• Journal of Science Education
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• v.33 no.1
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• pp.31-43
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• 2009

The purpose of this study is to identify a domain-specificity of the scientific creativity and the component of scientific creativity. Conducted from theoretical study, this study suggests that a domain-specific view of creativity offers a more useful and constructive components of scientific creativity based on the literature associated with the component of scientific creativity. Scientific creativity has a domain-specific component and so there is need to distinguish scientific creativity from creativity in general. As a result, scientific creativity is different from other creativity it is concerned with scientific knowledge, science process skill, creative scientific problem finding and solving and so on. And since scientific creativity is a kind of ability, it is possible to improve through a scientific creativity program.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.375-386
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• 2004

Creative thinking alone can not lead to scientific creativity. Scientific knowledge and scientific inquiry skills are needed for scientific creativity. Focused only on cognitive aspect, I suggested a cognitive model of scientific creativity (CMSC) consisting of 3 components: thinking for scientific creativity, scientific knowledge contents, and scientific inquiry skills. Recently, many researchers have emphasized the various thinking for creativity as well as divergent thinking. Therefore, I suggested three types of creative thinking - divergent thinking, convergent thinking, and associational thinking - and discussed its rationale. Based on this model, an example of activity material for the scientific creativity was suggested. In the further research, based on CMSC, various activity types related to scientific creativity and concrete learning materials for scientific creativity will be developed.

• Journal of The Korean Association For Science Education
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• v.42 no.5
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• pp.515-524
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• 2022

In this study, the relationship between the perception of 'scientific creativity' and 'scientific creativity education' of pre-service elementary school teachers was explored, focusing on the creativity within and between the framework. Within-frame creativity is divided into theoretical creativity and experimental creativity that operate within the paradigm, and between-frame creativity refers to theoretical creativity that brings about paradigm shift. Data collection was conducted through in-depth interviews, and the analysis was performed based on the categories within and between the frames. As a result, pre-service elementary school teachers mainly understood scientific creativity as the scientific creativity within a frame. And they consider scientific creativity in various ways in experimental and theoretical creativity aspects within a frame. On the other hand, they thought that scientific creativity education was possible in terms of experimental creativity within a frame. Based on the results of this study, we would like to discuss the attributes of scientific creativity that can be considered in science education and its educational direction.

• Journal of the Korean earth science society
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• v.23 no.4
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• pp.324-333
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• 2002

Recent studies have indicated that boys show better scientific achievements compared to those of girls. It is also a general conception that boys would be better than girls in terms of scientific creative performances and potential, although there have been few studies to support the general opinion. As the gifted education in Korea is progressing very rapidly, the importance of understanding the creative characteristics of gifted boys and girls has been increased. In the present study, we have compared and analyzed three different measures of creativity utilizing 135 gifted students (77 boys and 58 girls) to provide an empirical evidence for the different degrees of creative performances between gifted boys and girls. The instruments used to measure diverse aspects of creativity include the Torrance Test of Creativity (TTCT), the Test of Creative Problem-solving and Finding in Science (CPFS), and the Creative Behavioral Checklist in Science(CBCS). The results of the study indicate that girls, rather than boys, showed better creative performances, demonstrating moderately higher average scores on the three creative measures used in the study. The results are in contrast to people's general conception that boys would be more creative than girls. Implications of the study in connection with identification and educational practices for gifted education program have been discussed.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.770-784
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• 2010

In this study, we investigated students' behavioral characteristics in the process of and their responses to scientific creativity activities developed based on the three steps of learning model (Park, Park, & Lee, 2008) and scientific creativity model (Park, 2004). Students' responses were obtained by questionnaire, effectiveness of learning materials was explored by comparing students activities before and after the second step, 'Guide', and various characteristic behaviors were obtained through video-recording of their activities. As results, students answered that even though the activities were a little difficult, the activities were nonetheless interesting to them, and they wanted to do the activities more completely, and wanted them in future courses. It was also found that the second step activity was helpful in improving students' divergent thinking. Finally, from the findings about various students' behavioral characteristics, some practical recommendations for more effective teaching of scientific creativity were suggested.

