• Educational Technology International
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• v.13 no.1
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• pp.207-231
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• 2012

The purpose of this study is to analyze the effects of Critical Thinking Strategy supporting argumentation activities between learners. The research question is whether the form of Critical Thinking Strategy offered to support meaningful interaction of collaborative argumentation between learners influences the knowledge acquisition, learning outcome, and student satisfaction. For this, the collaboration outcome of the group, the level of individual knowledge acquisition, the level of students satisfaction were measured as outcome of argumentation activity and their differences analyzed. This study concludes the following: A comparison of the group that was provided with Critical Thinking Strategy (test group) and the group provided with general argumentation scaffolds (compared group) showed there wasn't statistically significant differences in the quality of the learning outcome of collaboration between the groups and in students satisfaction. But there was significant difference in the degree of individual acquisition depending on the offering of scaffolding for Critical Thinking. Therefore, as premised in this study, supporting meaningful mutual interaction between learners during collaborative argumentation using Critical Thinking Strategy has a positive influence on the individual acquisition of domain knowledge. The group provided with scaffolding for Critical Thinking gained higher effect in the degree of knowledge sharing and individual acquisition of domain knowledge compared to the group provided with general argumentation scaffolding.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.2
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• pp.343-364
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• 2017

Despite the significance of functional thinking at the elementary school level there has been lack of research on teachers who play a major role in making students be engaged in functional thinking. This study surveyed 119 elementary school teachers to investigate their knowledge of functional thinking for teaching. A written assessment for this study was developed with a focus on the knowledge of mathematical tasks and instructional strategies to teach functional thinking. The results of this study showed that many teachers were able to design tasks corresponding to both the additive relationship and the multiplicative relationship, and to justify some strategies to promote functional thinking. However, some teachers had lack of understanding with regard to the core ideas of functional thinking. Based on these results this study is expected to suggest implications on what aspects of knowledge are further needed for elementary school teachers to promote students' functional thinking.

• Journal of The Korean Association of Information Education
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• v.23 no.4
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• pp.343-353
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• 2019

The purpose of this study is to analyze the elementary pre-service teachers' preferred strategies while they solve problems which require number sense and to study a way to improve their number sense ability based on computational thinking. In a survey with 57 elementary pre-service teachers using the instrument consisting of two different number sense components, they preferred much more the rule-based strategies to the number sense-based strategies, which was consistent with the prior studies[13][14][20]. To change this situation, we present a way to improve their number sense ability by utilizing the analyzed results and the nine computational thinking components which were suggested by CSTA and ISTE(2011).

• Journal of Engineering Education Research
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• v.21 no.1
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• pp.56-65
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• 2018

This research aims to explore the relationships between academic writing ability and 'thinking styles' (capable of representing individual differences and diversity) in engineering freshmen in Korea, and to draw educational implications for the development of instructional strategies. (Academic) Writing is not just about conveying an idea or content, it is also about the representation of writer's self. In this perspective, there has been some research conducted on writing (process) and personality. However, to date, little attention has been paid to writing ability of engineering students and its relationships with thinking styles. This study was conducted with 127 engineering freshmen as well as 67 non-engineering freshmen at H University, and students' writing ability as well as their thinking styles have been measured before and after writing class for 15 weeks. Our findings show that firstly, there was a significant difference of writing ability by majors. Second, there were significant differences in freshmen's thinking styles by majors. Third, there was significant differences of writing ability according to thinking styles. Freshmen's internal, legislative and hierarchical styles scored significantly higher in writing ability than the others. And as for the engineering freshmen, internal, external and global styles scored significantly higher in writing ability than the others. Finally, there was a weak but significant relationship between writing ability and thinking styles(hierarchical & internal). These findings are expected to provide an explanation for the development of instructional strategies of writing (related) courses in engineering school.

• Journal of Science Education
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• v.43 no.3
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• pp.329-341
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• 2019

The purpose of this study is to investigate the effects of instructional strategies using the process of procedural thinking in elementary science classes on students' computational thinking and creative problem solving ability. For this purpose, instructional strategies using the process of procedural thinking for science class were developed and applied. The objects of this study were 6th graders from an experimental class (29 students) and a comparative class (29 students) at S elementary school in Gimpo City. The results of the study are as follows: First, as a result of examining the difference in the computational thinking ability between experimental group and comparative group, the experimental group scored higher than the comparative group, but there was no statistically significant difference. Second, the creative problem solving ability of the experimental group after applying this program was higher, and statistically significant differences were observed (p < .05).

