• Proceedings of the Korea Society of Design Studies Conference
• /
• 2002.05b
• /
• pp.116-117
• /
• 2002

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.15 no.4
• /
• pp.1905-1915
• /
• 2014

This study is to examine the effect of the thinking styles and character development efficacy of childhood educational teachers on their commitment to teaching with the intention of clarifying that these two factors of childhood educational teachers are important internal variables in enhancing their dedication to teaching, and to seek ways of finding thinking styles and character development efficacy appropriate for childhood educational teachers. Childhood educational teachers at nursing schools and kindergartens located in Daejeon, Chungnam, and Chungbuk were chosen as the study objects. The results are as follows: First, it turned out that childhood educational teachers's commitment to teaching was in close relation to their judicial, monarchy, totalitarian, internal, and liberal thinking styles. As for childhood educational teachers' character development efficacy, personal efficacy and dedication to teaching showed a high level of correlation. This indicates that as childhood educational teachers preferred certain thinking styles, their commitment to teaching also could be enhanced, and that as childhood educational teachers' personal efficacy was high, their commitment to teaching was enhanced as well. Second, as for the positive effect of childhood educational teachers' thinking styles and character development efficacy on their commitment to teaching, it turned out that such factors as judicial and internal thinking styles, common teacher efficacy, and personal teacher efficacy affected professional recognition, such factors as judicial, internal, conservative, liberal thinking styles and personal teacher efficacy influenced their affection for teaching, and such factors as legislative, monarchy, anarchic, and liberal thinking styles and personal teacher efficacy affected zeal.

• Korean System Dynamics Review
• /
• v.9 no.1
• /
• pp.33-56
• /
• 2008

With emphasis on the importance of systems thinking for the establishment of learning organization, Senge in his famous book "The Fifth Discipline", explains in depth four disciplines such as personal mastery, mental models, shared vision, team learning, which are all geared up to the implementation of learning organization. However, two critical pitfalls are found: First, a holistic picture is absent in his presentation of learning organization, which just seems like a puzzle with linking pieces missing between disciplines. Secondly, as is often the case too much details are discussed in expense of insights on each discipline. This paper thus attempts to draw core metaphysical insights underlying Senge's learning organization disciplines by reinterpreting them from oriental perspectives; and to identify mechanisms depicting how they are working together as a whole, which is enabled by exploiting causal loop diagrams as a tool of systems thinking. In addition some thoughts on the implications of systems thinking on each of the learning organization disciplines.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
• /
• 2007.05a
• /
• pp.67-69
• /
• 2007

Customary way of thinking may be the most major stumbling block to creative thinking in basic design education in the information and network era. The basic design education was used to be based on personal experience or subjective ideas, but these days, the role of divergent thinking and convergent thinking which provide the basis of creative techniques has been closely examined. Going beyond a divergent thinking and directly starting a convergent thinking means bypassing the design process of the existing basic design education. Though preceding studies considered various creative techniques apart from divergent thinking and convergent thinking, this study presumed that complementing the most typical methods of divergent thinking and convergent thinking may result in the same basic design education effect. So, what approach must be used to the design? The way of thinking needs to change. For that, we try to apply the mapping to basic design education. It must encompass interactive thinking which includes immaterial elements and communication. Divergent thinking can begin with the accurate understanding of current state, and the created current state resolves the design process that needs to be a certain thing. The purpose of this study was to present the method for applying the mapping techniques to basic design education based on divergent and convergent thinking which provides the basis of creative ideas.

• Journal of Information Technology Applications and Management
• /
• v.13 no.2
• /
• pp.1-15
• /
• 2006

This paper classifies the critical knowledge/skill set required to IS practitioners according to content or domain of knowledge : IS technology knowledge/skills, organizational and societal knowledge/skills, interpersonal knowledge/skills, and personal traits knowledge/skills. The survey reveals that Korean IS practitioners rate interpersonal knowledge/skills and personal traits knowledge/skills the most important, and organizational and societal knowledge/skills the least important. Specifically, they rate creative thinking, critical thinking, interpersonal communication skills, team working skills, personal motivation, operating systems, programming languages, DB/data warehouse, IS technological trend, networkicommunicationisecurity especially important. The survey also shows that Koran IS practitioners feel knowledge deficiency in almost all knowledge/skills areas. The results confirm that the curriculum of universities, the training and education programs of industries, and IS/IT education policy of the government should be revised as soon as possible.

