• The Mathematical Education
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• v.58 no.2
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• pp.319-335
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• 2019

In this paper, we examine the effectiveness of calculation according to automation, which is one of Computational Thinking, by coding the conceptual process into Python language, focusing on the concept of divisibility in elementary school textbooks. The educational implications of these considerations are as follows. First, it is possible to make a field of learning that can revise the new mathematical concept through the opportunity to reinterpret the Conceptual Thinking learned in school mathematics from the perspective of Computational Thinking. Second, from the analysis of college students, it can be seen that many students do not have mathematical concepts in terms of efficiency of computation related to the divisibility. This phenomenon is a characteristic of the mathematics curriculum that emphasizes concepts. Therefore, it is necessary to study new mathematical concepts when considering the aspect of utilization. Third, all algorithms related to the concept of divisibility covered in elementary mathematics textbooks can be found to contain the notion of iteration in terms of automation, but little recursive activity can be found. Considering that recursive thinking is frequently used with repetitive thinking in terms of automation (in Computational Thinking), it is necessary to consider low level recursive activities at elementary school. Finally, it is necessary to think about mathematical Conceptual Thinking from the point of view of Computational Thinking, and conversely, to extract mathematical concepts from computer science's Computational Thinking.

• Journal of the Korean earth science society
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• v.42 no.3
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• pp.344-364
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• 2021

The study explored how two elementary school teachers perceived computational thinking, reflected them into curriculum revision, and taught them in the classroom during longitudinal professional developed program (PDP) for nine months. Computational thinking is a new direction in educational policy-making including science education; therefore we planned to investigate participating teachers' perception of computational thinking to provide their fundamental understandings. Nine meetings, lasting about two hours each, were held with the participating teachers and they developed 11 lesson plans for one unit each, as they formed new understandings about computational thinking. Data were collected through PDP program while two teachers started perceiving computational thinking, revising their curriculum, and implementing it into their class for nine months. The results were as follows; first, elementary school teachers' perception of computational thinking was that the definition of scientific literacy as the purpose of science education was extended, i.e., it refers to scientific literacy to prepare students to be creative problem solvers. Second, STEAM (science, technology, engineering, arts, and mathematics) lessons were divided into two stages; concept formation stage where scientific thinking is emphasized, and concept application, where computational thinking is emphasized. Thirdly, computational thinking is a cognitive thinking process, and ICT (informational and communications technology) is a functional tool. Fourth, computational thinking components appear repeatedly and may not be sequential. Finally, STEAM education can be improved by utilizing computational thinking. Based on this study, we imply that STEAM education can be activated by computational thinking when teachers are equipped with competencies of understanding and implementing computational thinking within the systematic PDPs, which is very essential for newly policies.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.482-494
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• 2008

The purpose of this study was to introduce a practical model to enhance creative and critical thinking skills through hypotheses generating activities for students. The 2007 Science National Curricula stresses the need for the enhancement of creative thinking skills for our students. The definition for the creativity in the narrow sense is the divergent thinking skills. The definition of the critical thinking skills is the strong sense of those skills. This model shows the use of the divergent thinking skills and convergent thinking skills together. The divergent thinking skills has been developed by making three alternative explanations about the causal question within a group of students by active discussion. The following procedure includes the selection of the most provable of the three explanations within a group of students also by active discussions. This process needs convergent thinking skills as well as critical thinking skills. This model can be used easily by exchanging from the one explanation about the causal question in any inquiry teaching strategy to three explanations about one. Although the partial modified strategy shows a small difference from any inquiry teaching strategy, but the effect of the enhancement of the creative thinking skills for our students shows significantly better (p<.05). More detailed study will be carried out in the near future.

• Journal of Korean Academy of Nursing
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• v.39 no.6
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• pp.840-850
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• 2009

Purpose: This study was done to investigate the relationship between critical thinking disposition and clinical competence among nurses in general hospitals. Methods: This study was a descriptive-correlational study with a convenience sample of 560 nurses from 5 general hospitals. The data were collected by self-administered questionnaires. Critical thinking disposition was measured using the Critical Thinking Disposition Scale for Nursing Students. Clinical competence was measured using the Standardized Nurse Performance Appraisal Tool. Results: The mean score for critical thinking disposition and clinical competence was 3.37 and 4.10 respectively on a 5 point scale. A statistically significant correlation was found between critical thinking disposition and clinical competence. A regression model explained 72.8% of clinical competence. Prudence is the most significant predictor of clinical competence ($R^2=.728$). Conclusion: Study findings suggest that nurses with a higher level of critical thinking disposition would have a higher level of clinical competence. Furthermore, prudence might be the most important predictor of clinical competence. In order to strengthen clinical competence in nurses, the development and enhancement of critical thinking should be emphasized at the college level and nurses should be encouraged to make a clinical decision with greater prudence.