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.318-331
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• 2015

The purpose of this study was to develop the systems thinking learning program and to confirm the effects of its application in the fourth grades' science class. For it, the test tools were designed to survey divergent thinking and the closed loop based on the casual relation. The systems thinking learning program was developed to make students learn scientific knowledge and systems thinking educational strategies through their regular science class. The two classes of fourth grade were selected and divided into experimental and control groups. After applying pre-test to two groups, the system thinking education program was applied to an experimental group according to the reconstructed lesson plan. Subsequently, post-test was applied to two groups 3 weeks after pre-test. The findings in this study were as follows. In divergent thinking, the systems thinking program was useful to two groups. It could be the repetition effect, but only the experimental group shows a statistically significant change. The effect of the closed loop based on casual relation was deemed statistically significant. It shows these educational strategies were effective in making students understand the systems thinking. Finally, the results of students' interviews shows they were satisfied with this program because they were able to express their thinking with confidence and to find new relations in the change of land. The results suggest that the more research is needed to further develop and improve on students' thinking skills in their regular science classes.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.18 no.1
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• pp.71-78
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• 2011

Purpose: The purpose of this study was to investigate the critical thinking disposition, problem solving ability, and clinical competence of nursing students in a 4-year baccalaureate university program. Methods: In this study, a descriptive survey design was used with convenience sample of 228 nursing students at a University in Chungbuk Province. Data were analyzed using descriptive statistics, independent t-test, ANOVA, Pearson correlation coefficient, and multiple stepwise regression. Results: The mean scores for critical thinking disposition, problem solving ability, and clinical competence were at the intermediate level. Significant positive correlations among critical thinking disposition, problem solving ability, and clinical competence were found. The regression model explained 46.8% of clinical competence. Problem solving confidence was the most significant predictor of clinical competence, other variables were intellectual fairness, intellectual eagerness/curiosity, and prudence. Conclusion: The study findings suggest that nursing students with higher levels of critical thinking disposition and problem solving ability will have a higher level of clinical competence. Furthermore, problem solving confidence might be the most important predictor in clinical competence. Therefore, it is necessary to introduce the new teaching strategies in nursing education, strategies that will improve critical thinking disposition, problem solving ability, and clinical competence.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.11 no.2
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• pp.89-100
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• 2016

This article analyzes two different strategies that both aim at creating innovative design or problem solving: design thinking and action learning. User-driven innovation strategy that has become more and more popular during the last decades is "design thinking". Based on designerly methods and principles, this strategy was developed by the design consultancy IDEO in the late 90s. Action learning is a pragmatic and moral philosophy based on a deeply humanistic view of human potential that commits us, via experiential learning, to address the intractable problems of organizations and societies. This paper provides a structured analysis and comparison of the two innovation strategies-design thinking and action learning-with the goal to identify potentials to enrich either of the two by merging or adapting specific parts or aspects. Although there are significant differences in both strategies, there are also several similarities in methodology and process design. This article compares process models for action learning and design thinking and highlights the specific differences and similarities. As a result, we suggested a union model of action learning and design thinking, and verified a this model through a case study. We complemented the process of team building and reflection of action learning for union model. Also, we statistically verified through a case study to validate the superiority of the design thinking model which complemented action learning. This article contributes to a better understanding of both-design thinking and action learning, and it may help to improve either of the two strategies to foster social innovation.

• Korean Medical Education Review
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• v.22 no.2
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• pp.57-66
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• 2020

The purpose of this study was to examine teaching strategies from cognitive learning theory applied to medical education and to present specific applications of the strategies and cases. The results of this study yielded (1) seven teaching strategies and specific sample activities that instructors can use based on learning processes in medical schools; (2) nine instructional events to which cognitive learning strategies were applied; (3) principles of curriculum design from a cognitive perspective; and (4) instruction cases employing cognitive teaching strategies. Cognitive learning theory has two implications: first, if instructors in medical schools apply the results of the study to design a class and curriculum, it would be possible for them to minimize cognitive loading of the learners that may stem from ineffective teaching strategies or curricula; second, cognitive teaching strategies that seek improvement in thinking skills could provide useful teaching strategies for medical education, which aims to develop experts with high-level thinking processes. In this sense, cognitive learning theory is not an out-of-date learning theory, but one that can be effectively applied in current medical education.

• Journal of the Korean Chemical Society
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• v.67 no.4
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• pp.271-280
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• 2023

The purpose of this study is to investigate the effect of chemistry program based on metacognitive learning strategies using realistic contents on prospective teachers' creative thinking skills and science core competencies, and their perception. In particular, it was intended to further improve the effectiveness of the program by introducing a strategy to strengthen metacognition. Participants were classified into the experimental group subject to the newly developed chemistry curriculum and traditional group subject to general programs that exclude realistic contents and metacognitive strategies. Both groups were surveyed before and after the application of the program to measure the degree of change in metacognitive competencies, creative thinking competencies, and science core competencies. It also analyzed the impact of metacognitive competencies and science core competencies on creativity thinking competencies. As a result of the study, relevance and rationality among sub-factors of metacognitive competencies and creative thinking competencies of the experimental group were improved, and all sub-factors except for scientific participation and lifelong learning ability among science core competencies were significantly improved. In addition, it was found that metacognitive knowledge among metacognitive competencies, scientific inquiry ability and scientific thinking ability among science core competencies affect creative thinking competencies. Through the results, it was suggested that realistic content that incorporates metacognitive learning strategies is needed to improve creative thinking competencies, and learning models and programs that can utilize them are needed.