• Research in Mathematical Education
• /
• v.14 no.1
• /
• pp.51-65
• /
• 2010

Open-ended problems can foster deeper understanding of mathematical ideas, generating creative thinking and communication in students. High-order thinking tasks such as open-ended problems involve more ambiguity and higher level of personal risks for students than they are normally exposed to in routine problems. To explore the classroom-based factors that could support or inhibit such higher-order processes, this paper also describes two cases of Singapore primary school teachers who have successfully or unsuccessfully implemented an open-ended problem in their mathematics lessons.

• Journal of dental hygiene science
• /
• v.17 no.5
• /
• pp.439-446
• /
• 2017

The purpose of this study was to investigate the effect of empathic ability and campus life stress on the stress coping behaviors among 395 dental hygiene students. The analysis was performed using PASW Statistics ver. 18.0, and the following conclusions were obtained. The empathic concern factor was the highest in the subscale of empathic ability (3.60). The interpersonal relationship stress was 1.65 and the task-related stress was 2.72. The stress coping behaviors were the highest among the sub-domains, with 3.69 for wishful thinking. The differences of stress coping behaviors according to general characteristics were as follows. The lower the age and grade, the higher the problem-focused coping; when they were religious there was a high pursuit of seeking social support. When they were satisfied with their economic level, wishful thinking was high. There was a low negative correlation between empathic concern and interpersonal relationship stress in campus life (p<0.01). There was a positive correlation between personal distress and task-related stress (p<0.001). The relationship between empathic ability and stress coping behaviors was most associated with personal distress and wishful thinking. Among the sub-domains of stress coping behaviors, factors that have a common impact on personal distress and seeking social support are viewpoint acceptance. Factors supporting emotional focus and wishful thinking were task-related stress. Dental hygiene students are not able to completely eliminate the stress that they are actually under. However, as the research results show, it is necessary to use stress coping techniques to cope effectively with individual tendencies and situations, and to improve the ability to sympathize with another individual.

• Journal of Science Education
• /
• v.41 no.3
• /
• pp.297-317
• /
• 2017

The purpose of this study was to investigate the possibility of Science Social and Emotional Learning(SSEL). The factors of SSEL were suggested, and by utilizing them, the contents of middle school's science and Chemistry 1 textbook were analyzed. The factors are as follow: numeracy, information and communication technology, critical thinking, creative thinking, personal and social capability, ethical understanding, and intercultural understanding. The results showed that the 60~70% of textbooks put emphasis on numeracy, information and communication technology, critical thinking, creative thinking while some factors were limited in th contents, which were personal and social capability, ethical understanding, and intercultural understanding. Therefore, teacher should try to reconstruct the teaching and learning materials and fill in the deficiencies of SSEL factors through class activities. In addition, it is suggested to study specific application methods such as science activities or experiment activities in detail to meet social and emotional learning.

• Journal of Korean Academy of Nursing Administration
• /
• v.11 no.3
• /
• pp.265-273
• /
• 2005

Purpose: This study was to investigate the degree and pattern of learning organization and MBTI personality type in clinical nurses. Methods: The participants were 685 nurses working in the 8 general hospitals located in Seoul and Incheon. The data were collected by self-reporting questionnaires from April 1 to August 30, 2004. The data were analyzed using SAS program for descriptive statistics and Pearson's correlation coefficient. Results: The most frequent identified personality type was ISTJ and the least identified personal types was ENFJ. In 4 preference patterns, Extroversion, Sensing, Thinking and Judgement were identified a dominant index in each categories. The mean score of learning organization was 3.47 and the mental model was got the highest score. The EI index had a significant positive correlation with personal mastery. However the TF index had a negative correlation with personal mastery, systems thinking, and mental models, and also the JP index had a negative correlation with 5 learning organization sub categories. Conclusion: With these results, it was identified that the preference patterns on MBTI had the significant correlation with learning organization. So these results will be used to develop the more effective strategies to increase learning organization based on nurse's personality types.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.12 no.1
• /
• pp.87-99
• /
• 2017

This study is intended to look into the structural relationships between project manager's creative thinking, entrepreneurship, and project performance. To achieve this, research model and hypothesis were established to carry out statistical analysis based on the results of an empirical sample survey. The findings showed that project manager's creative thinking didn't improve project satisfaction directly, but it improved project satisfaction through the mediating effects of project manager's entrepreneurship. While it had a direct effect on perceived project performance, project manager's entrepreneurship was not mediated in this process. This suggests that even if project managers have a high expertise, thinking skill and motivation as creative thinking in working on the project, they have the limitation in leading to customer satisfaction from a personal perspective.