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

• The Journal of Korean Association of Computer Education
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• v.16 no.1
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• pp.1-9
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• 2013

Computational thinking has been recently highlighted as an essential ability of the 21st Century so that many educational efforts have focused on broadening participation in computing and promoting computational thinking in K-12 settings. This paper describes the impact of creative learning activities with the Scratch on middle school students' computational thinking and creative potential. The learning activities were designed and implemented in 12 sessions with 34 middle school students. The pre and post creative potential assessment results show that students' creative personality and ideational behavior were significantly enhanced. Also, project portfolio analysis shows that students came to understand several computational concepts that are useful in a wide range of programming contexts: sequences, loops, conditionals, events, and operators.

• Journal of the Korea Society of Computer and Information
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• v.8 no.4
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• pp.57-62
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• 2003

At the beginning stage of design process, the concept design is required to equip the creative idea thinking and exerts critical effect on the success of production. To support the idea thinking process at the stage of concept design, web-based Creative Group Thinking System(CGTS) was developed. In this vein, the purpose of this study is to investigate the significance of HCI(Human Computer Interface) and UI(User Interface) and to find the way to increase the applicability of the UI of CGTS.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.4
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• pp.963-972
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• 2015

This study examined the impact of variables(collaboration, convergence motive, convergence thinking) on the creativity problem solving of engineering college students. 522 students among engineering colleges in Pusan and Ulsan were sampled. For the statistical analysis, analysis of covariance structure by AMOS 18.0 was applied. Results from structural equation modeling analyses indicated that a hypothesized model produced a better fit to the data than a comparative structural model. The hypothesized model shows the following results. On the basis of the hypothesized model, collaboration effected to directly convergence motive and creative problem solving, and convergence motive effected to directly convergence thinking, convergence motive effected to directly creative problem solving, convergence thinking effected to directly creative problem solving, and collaboration effected to indirectly convergence thinking by convergence motive. Therefore this study suggested the collaboration, convergence motive and convergence thinking are significantly variables to facilitate the creative problem solving for knowledge fusion in engineering.

• Journal of Korean Elementary Science Education
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• v.37 no.2
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• pp.93-109
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• 2018

The purpose of this study was to analyze the character of the creative design processes that appear at the creative design stage of the design thinking based on STEAM class and what factors affect the creative design process. Students who served as the subjects of this study were 4 elementary school students. We developed the design thinking based on STEAM program to look more specific the creative design process. The project was conducted with a total of 12 sheets of paper materials. The conclusions of this study are as follows. First, the problem solving process of the design thinking based on STEAM classes is not anticipatory and is cyclical and complex. So, teachers should provide sufficient time for students to create and simulate ideas and accept the solving problems through trial and error. Second, Having presented the STEAM class as a practical problem in the real world, there was less fear of students' failure and heightened motivation and enthusiasm. Providing with the real topic and open questions in classrooms can lead to students' voluntary participation in the classroom. Third, In the design thinking based on STEAM class, students develop concrete ideas through visualization courses. The group of students made the best solutions through communication.

• The Research Journal of the Costume Culture
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• v.27 no.1
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• pp.72-80
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• 2019

A teaching manual was developed to incorporate the creative problem solving process into a fashion marking course. Students' creativity, problem solving, critical thinking, and analytical thinking are promoted by applying the creative problem solving process systematically to solve authentic business problems experienced by local apparel business owners. This teaching manual is based on the FourSight Model that consists of Clarify, Ideate, Develop, and Implement. Various tools promoting divergent thinking are also utilized in the process. A local fashion business is invited as a problem owner and four resource groups are formed with students based on the results of the Kirton Adaption Innovation Inventory. Each resource group consists of 6-8 students. The creative problem solving process is implemented into a classroom setting as four 75-minutes sessions that are held twice a week for two consecutive weeks. The local fashion business owner will be in presence during the first (Clarify) and last (Implement) sessions. The instructor facilitator meets with the problem owner outside the classroom three times including pre-session client interview, after the second (Ideate) session, and before the third (Develop) session. This modified CPS manual for fashion marketing and merchandising courses provides practical guidelines to work with local fashion businesses while providing students with learning opportunities of the creative problem solving process.

