• 한국수학교육학회지시리즈A:수학교육
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• 제60권1호
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• pp.77-110
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• 2021

본 연구는 학생의 수학적 사고를 주제로 한 참여형 수업을 학생 사고기반 수학 수업이라 명하고, 이러한 수업을 지원하는 방법으로 수업 설계에 주목했다. 교사가 학생 사고기반 수학 수업을 실천하기 위해서는 학생들의 사고와 그에 대한 교육적 피드백을 여러 측면에서 예상할 뿐 아니라, 예상한 학생 답변을 의도적으로 배열하고 그것들을 목표와 연결하는 방법을 미리 계획할 필요가 있다. 학교에서 일반적으로 사용되는 3단계 수업 설계안은 교사가 수업의 도입, 전개, 그리고 정리에 따라 일련의 수업 계획을 기록해볼 수 있는 틀을 제공하지만, 외현적 수업 활동에만 초점을 두게 한다는 제한점이 있다. 이에 본 연구는 3단계 수업 설계안을 보완한 학생 사고기반 수업 설계안을 제시했다. 그리고 학생 사고기반 수학 수업을 위한 과제, 학생 참여, 그리고 교사 역할에 관련된 문헌 검토 결과를 종합한 개념적 틀을 렌즈로 하여 예비교사들이 작성한 3단계 수업 설계안과 학생 사고기반 수업 설계안의 차이를 분석했다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제1권1호
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• pp.75-85
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• 1997

One of the main objectives of school mathematics education is to develop a student' intuition and logical thinking [11]. But two -valued logical thinking, in fact, is not sufficient to express the concepts of a student's mind since intuition is fuzzy. Hence fuzzy -valued logical thinking may be a more natural way to develop a student's mathematical thinking.

• 한국수학교육학회지시리즈A:수학교육
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• 제40권2호
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• pp.253-263
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• 2001

Developing mathematical thinking skills is one of the most important goals of school mathematics. In particular, recent performance based on assessment has focused on the teaching and learning environment in school, emphasizing student's self construction of their learning and its process. Because of this reason, people related to mathematics education including math teachers are taught to recognize the fact that the degree of students'acquisition of mathematical thinking skills and strategies(for example, inductive and deductive thinking, critical thinking, creative thinking) should be estimated formally in math class. However, due to the lack of an evaluation tool for estimating the degree of their thinking skills, efforts at evaluating student's degree of mathematics thinking skills and strategy acquisition failed. Therefore, in this paper, mathematical thinking was studied, and using the results of study as the fundamental basis, mathematical thinking process model was developed according to three types of mathematical thinking - fundamental thinking skill, developing thinking skill, and advanced thinking strategies. Finally, based on the model, evaluation factors related to essential thinking skills such as analogy, deductive thinking, generalization, creative thinking requested in the situation of solving mathematical problems were developed.

• 컴퓨터교육학회논문지
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• 제20권6호
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• pp.37-45
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• 2017

본 논문에서는 2016년도에 68개 SW교육 연구학교 학생들을 대상으로 조사된 SW교육에 대한 인식을 학교급, SW교육 기간, 인터넷 사용 시간 등의 배경요인별로 차이를 살펴보고 학생들의 SW교육에 대한 인식과 배경요인 간에 어떤 관련이 있는지를 분석하였다. 그 결과, 학교급이 낮을수록, SW교육 기간이 길수록, 가정에서의 인터넷 사용 시간이 1시간~2시간 정도로 적당할수록 SW교육에 대한 인식이 긍정적인 것으로 판단되었다. 그러나 SW교육 기간과 인터넷 사용 시간이 학생들의 SW교육에 대한 인식에 유의미한 영향을 미치지는 않는 것으로 판단되었다. 이와 같은 분석 결과에 따라 중학교에서 학생들의 흥미를 유발할 수 있는 교수학습 방법, 장기간의 SW교육에서 학생들의 흥미를 유지할 수 있는 효과적인 교수학습 방안, 가정에서 적당하게 인터넷을 사용할 수 있도록 학생들을 지도하고 학부모를 계도하는 방안 등의 필요성을 제안하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제33권3호
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• pp.558-565
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• 2014

The purpose of this study was to compare thinking styles between the gifted students in science and invention The subjects were 191 gifted elementary students in science and 182 gifted elementary students in invention, who enrolled in gifted education program. They were given the Thinking Style Inventory (TSI) that standardized Korea version by Yun (1997), which constructed 13 thinking styles of 5 dimensions (functions, forms, levels, scopes, and leanings of the mental self-government). The collected data were analyzed by independent sampling t-test and ANOVA with SPSS. The findings of this study were as follows: the gifted in science prefer executive, oligarchic, and global thinking styles rather than the gifted in invention. Meanwhile, the gifted in invention prefer legislative, judicial, local, and liberal thinking styles rather than the gifted in science. Both of the gifted in science and invention prefer legislative, executive, monarchic, anarchic, external, and liberal thinking styles. There was statistically significant differences between boys and girls in executive, oligarchic, local, and liberal thinking styles of the gifted in science.

