• Journal of Korean Elementary Science Education
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• v.34 no.3
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• pp.265-275
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• 2015

The purpose of this study was to develop forensic science program for the improvement of scientific creative problem-solving abilities in gifted elementary-school students. A program that consists of six sessions (18 hours) is developed in accordance with the CPS model, which has been already proven effective for the improvement of creative problem-solving abilities. This program was applied to sixth-grade 18 gifted students in an elementary school in Gyeonggi province. Examinations of scientific creative problem-solving abilities were performed before and after applying the program in order to determine its effect on gifted elementary students. A qualitative analysis of students' activity sheets, peer assessment and teacher's class journal was made in order to examine the process of improvement of students' scientific creative problem-solving abilities. The results of this study are as follows: First, forensic science program to enhance the scientific creative problem-solving abilities of gifted students was developed. Second, forensic science program is significantly effective in the improvement of scientific creative problem-solving abilities of gifted children of elementary school (p<.05). Third, in early stage of the class, a student, who showed the highest range of change in pre and post tests, revealed the trend of responding in a short answer type. In the late stage of the class, he revealed the capability of producing various creative ideas promptly. On the other hand, students belonging to the upper group of both pre and post test revealed the improvement of divergent thinking skills such as fluency, flexibility, and originality. Fourth, after class, the students responded that the forensic science program developed in this study intrigued the interests and curiosities, and helped them break away from fixed ideas.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.473-484
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• 2013

The purpose of this study was to develop science and art integrated program to improve the creativity of scientifically gifted elementary school students. This study was to develop science and art integrated program to enhance the creativity of these subjects. This program was consisted of 30 lessons covering 10 topics. It was developed of five stages including the observation stage reflecting the characteristics of the right hemisphere relevant to creativity, the interest and curiosity stage, the experiment design and performing stage, the internalization stage, and the stage of expressing arts. This program was applied to 20 senior gifted students in Y Elementary School in Gyeonggi province. Torrance Tests of Creative Thinking(TTCT) was used in order to investigate and measure the effectiveness of the program before and after its use in class. The results of this study are as follows: First, this program showed results of significant improvement of creativity of scientifically gifted elementary school students after its use in class(p<.05). Second, it was significantly effective in increasing their creativity, especially in the subdomains such as originality, abstractness of title, and territory of resistance on hasty conclusions after its use in class(p<.05). Third, it was significantly effective to increase the Creativity Index that represents creative potential(p<.01). In particular, emotional expression, internalized visualization, unique visualization, and richness of the imagery emerged. This study implies that the science and art integrated program was closely related to the right hemisphere of the features enabling the subjects to create new ideas, new things, and new reactions. In addition, this program is expected to contribute to activate the brain areas of creativity for gifted students in the science field.

• Journal of the Korean Data and Information Science Society
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• v.27 no.2
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• pp.451-461
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• 2016

The purpose of this study was to identify relationship among critical thinking, nursing process competency and evidence based practice competency of nurses working in middle sized hospitals. A descriptive correlational study design was used. The data were collected from 262 nurses working in the three hospitals located in G and P city using self-administered questionnaires. Data were analyzed using descriptive statistic, independent t-test, one-way ANOVA with scheffe, Pearson's correlation coefficient, and hierarchical multiple linear regression using SPSS Statistics 21.0 program. Nurses' evidence-based practice competency had positive correlation with critical thinking disposition (r=.42, p <.001) and nursing process competency (r=.58, p <.001). Full model accounted for 65.1% of evidence-based practice competency by nursing process competency (${\beta}=.57$, p <.001), critical thinking disposition (${\beta}=.34$, p <.001), critical thinking educational experience (${\beta}=.11$, p=.004), Master's degree (${\beta}=.09$, p=.032). Conclusion: o increase evidence-based practice competency of nurses, it is required to develop critical thinking disposition and nursing process competency of nurses.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.158-175
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• 2002

In the present study we have compared and analyzed three different measures of creativity in 135 gifted and 161 normal students to understand the nature of creativity and to propose the guideline for measuring creativity. The instruments used to measure creativity in this study are the Torrance Test of Creativity Thinking (TTCT), the Test of Creative Problem solving and Finding in Science (CPFS), and the Creative Behavior Checklist in Science (CBCS). The TTCT is the most widely used divergent thinking test and measures creativity in the aspect of domain-generality. The CPFS and the CBCS were developed for the purpose of this study and measure domain-specific creativity in the area of Science. The findings of this study revealed that gifted students are significantly more creative compared to normal students in all measures of creativity used in the study. The biggest difference between the gifted and normal students was found in the aspect of CPFS. This study implies that creativity, which is considered less useful to identify gifted students compared to achievement or IQ scores, is the important factor to consider for judging giftedness. The low correlations revealed among the TTCT, CPFS, and CBCS imply that the three measures of creativity address relatively different aspects of creativity. The results also suggest that it is essential to consider multiple criteria of creativity not to overlook potential creative students in the area of science. Implications of the study in connection with the identification and educational practices for gifted education program is discussed.