• Dementia and Neurocognitive Disorders
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• v.16 no.2
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• pp.48-53
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• 2017

Background and Purpose Torrance Tests of Creative Thinking (TTCT) is a well-known and commonly used measure of creativity. However, the TTCT-induced creative hemodynamic brain activity is rarely revealed. The purpose of this study is to elucidate the neural correlates of creative thinking in the setting of a modified version of the figural TTCT adapted for an functional magnetic resonance imaging (fMRI) experiment. Methods We designed a blocked fMRI experiment. Twenty-five participants (11 males, 14 females, mean age $19.9{\pm}1.8$) were asked to complete the partially presented line drawing of the figural TTCT (creative drawing imagery; creative). As a control condition, subjects were asked to keep tracking the line on the screen (line tracking; control). Results Compared to the control condition, creative condition revealed greater activation in the distributed and bilateral brain regions including the left anterior cingulate, bilateral frontal, parietal, temporal and occipital regions as shown in the previous creativity studies. Conclusions The present revealed the neural basis underlying the figural TTCT using fMRI, providing an evidence of brain areas encompassing the figural TTCT. Considering the significance of a creativity test for dementia patients, the neural correlates of TTCT elucidated by this study may be valuable to evaluate the brain function of patients in the clinical field.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.33-49
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• 2022

This study aims to explore, using both quantitative and qualitative data analyzing the structural relationship between creative process and product, the types of elementary students' scientific creativity. For this, 105 fifth-graders responded to a scientific creativity test that assesses creative process and product, and four students who scored the highest were interviewed. In the interview, they were asked about the cognitive process they used in generating the creative product. Then, correlation analysis and structural equation modeling were used, along with the interview data, to type the students. The main findings of the study are as follows. First, the structural equation modeling of creative process and product gave satisfactory results in absolute and incremental fit indexes. Second, among the three components of creative process - knowledge, inquiry skill-observation, and creative thinking skills -, only creative thinking skills had significant effects on creative product. Third, divergent thinking skills had the strongest correlation with the creative product, followed by convergent thinking skills. Associational thinking skills did not have significant correlation. Fourth, elementary students' scientific creativity could be categorized into Creative Type, Useful Type, Original Type, and Non-creative Type, based on their creative product. The Non-creative Type could be further classified into Common Type, Repetitive Type, Non-response Type, Irrelevant Type, and Abstract Type. Fifth, most students used either knowledge or observation in their creative process, making them either Knowledge-oriented Type or Observation-oriented Type. In addition, there were DT Type, DT-CT Type, and DT-CT-AT Type among the students, based on the kinds of creative thinking skills they mainly used in the process. This study provides implications for educators and researchers in scientific creativity education.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1259-1272
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• 2013

The purpose of this study was to investigate the effects of Science Writing Heuristic (SWH) laboratory class on the creative thinking and critical thinking of middle school students. Science writing heuristic programs were developed based on SWH strategies developed by Keys et al (1999). This study was conducted on 63 students from two classes as the comparative group and 63 students from two other classes as the experimental group. The cognitive level of the group as a homogeneous group was similar, and the program was applied to a total of 18 periods based on nine topics from March to July 2011. Evaluation instruments used in pre-test and post-test were the creative and critical thinking tests. To consider the score for creative and critical thinking. the SPSS 20.0 program was used. The study made use of technical statistics and ANCOVA. The result of this study showed that creative problem solving skills were improved by SWH in laboratory class. Therefore, persistent presentation of SWH teaching strategies and developing various experiment topics are required.

• Journal of the Korean Chemical Society
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• v.55 no.6
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• pp.1056-1073
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• 2011

The purpose of this study was to develop teaching materials using Pyramid model of divergent thinking, Inverse pyramid model of convergent thinking and Diamond model of divergent-convergent thinking. And the teaching materials was implemented to 120 students in middle school over 10 weeks. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially in fluency and flexibility(p<.05). Also the teaching materials contributed to improve critical thinking skills, especially in inquiry process of recognizing problems, making conclusion and generalization(p<.05). Moreover, academic achievement was improved(p<.05). But, there was no significant improvement in creative personality(p<.05).