• Journal of Engineering Education Research
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• v.12 no.3
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• pp.59-72
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• 2009

The purpose of this study was to find out the factors related to creative achievement of engineering students. 14 participants were interviewed. After finishing all interview, the data were analysed using a thematic approach. As a result, 8 principal themes emerged from the data.

• Journal of Engineering Education Research
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• v.8 no.4
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• pp.40-51
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• 2005

This study is a part of the research on measuring and developing the creativity of college students, especially of the engineering college students. For these purposes, this study verifies TTCT(Torrance Test for Creative Thinking) as a creativity measuring tool for the college students. Also, the characteristics of TTCT in relation to sex, the types of major, ages, academic achievements are discussed. Under the results of this study, the possibility of practical usage and its limitations of TTCT are provided.

• Journal of Science Education
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• v.41 no.1
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• pp.16-35
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• 2017

This study attempted to investigate the relationship among engineering students' creativity, engineering education accreditation, gender, and academic year. To be specific, fist, we examined the validity and reliability of the instrument for measuring engineering students' creativity by conducting Rasch analysis. Second, we compared level of creativity in terms of gender, academic year, and engineering education accreditation by using three-way ANOVA. Third, correlations among four constructs of creativity were examined. Fourth, latent classes with respect to creativity within the participants were identified using polytomous latent class analysis (poLCA). Data were collected from 2098 engineering students by using instrument for measuring four different constructs (creative cognition, creative tendency, collaboration, environment). By using Rasch analysis, validity and reliability of instrument for measuring creativity were confirmed. And the results of three-way ANOVA showed that there were significant difference in creativity in terms of gender. Female students showed the low level of creativity compared with male students. Also there were significant difference in creativity except creative cognition factor in terms of academic year. But there were no significant difference in creativity between students who participated engineering education accreditation program and the others. All constructs of creativity were significantly correlated with each others. Lastly, poLCA results showed that there were three distinct subgroups within engineering students in terms of the level of creativity. In the subgroup with low creativity, there were more female and first year students. Based on these findings, we discussed education for engineering students' creativity.

• Journal of Engineering Education Research
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• v.9 no.2
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• pp.5-20
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• 2006

This study is a part of the research on measuring and developing the creativity of college students, especially of engineering college students. This study was done in the class of imaginative design engineering which was a creativity training program integrated with engineering majors, including idea generation skills, creative problem solving, patent applications, design, manufacturing and marketing. Participants in this program were 75 freshman strudetns in engineering college. The achievements in this program were measured by the figural form of TTCT(Torrance Tests of Creative Thinking), as well as MBTI(Myers-Briggs Type Indicator). The results are as follows. First, TTCT scores of the participants in imaginetive design engineering increased significantly. Second, type indicator scores of MBTI varied significantly, to the directions of extrovert, feeling, and perception. Therefore, according to the results of this study, we can conclude the imaginative design engineering class had significant positive effects on the creativity of the engineering students.

• Journal of Engineering Education Research
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• v.16 no.2
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• pp.78-85
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• 2013

An 'Introduction to Creative Engineering Design' course at College of Engineering at Chungnam National University is required for all freshmen. The objective of this course is to educate the freshmen with basic engineering design concepts and experiences in creative problem-solving approaches. It provides the students learning opportunities in solving engineering design problems through team efforts and creative approaches. Thus, this course emphasizes creative ideas and thinking, engineering design experiences to students over the course. This study presents the syllabus, the examples of PBL (problem based learning)-related activities as a team, and the results of the course evaluation and outcomes. Based on the results of this study, we can conclude that overall this course using PBL method had significant positive effects on the course outcomes and the creativity of the engineering freshmen in the department of environmental engineering at Chungnam National University. However, there are still efforts to be needed to improve the PBL-related activities in the course, including students' workload, financial supports, and team work.

• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.2
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• pp.53-59
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• 2012

This article reviews the current issues of engineering education: engineering creativity, R&D 3.0 and Education 3.0 and comfirms need of refining quality of engineering education through learner-centered hybrid project learning. this article suggests the Global engineering project(GEP) program as an ideal hybrid project learning model that develop student's creativity and convergence capability. GEP program is learnner-centered interdisciplinary program that whole processes are managed by interdisciplinary students team aiming to global engineers who are globally competent and locally relevant so that they can function effectively in any country by local activity in developing country. The program consist of four main parts: 1)pre activity, 2)local activity from abroad, 3)design and producing prototype and 4)participating in the design contest or academic conference with the products. As a result, students' global competence, teamwork skill and capability of creative problem solving are remarkably improved.

• Journal of Engineering Education Research
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• v.14 no.4
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• pp.3-10
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• 2011

This study examines the possibility of a learning environment design model for enhancing creativity in engineering education. Recent studies about the online support system and the blended learning pertinent to creativity have provided us with some new perspectives on how to teach the creativity in engineering college. A learning environment design model was developed to enhance the creativity of the engineering students. A model was developed by following three steps: finding out the general principles for enhancing creativity in engineering education by reviewing the relevant literature; extracting the theoretical components for the model by categorizing the general principles; and finally, developing specific guidelines based on those theoretical components. Seven general design principles and three theoretical components could be identified, and a set of specific design guidelines was suggested. The result of this study is significant in terms of guiding the future development projects for creativity education.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.135-141
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• 2009

This study aimed to investigate the perception of students for the general creativity education in order to suggest the practical education for the improvement of their creativity. Most students chose 'discussion and projects' which indicates students preferred the class where they can mainly participate with a help of professors.

• Ingenium
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• v.11 no.4
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• pp.49-54
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• 2004

입문공학$\rightarrow$전공기초$\rightarrow$CAD$\rightarrow$해석프로그램$\rightarrow$센서 설계로 구성되는 흐름도로부터 각전공 능력은 전문기능보다는 공학의 가치를 부여하는 창희적 설계 역량에 중점을 두어야 함을 보였다. $\blacktriangleright$결국 담당 교수나 흐름 체계를 구성하는 학제는 일반적이고 보편적인 공학 설계 기술을 포함하는 고유하고 창의적인 새로운 교육체계를 스스로 계획해야 한다. $\blacktriangleright$담당 교수가 꾀하는 교육은 학부 모든 학년을 관통하는 일관성을 가지고 이론과 설계 실습을 병행한 형태로 수행해되어야 한다. $\blacktriangleright$공학 교육에서 현장성을 배제하면 큰 실효가 없으므로 제품과 생산성에 대한 설계 또한 중요하다$\blacktriangleright$이것은 산업체 현장 적응성을 키우는 교육 목적에도 부합하지만 학생 스스로 창의적 아이디어를 도출하고 이것을 제품으로 만들어내는 역량을 도모하는 것에 더 큰의미를 두는것이 바람직하다. 현대 공학기술이 빠르게 발전하는 것을 고려한다면 담당교수와 교육흐름 체계는 항상 변화를 추구해야 한다. 이것이 공학 교육을 통한 공학 설계 창의성 개발의 성공을 이룰 수 있는 기반인 것으로 판단된다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.9 no.6
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• pp.1825-1829
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• 2008

The purpose of this study was to find a desirable time to ask a question to effectively improve creativity as an engineering viewpoint and apply it to daily schedule as a diverse teaching method in daily schedule of young children's curriculum. Forty five young children among three kindergarten of G Metropolitan City, aged 5, were selected as a subject for this study. Type A of Thinking Creatively with pictures, TTCT was used as an instrument, and the resistant score for the lower level of elements: Fluency, Ingenuity, Originality, Abstractness of Titles, hasty conclusion. The total score of creativity was highest in the 1st-time period ($M=95.52{\pm}12.21$). As a result, it was concluded that desirable story-telling time should be after 10 a.m., the 1st-time period, to improve the highest creativity.