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- 저자 : Tock Keng Lim(Tock Keng Lim) (검색결과 5 건)
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Fostering Critical Thinking in the Classroom
Tock Keng Lim(Tock Keng Lim) 대한사고개발학회 1996 The International Journal of Creativity & Problem Vol.6 No.1
Philosophy for Children, a thinking programme, has been initiated in a few primary and secondary schools in Singapore since January 1992. The programme aims to foster and strengthen critical thinking among the students in these schools. It endeavours to improve students' thinking through the discussion of philosophical issues embedded in novels specially written by Matthew Lipman, the founder of the programme. The teacher generates discussion usually by suggesting an issue to discuss about the passage. Children are encouraged to discuss, listen, clarify and justify their thinking. Experiences in the Singapore project, so far, have indicated that Philosophy for Children has added a new dimension to the ways the students approach thinking. This paper presents the experiences of the programme and the feedback from teachers and students on the programme.
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Using Dialogue to Inculcate Scientific Inquiry in Gifted Students
Tock Keng Lim 대한사고개발학회 2004 The International Journal of Creativity & Problem Vol.14 No.1
Scientific inquiry would provide the gifted with an intellectual framework to integrate the study of science with other disciplines such as mathematics and computer science. We need to teach gifted children to be reflective and to inquire, such that they will be able to inquire after and locate the knowledge they require. By using the Socratic and discussion methods as teaching tools, the process of scientific inquiry can be used to explore and integrate subjects in the curriculum. It requires well trained teachers to implement, teachers who are steeped in the Socratic method of instruction and who possess not only in depth knowledge about one field of inquiry but also have the capacity to make appropriate connections to other disciplines as well. This paper focuses on the use of Socratic inquiry in science lessons. Excerpts of a transcript of a demonstration lesson are included.
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비전 센서 및 딥러닝 기반 선박 접안을 위한 어라운드뷰 모니터링 시스템
김한근,김동훈,박별터,이승목,Kim, Hanguen,Kim, Donghoon,Park, Byeolteo,Lee, Seung-Mok 대한임베디드공학회 2020 대한임베디드공학회논문지 Vol.15 No.2
This paper proposes vision sensors and deep learning-based around view monitoring system for ship berthing. Ship berthing to the port requires precise relative position and relative speed information between the mooring facility and the ship. For ships of Handysize or higher, the vesselships must be docked with the help of pilots and tugboats. In the case of ships handling dangerous cargo, tug boats push the ship and dock it in the port, using the distance and velocity information receiving from the berthing aid system (BAS). However, the existing BAS is very expensive and there is a limit on the size of the vessel that can be measured. Also, there is a limitation that it is difficult to measure distance and speed when there are obstacles near the port. This paper proposes a relative distance and speed estimation system that can be used as a ship berthing assist system. The proposed system is verified by comparing the performance with the existing laser-based distance and speed measurement system through the field tests at the actual port.
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Critical Thinking and Socratic Inquiry in the Classroom
Tock Keng Lim 대한사고개발학회 1996 The International Journal of Creativity & Problem Vol.6 No.2
Critical thinking is widely regarded as a generalized skill or ability (or a set of such skills and abilities) to be utilized across a variety of situations and circumstances. The definitions of critical thinking vary from Ennis' comprehensive list of proficiencies of a critical thinker, to Paul's "strong-sense" critical thinking, focusing on self-deception, world views and a dialectical mode of analysis, and to Lipman's critical thinking being extremely deliberative with continual examining and weighing of alternatives in the light of explicit standards and criteria. The paper focuses on different models of critical thinking in the classroom: Paul's Socratic Questioning model, Adler's Paedeia Socratic Seminar programme, Van Tassel-Baska's Epistemological Concept model and Lipman's Philosophy for Children programme. The role of teachers in these models and how teachers can bring about inquiry in the classroom are discussed.
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Gifted students in a community of inquiry
Tock Keng Lim 한국교육개발원 2006 KEDI Journal of Educational Policy Vol.3 No.2
The community of inquiry, an instructional approach utilized in the Philosophy for Children program, creates a culture of critical thinking, inquiry and open‐minded discussion in gifted students. It nurtures in gifted students, adept at mental competition and their abilities to “out‐think” others, the critical thinking dispositions to be good reflective listeners, open to evidence and respectful of other points of view. The community fosters mutual co‐operation, trust, tolerance, fair mindedness and a heightened degree of sensitivity to their peers. This paper investigates the experiences of the Philosophy for Children (P4C) program in two top schools in Singapore, examining transcripts of P4C lessons and feedback from students and teachers in surveys and interviews.
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