• 기본간호학회지
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• 제14권4호
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• pp.412-419
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• 2007

Purpose: This study was done to analyze core competencies affecting critical thinking ability of student nurses. Core competencies investigated in this study were problem solving ability, communication ability and self-directed learning ability. Method: Data were collected from a convenience sample of 322 student nurses in 2 provinces during the period from May 21 to June 8, 2007. Critical thinking, problem solving ability, communication ability and self-directed learning ability were measured using the Disposition towards Critical Thinking Scale by Park(1999-a) and the Core Competencies Scale by Lee(2003). Descriptive statistics and correlation coefficients with the SPSS WIN 12.0 program were used to analyze the data. Results: There were significant differences in the critical thinking according to grade, type of high school, experience with PBL, preference for lecture-based learning, preference for discussion and perceived logicality. The score for critical thinking showed significantly positive correlations with scores for problem solving ability(r=0.54, p=0.00), communication ability(r=0.56, p=0.00) and self-directed learning ability(r=0.54, p=0.00). Conclusion: The results of this study suggest that problem solving ability, communication ability and self-directed learning ability are significant factors affecting critical thinking in student nurses.

• 대한지구과학교육학회지
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• 제3권1호
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• pp.47-54
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• 2010

The purpose of this study is finding examine the Thinking Maps and how to use Thinking Maps effectively in Science Education. The result of this study were as follows: First, There are 8 type Maps, Circle Map, Tree Maps, Bubble Map, Double Bubble Map, Flow Map, Multi Flow Map, Brace Map, Bridge Map. Each Maps are useful in the following activities ; Circle Map-Express their thoughts. Tree Map-Activities as like determine the structure, classification, information organization. Bubble Maps-Construction. Double Bubble Map-Comparison of similarities and differences. Flow Map-Set goals, determine the result of changes in time or place. Multi Flow Map-Analysis cause and effect, expectation and reasoning. Brace Map-Analysis whole and part. Bridge Map-Activities need analogies. Second, each element of inquiry has 1~2 appropriate type of Thinking Maps. So student can choose the desired map. Third, the result of analysing of Science Curriculum Subjects, depending on the subject variety maps can be used. Therefore the Thinking Maps can be used for a variety on activities and subject. And student can be selected according to their learning style. So Thinking Maps are effective to improve student's Self-Directed Learning.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제35권1호
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• pp.37-74
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• 2021

본 연구는 학생의 수학적 사고를 수업의 중요한 자원으로 삼는 학생 참여형 수업을 학생 사고기반 수학 수업이라 명하고, 학생 사고기반 수학 수업의 주요 특징을 살펴보았다. 문헌 검토를 통해 확인된 학생 사고기반 수학 수업의 중요한 특징은 풍부한 수학 과제, 학생의 인지적 사회적 참여, 그리고 형성적 조력자 역할이다. 수업 사례 분석 결과에 의하면 학생 사고기반 수학 수업은 풍부한 수학 과제, 학생의 인지적·사회적 참여, 그리고 교사의 형성적 조력자 역할의 교집합 속에서 이루어졌다. 연구 결과는 학생 참여형 수업이 활동 자체에서 학생의 사고에 초점을 두었으며, 수업의 세 구성 요소의 상호작용이 수업 방향과 결과에 미치는 영향을 살펴보았다는 점에서 의미가 있다.

• 대한수학교육학회지:학교수학
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• 제1권2호
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• pp.483-512
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• 1999

The purpose of the research was to investigate the patterns of student's mathematical thinking and behavior and describe the nature of difficulties the student underwent in trigonometry as the student conducted independent explorations within the interactive technology environment. Also, the research identified the connections among multiple representations and merits and shortcomings in using a graphic calculator as a tool. A take-based clinical interview procedure as the method for qualitative research was used to find the cognitive actions of the participant and his interactions with the graphic calculator. A case study report was written for the student. The researcher found that the student moved from operative stage, to constructive stage, to applicable stage of thinking. From Colgan; Graphing has significance both to mathematics and mathematics education in at least three ways since: * graphing represents an important technique, instrument and process in mathematics; * through ‘graphing’, per se, students can be said to be using one symbolic system to extend and acquire an understanding of another(e. g., trigonometric functions and their graphs). * graphing is propaedeutic to other, more advanced topics and concepts in mathematics.

• Educational Technology International
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• 제20권1호
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• pp.83-107
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• 2019

The aim of this study is to provide the values and descriptive implications of the Design Thinking (DT) method into the context of educational problems of practice in an undergraduate course. To achieve the research objective, both quantitative and qualitative studies were conducted. For the qualitative study, the student's productions and reflections on the experience of the application of the DT into educational problems were analyzed. For the quantitative research, one-group pre and post-test were designed to validate the effectiveness of the DT method into educational contexts in terms of creativity level to measure the student's Creativity Potential and Practiced Creativity, Academic Self-Efficacy Scale, and Problem-Solving Inventory. This study validated that the DT method had a statistically significant influence on those three competencies and also illustrated the detailed process from a qualitative viewpoint. The results and implications reflect the potential of the DT approach with the educational problem of practice, especially, in the ill-structured problem-solving contexts for student-centered instructional setting.