• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.110-117
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• 2021

The purpose of the study is to develop effective teaching methods to strengthen the major learning capabilities of electronic engineering learners through inquiry learning using computing thinking ability. To this end, first, in the electronic engineering curriculum, we performed teaching-learning through an inquiry and learning model related to mathematics, probability, and statistics under the theme of various majors in electronic engineering, focusing on understanding computing thinking skills. Second, an efficient electronic engineering subject inquiry class operation using computing thinking ability was conducted, and electronic engineering-linked education contents based on the components of computer thinking were presented. Third, by conducting a case study on inquiry-style teaching using computing thinking skills in the electronic engineering curriculum, we identified the validity of the teaching method to strengthen major competency. In order to prepare for the 4th Industrial Revolution, by implementing mathematics, probability, statistics-related linkage, and convergence education to foster convergent talent, we tried to present effective electronic engineering major competency enhancement measures and cope with innovative technological changes.

• Communications of Mathematical Education
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• v.30 no.2
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• pp.161-178
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• 2016

Mathematics problem based learning(PBL), which has recently attracted much attention, is a teaching and learning method to increase mathematical ability and help learning mathematical concepts and principles through problem solving using students' mathematical prerequisite knowledge. In spite of such a quite attention, it is not easy to apply and practice PBL actually in school mathematics. Furthermore, the recent instructional situations or environments has focused on student's self construction of their learning and its process. Because of this reason, to whom is related to mathematics education including math teachers, investigation and recognition on the degree of students' acquisition of mathematical thinking skills and strategies(for example, inductive and deductive thinking, critical thinking, creative thinking) is an very important work. Thus, developing mathematical thinking skills is one of the most important goals of school mathematics. In particular, recently, connection or integration of one subject and the other subject in school is emphasized, and then mathematics might be one of the most important subjects to have a significant role to connect or integrate with other subjects. While considering the reason is that the ultimate goal of mathematics education is to pursue an enhancement of mathematical thinking ability through the enhancement of problem solving ability, this study aimed to implement basically what is the meaning of the integrated thinking ability in problem based learning theory in Mathematics. In addition, using historical materials, this study was to develop mathematical materials and a sample of a concrete instructional guideline for enhancing integrated thinking ability in problem based learning program.

• The Mathematical Education
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• v.54 no.2
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• pp.119-141
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• 2015

As the population of senior citizens has been increasing very rapidly, the importance of their education is gradually emphasized. To maintain their mental and physical health, the solution on the biological, physical, and educational approach might be helpful and effective. Especially in the aspect of the educational approach, the mathematics education can be regarded as an important subject for keeping the seniors in a good mental health. The reason is that the ultimate goal of mathematics education is to pursue an enhancement of mathematical thinking ability. By the reason, this study aimed to develop mathematical materials for enhancing seniors' thinking ability, and the seniors usually belong to fifties and sixties. To this purpose, this study selected the six essential mathematical thinking elements and four mathematical domains of 'number and operation', 'shape and measurement', 'possibility', and 'patterns'. Based on these elements, the mathematical materials including the nine types of activities using games and commercial manipulatives were developed. On the subject of 52 female seniors, the instruction was conducted using a part of the materials during 100 minutes. Also, 13 survey items were developed beforehand, and the survey was implemented after the class, and eventually 48 seniors responded in the survey. As a result, it is meaningful to develop the materials not only for enhancing mathematical thinking ability but for understanding and utilizing the content of materials. Furthermore, it is requested that those materials be differentiated according to the degree or the difference of age, academic ability, and sex.

• Journal of Korean Elementary Science Education
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• v.35 no.4
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• pp.426-441
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• 2016

The purpose of this study was getting the information for successful application to the national curriculum and students' core competencies enhancement, through investigation about competencies discussed in 2015 revised national curriculum development process and analysis about perception of 150 elementary school teachers in study. The results were as follows : Communication skill is considered to be the most important. Thinking ability what has been important traditionally is the middle of the rankings. Elementary school teachers think that a competency is specific to a subject. From this point of view, Creative/Scientific Problem-Solving Ability is the most important in science. They think that the enhancing of the ability of inquiry performance is highlighted in current science class. On elementary school teachers' awareness, inquiry model is the most effective in enhancing of scientific thinking and the ability of inquiry performance. And STS instruction model is in the other. PBL learning model and experimental inquiry model is the most effective in enhancing a competency has the highest feasibility like scientific thinking or the ability of inquiry performance.

• Journal of Engineering Education Research
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• v.21 no.4
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• pp.3-9
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• 2018

This paper explores the educational method of using films as a means to cultivate critical thinking abilities for engineering students. It provides a practical educational model that elaborates on how films could be used as case studies to draw relevant questions, and in the process of answering them, develop students' ability to think critically. The educational model proposes a learning method of enhancing critical thinking abilities through debates and essay writing on issues raised in films. Furthermore, the paper entails concrete learning objectives on critical thinking education, and standards to evaluate levels of enhancement. Through raising the critical thinking abilities of engineering students, this paper will contribute to the utilization of creative ideas in the process of engineering research. Furthermore, the concept of utilizing films as a model for education used in this study could be adapted for fields other than that of engineering.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.649-657
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• 2014

The purpose of this study was to develop a teaching strategy focused on science writing and to investigate its effects on enhancing students' problem solving ability. A teaching strategy using science writing enhancing problem solving ability (REWS model) was designed. The REWE model consisted of four stages: 1) Sensing and Stating of Scientific Problem by Reading (R stage), 2) Exploring Problem (E stage) 3) Explaining by Writing (W stage), 4) Integrated problem-solving (S stage). 135 10th grade of students were assigned to one experimental group and one control group. Students in the experiment group were taught by REWE model. Students in control group were taught by traditional lecture-based instructions. The program was implemented over a semester. The results indicated that the experimental group presented statistically meaningful improvement in critical thinking necessary to solve problems (p<.05). This study suggests that science writing can be effective for improvement of problem solving ability.