• Journal of Gifted/Talented Education
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• v.14 no.1
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• pp.65-89
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• 2004

The article attempts to suggest s a direction of science education in terms of development of creative human resources based on discussion about scientific literacy and scientific creativity. Students are supposed to develop scientific attitude, inquiry skills, problem solving ability through science learning, and be prepared for the 21st century of rapidly developing age. The paper introduces definitions of scientific literacy and scientific creativity and discuss their meanings within science education in general as well as for the gifted. To enhance students' scientific creativity, science education should strengthen content of science related to technology, integrated science content, personal and social views, social inquiry for problem solving. In particular, science education for the gifted should emphasize students' holistic views in interpreting data, ability to connect artistic aspects to science process, intuitions to explain scientific phenomena and pursue of personal satisfaction. It may be said that science education and science education for the gifted is realized when students have opportunities to experience such elements in their science learning.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.455-466
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• 2023

This study explored the relationship between science academic passion, positive experience about science and scientific creativity in elementary science-gifted students. To do this, 108 science-gifted students from grades 3 to 6 were selected. After conducting the tests on their science academic passion, positive experience about science and scientific creativity, descriptive statistics, correlation analysis, and multiple regression analysis were conducted. The results revealed that the students exhibited relatively high levels of science academic passion and positive experience about science, but their scientific creativity was not relatively high. While there was no statistically significant correlation between the overall science academic passion and scientific creativity, there was a significant negative correlation with scientific creativity in the aspect of 'obsessive passion' of the five subcategories ('importance', 'like', 'time/energy investment', 'harmonious passion', and 'obsessive passion'). Furthermore, the five subcategories, particularly 'like', 'harmonious passion', and 'obsessive passion' were statistically significant predictors of scientific creativity. However, the five subcategories of positive experience about science ('science academic emotion', 'science-related self-concept', 'science learning motivation', 'science-related career aspiration', and 'science-related attitude') did not exhibit statistically significant correlations with scientific creativity and did not had a significant influence on it. Additionally, neither the overall science academic passion nor the overall positive experience about science had a statistically significant effect on scientific creativity. Educational implications of these results were discussed.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.527-538
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• 2016

The purpose of this study is to select the factors of 'Group scientific creativity' and to find out how 'Group scientific creativity' turns out in the creative problem-solving process of students. To select the factors that affect 'Group scientific creativity', this research extracted 27 influencing factors on the group creativity from the prior study and organized them according to opinions of education experts. To select factors that affect 'Group scientific creativity' in the creative problem-solving process of students, this research analyzed the group problem-solving process that has been done on 72 gifted students for two days. Main results of the study is as follows: First, nine elements such as scientific thinking, scientific knowledge, scientific information-processing capacity, motivation, challenge, age and gender, existence of diversity, creativity educational experience, and the group cohesiveness were selected as human factors. Four elements such as scientific communication skills, scientific inquiry process, autonomy, and leadership were selected as the combining factors. Also, three elements such as the learning environment, teacher types, and compensation were selected as the Environmental factors. Second, it was possible to find that the group scientific creativity influence factors affecting the creative process by analyzing the gifted students in creative-problem solving process. Based on these results, this study described additional points on the factors improving 'Group scientific-creativity.'

• Journal of Science and Technology Studies
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• v.10 no.1
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• pp.27-71
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• 2010

Scientific creativity is defined as the production of novel scientific facts, methods, theories, explanations, and instruments, as well as the entire process by which these novel facts, theories, explanations and instruments are generated. There have been many studies on scientific creativity, but there were few studies on the scientific creativity of a research team collaborating in laboratory settings. This paper aims to find the elements that constitute the creativity of a laboratory through empirical participant observation and theoretical analysis of RNA Biology Lab in Seoul National University - a lab which is considered to be the most creative laboratory in Korea. Creative accomplishments demand not just a sudden inspiration but also a complicated and continuous evolutionary process which requires a systematic division of labor and a corporation between researchers who have diverse knowledges and capabilities. Also, this paper shows that laboratory culture and leadership are an important factor for vitalizing the corporative structure of the laboratory.

• 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.