• 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.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.140-160
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• 2017

The purpose of this study was to develop computational thinking (CT) analysis tool that can be used to analyze CT practices; first, by defining what CT practices are, and then, by identifying which components of CT are reflected in STEAM classes. Exploring various kinds of CT practices, which can be identified while applying the proposed CT analysis tool for exemplary STEAM classes, is another goal of this study. Firstly, to answer the question of "What is CT in science education" and thereby to develop the proposed CT practice analysis tool, three types of published documents about CT definition as the main data in this study have been considered. In the first "analysis tool development" part of this study, the following five elements have been identified as the main components of CT analysis tool as follows; (1) connecting open problems with computing, (2) using tools or computers to develop computing artifact, (3) abstraction process, (4) analyzing and evaluating computing process and artifact, and (5) communicating and cooperating. Based on the understandings that there is a consistent flow among the five components due to their interactions, a flow chart of CT practice has also been developed. In the second part of this study, which is an implementation study, the proposed CT practice analysis tool has been applied in one exemplary STEAM program. To select the candidate STEAM program, four selection criteria have been identified. Then, the proposed CT practice analysis tool has been applied for the selected STEAM program to determine the degree of CT practice reflected in the program and furthermore, to suggest a way of improving the proposed CT analysis tool if it shows some weak points. Through the findings of this study, we suggest that the actual definition of computational thinking will be helpful to converge Technology and Engineering to STEAM education and a strong complement to reinforce STEAM education.

• Journal of The Korean Association of Information Education
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• v.17 no.2
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• pp.125-134
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• 2013

In this paper, we want to know the effect of elementary students' creativity thru the play-centered computer science educational program. We extracted educational content from computer science. The students addressed to the problems thru the play and found their own solution. Research result show significant difference in creative attitude of sub-area of creativity. We found that students were actively involved with pleasure in play, the rules of play was actively keep.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.7
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• pp.103-111
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• 2016

To provide baseline data for interventions to improve nursing students' satisfaction with their major, this descriptive correlational study analyzed the relationships among emotional intelligence, critical thinking, and major satisfaction. To set up the research data, questionnaires were collected from 232 nursing students in 3 nursing colleges of cities K and B from May 15th, 2014 to June 15th, 2014. SPSS 21.0 was used to analyze the data for the descriptive statistics, t-test, ANOVA, Scheffe's test, and Pearson correlation coefficients. The results are as follows. First, the mean scores of emotional intelligence (4.93), critical thinking (3.43), and major satisfaction (3.76) were above the moderate level but showed significant differences according to gender, grades, and motivations for choosing the major and challenges in college life. Positive correlations were observed among emotional intelligence, critical thinking, and major satisfaction Therefore, when designing an intervention program to improve the major satisfaction, it is recommended to consider a plan that enables them to develop emotional intelligence and critical thinking.

• Journal of Korean Library and Information Science Society
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• v.40 no.1
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• pp.405-431
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• 2009

The purpose of this study was to analyze the experience of dysfunctional family's sons and daughters in bibliotherapy program. To do this, this study collected its data through writings, speaking and term papers of 6 undergraduate students experiencing bibliotherapy program. The collected data were analyzed by phenomenological methods. As a result, the participants experienced 1) recognition of trauma and problems, 2) sympathy and identification, 3) self insight and self understanding, 4) expressing their will to recover trauma and finding solutions, 5) affirmative change, maturity and healing. And also they went through thinking and feeling dynamically in the bibliotherapy program. These results show that the bibliotherapy program helps dysfunctional family's sons and daughters solve their problems and trauma.

• Journal of Korean Library and Information Science Society
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• v.42 no.2
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• pp.277-297
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• 2011

This study aims to develop the journal feedback program, based on the ways of writing journal and abstract, for applying it to the course of library field experience in the university, to apply this program to the course of library field experience, and to explore the effects of this program after applying it to the course of the library field experience for pre-librarians and pre-teacher librarians. The results of this study are like these: (1) The thinking level was increased after some feedbacks. (2) Journal feedback program was regarded to be necessary in the library field experience. (3) The program helped them to solve their problems in the course of the library field experience.