• Korean Journal of Childcare and Education
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• v.15 no.6
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• pp.207-226
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• 2019

Objective: The purpose of this study is to examine the relationship between caring thinking and communication skills of childcare center teachers, and the effect of caring thinking on communication skills. Methods: The subjects of this study were 152 teachers working at childcare centers in Gyeonggi-do, South Korea. The research tool used was a self-reporting questionnaire in order to examine caring thinking and the communication skills of those teachers. For the data analysis, one-way ANOVA, Pearson correlation analysis and multiple regression analysis were used. Results: First, there were significant differences in caring thinking and communication skills according to the age and academic background of the teachers. Second, there was a significant positive correlation between caring thinking and the communication skills of the teachers. Third, responsibility, respect, and a non-directive attitude among the sub-factors of the teachers had a significant impact on communication skills. Conclusion/Implications: In this study, it was found that caring thinking of the teachers was one of the variables that improved communication skills. These results suggest that there is a need to provide various programs and support for enhancing caring thinking as one of the ways to develop the communication skills of childcare center teachers.

• Journal of Korea Society of Digital Industry and Information Management
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• v.13 no.4
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• pp.1-11
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• 2017

Our society has changed from an industrial society to a knowledge - based society, and the need for new knowledge creation activities through the convergence of various knowledge is emphasized. In accordance with these changes, universities aiming at nurturing human resources for society have sought new approaches and changes. The discussion of various curriculum for the future talent training in the university is aimed at the goal of developing problem solving ability irrespective of the subject of education or major. In this study, we tried to show that computational thinking ability can be improved by strengthening creative team activities by combining design thinking method in computer curriculum of general education course of university. To do this, we conducted a design thinking team project for students of computer general education course at G university in Gyeongnam province and conducted a survey. The results of the questionnaire were verified by statistical methods. The variables of this study satisfied both the validity and the reliability. Multiple regression analysis showed that knowledge sharing, team activity satisfaction, and design thinking project satisfaction factors all affect computing thinking ability.

• Archives of design research
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• v.15 no.4
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• pp.307-316
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• 2002

Metaphor thinking is a kind of intuitive thinking and plays a central role in design process. But there are not many researches on this topic because it happens in designer's mind during design problem solving. In this paper, we considered cognitive aspects of metaphorical thinking as they cropped up in the process of design concepts development. As a method of cognitive experiment we used a protocol analysis of the design review reports. At the end of this research we concluded that metaphorical thinking is engaged in restructuring of new frames and reconciliation of conflicting frames for the development of new design ideas and concepts. This role of metaphorical thinking makes the design thinking divergent and the design process creative.

• Korean Institute of Interior Design Journal
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• v.22 no.4
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• pp.33-40
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• 2013

This study aims to recognize that creative thinking methodologies can be adopted in the spatial design. The concept of 'Convergent' and 'Divergent' used in structure of intellect model by Guilford is chosen to understand the character of creative thinking methodologies. Technical and physical contradictions is analyzed for '40 inventive principles' of TRIZ and spatial design works. Through this study, we recognize that the creative thinking methodologies consist of analysis, idea generation and evaluation phase. The psychological inertia that limits the creative thinking should be move away from solving problem, and convergent and divergent thinking have peculiarities to be adopted in condition and to be harmonized, and to set the direction of solving technical problems through to reach the target point integrated way of thinking is needed. '40 inventive principles' by Altshuller are based on engineering and useful in many areas of fields. However some principles are not accepted in design process because these are not considered in design field and paradigm is changed from machine to nature. Nowadays, nature is a prime issue for sustainable human life, because it has sustainable recycle structure and saving energy ways. Thus, creative thinking, including TRIZ is useful in design education and progress, and should be an essential element to get a new design paradigm.

• The Mathematical Education
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• v.53 no.3
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• pp.413-434
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• 2014

Logic lays the foundation of Mathematics and the development of Mathematics is dependent on critical thinking. So it is important that school mathematics helps students develop their logical and critical thinking ability for both mathematics learning and problem solving in general. MINDSTORMS, a LEGO based programming activity kit, is an effective teaching and learning tool that can be used to enhance logical and critical thinking in students. This study focused on measuring the growth of students' ability to think logically and critically when they used MINDSTORMS activities to learn programming. In addition, we investigated how the students' logical and critical thinking changed from the MINDSTORMS learning experience. The study confirmed that the programming activities using MINDSTORMS help to enhance logical and critical thinking in students. The students attitude about logical and critical thinking became more positive and the activities helped to engage students to think logically and critically. This type of programming activities should be valuable in mathematics education and it should be included in a general mathematics curriculum.

• The Journal of the Convergence on Culture Technology
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• v.2 no.2
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• pp.9-15
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• 2016

Objectives : The purpose of this study to investigate the Critical Thinking disposition in Nursing College students and related to ability of basic nursing science. Methods : Data were collected from 36 students who were students belong to one of province University. The instrument used in this study was California Critical Thinking Disposition Inventory(CCTDI) by Facione & Facione. The instrument was composed of 7 sub-items, truth-seeking, analyticity, systematicity, open-mindness, critical thinking, self-confidence, inquisitiveness, and maturity. The data were analyzed by descriptive statistics, t-test, ANOVA, Pearson Correlations with SPSS 12.0. Results : The result of this study were as follow; The average of total score in critical thinking disposition was 44.8, which means middle level(below 40: low, above 50: high level). Maturity was the highest while open-mindness was the lowest with an average score 5.01. There was significant difference between critical thinking and basic nursing science grade while there was no difference between age, gender, and religion. There was strongly relation between critical thinking disposition and basic nursing science(F=2.84, p=.01). Conclusion : According to the results of this study, nursing curriculum should be considered critical thinking disposition.