• Korean Journal of Cognitive Science
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• v.26 no.4
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• pp.393-433
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• 2015

Creativity refers to the ability to generate novel and useful ideas. Understanding the mechanism of creativity and its enhancement is important in order to solve major problems of the modern society and to improve the wellness of mankind. Creativity is a highly heterogeneous and complex ability which should not be conceptualized as a single entity. Thus, the current literature on creativity is based on a component process approach to creativity. The present study introduces cognitive neuroscience research studying the mechanism of divergent thinking, insight, relational thinking and artistic creativity which are the major components of creativity. Based on an expansive review, the early hypothesis of hemispheric asymmetry emphasizing the importance of the right as opposed to the left hemisphere is not supported by scientific evidence. In addition, there is no consensus or consistency on which specific brain region is related to a certain component of creativity. In fact, there is a mixture of studies reporting involvement of various brain regions across all four lobes of the brain. This inconsistency in the literature most likely reflects heterogeneity of the component processes of creativity and sensitivity of the neural response to differences across tasks and cognitive strategy. The present study introduces examples of representative studies reporting seminal findings on the neural basis and the enhancement of creativity based on innovative methodology. In addition, we discuss limitations of the current cognitive neuroscience approach to creativity and present directions for future research.

• Korean Institute of Interior Design Journal
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• v.19 no.4
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• pp.31-38
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• 2010

The objective of this study is to find a educational method that is able to increase creativity using both left and right directed thinking with complementary cooperation. The premise of experimental study is that analogical inference is a great help to make a creative design, and design tasks of commercial space, fashion shop and herb cafe are given to 25 students, voluntary participants in experimental tests. Tests make a clear distinction between a case using verbal analogy from many keywords and another case using verbal visual analogy from keywords and visual images. Consequently, when students use both verbal and visual analogy in solving design tasks their creative ability qualitatively as well as quantitatively is higher than in using verbal analogy. However, when students are classified with high and low sketching group verbal visual analogy is effective for students with high sketching ability to enhance both practicality and originality. Even students with low sketching ability can improve originality remarkably by using verbal visual analogy. In experiment there is time limit, a hour, but in actual studio class it is desirable that an educator guides the latter to make up for the weak points in practicality of their design taking time. Further study will be progressed with the design tasks of residential space to compare with the findings of this study.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.118-123
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• 2010

This study is aiming to structure progressive instructional strategy for development of constructivist-thinking into the beginning stage, developmental stage, and advanced stage, then organize multiple choice, completion, descriptive, and essay problems to be suitable for each stage of the strategy, and finally, to evaluate what effects this instructional strategy has on the students' academic achievements and enhancement of their scientific essay writing skills. The results of the study are as follows. First, lessons applying the strategy for developing constructivist-thinking were more effective in enhancing student' academic achievement than the text book-oriented lecture type lessons. In changes in academic achievement, the test group, for both high and low levels, displayed a higher average than the control group, however, changes in the high level was not statistically significant and changes in the low level students were found to be statistically significant. Second, scientific essay writing skills were found to be effective in all levels of the test group and the averages in both high and low groups of the test group were higher than those of the control group and were also found to be statistically significant.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.872-881
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• 2002

Student questioning is included in the priority of science literacy, to enable students to solve problems by exploring questions, communicating and constructing knowledge(AAAS, 1989). Also, the essence of student questioning in science lies in its function as a link between thinking and learning. But educators did not pay much attention to students' questioning in Korea. The purpose of this study was to investigate the effects of science question enhancement instruction on students' science questioning level and achievement. Also, this study showed the effects of other variables(logical thinking, science achievement, interest, and gender) on students' science questioning level. The pretest-posttest control group design group design was used. The sample was consisted of 80 second grade middle school students in experimental group(Science question enhancement instruction) and 74 students in control group(Traditional learning). Students in both groups were received identical content instruction on the unit 'Structures and functions of plant'. These groups were treated for 15 hours during 6 weeks. Students' questions were rated using the four levels described by the Middle School Students' Science Question Rating Scale(r= .96,)(Cuccio-Schirripa & Steinner, 2000). Science achievement data were collected using a 17 item multiple choice test(Cronbach ${\alpha}$= .84). To investigate students' logical thinking ability, a abridged GALT(Cronbach ${\alpha}$= .69) was used. Five-way ANOVA, ANCOVA, and multiple regression analysis were used to analyze the results. The results indicated that students who received instruction on researchable questioning outperformed those students who were not instructed on high-order questioning(p< .01). Results of correlations indicated that instruction(r= .640), science achievement(r= .311) and logical thinking ability(r= .212) was significantly and positively related with students' questioning level. But, interest and gender did not show any significant correlation with students' questioning level. Science question enhancement instruction was more effective on science achievement than the traditional instruction(p< .01).