천행위에 대한 반성적 사고(reflective thinking)가 실천기술의 활용정도에 어떠한 영향을 미치고 있는가를 분석하였다. 반성적 사고는 자신의 실천행위를 스스로 평가하고, 실천과정에 영향을 미치는 다양한 요인들을 되돌아보는 인식 과정으로 정의내릴 수 있다. 본 연구에서 반성적 사고수준은 Dewey, Mezirow, Kember 등의 연구를 중심으로 살펴보았으며, 사회복지실천기술의 활용정도와의 관계를 탐색하였다. 또한 본 연구에서는 반성적 사고수준과 함께 사회복지사의 실천기술 활용정도에 영향을 미칠 수 있는 동료와 수퍼바이저와의 상호작용 등 사회복지 조직이 갖는 특성들을 함께 고려하여 분석하였다. 연구결과 사회복지사의 반성적 사고는 실천기술 활용정도에 정적인 영향력을 미치고 있었으며, 특히 반성적 사고수준이 심층적으로 깊어질수록 실천기술의 활용에 미치는 영향력이 증폭된다는 것을 확인하였다. 결과적으로 본 연구는 사회복지사의 반성적 사고를 촉진시켜 실천가 자신과 실천현장에 대해 이해의 폭을 넓히고 사회복지 전문직으로 성장할 수 있기를 제안하고 있다.

• 아동학회지
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• 제22권2호
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• pp.237-253
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• 2001

This study examined the effects of the inquiry model on children's scientific thinking ability and processing skills. The experimental classroom of a kindergarten in Seoul was assigned the inquiry model while the control classroom was assigned general scientific education (N=48). Seventeen treatment sessions were applied to the experimental group. Tests to investigate the hypotheses included the Sink and Float Test and a new instrument developed by the researchers. Findings showed that preschoolers receiving the inquiry model of instruction gained higher scores in scientific thinking ability and processing skills than the preschoolers in the classroom using the general scientific education model. In sum, this study proved the superior effect of the inquiry model in developing children's scientific skills and ability.

• 한국시스템다이내믹스연구
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• 제15권4호
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• pp.61-84
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• 2014

This study aims to explore the development and application of a simulated skills package designed to improve nursing students' knowledge integration and their system thinking(ST) skills about congestive heart failure(CHF) and to identify the change in students' ST levels using a ST-based learning approach. A simulated learning support package was developed by nurse educators and ST experts. The developed program was implemented with 35 third-year nursing students from S university in Seoul. The subjects improved their ST skills regarding CHF after intervention. Mean test scores for students completing the program were significantly higher than pre-intervention scores, including measures of direction of causality, polarity of causal relationship, feedback loop, polarity of feedback loop (reinforcing, balancing) and time delay (t=2.26~6.53, p=.030~p<.001). It is suggested that more educational programs be developed on various topics in order for nursing students to improve their ST skills as well as knowledge integration in clinical nursing practicum packages.

• 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.