• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.415-426
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• 2019

This study compared the types and creativity level of scientific humors made by general and scientifically-gifted elementary students and their perceptions for educational benefits of making scientific humor. To do this, fifth graders (n=42) at an elementary school and fifth graders (n=38) at a gifted science education institutes in Seoul were selected. Scientific humors made by the students were analyzed and compared according to their types and creativity levels in scientific humor. The students' perceptions for educational benefits of making scientific humor were also analyzed and compared through a questionnaire. Analysis of the results reveal that there were some differences in the incidence rates in 'form' aspects (e.g., generative and descriptive forms) and 'content' aspects (e.g., inclusion of curriculum, scientific discipline, type in use of scientific knowledge, and nature of the situation) between the scientifically-gifted and general elementary students. The scientifically-gifted students also made more fluent, flexible, and original, but similarly useful scientific humors than the general students. Most of general and scientifically-gifted elementary students perceived positively the educational benefits of making scientific humor based on various cognitive and affective aspects.

• Journal of Korean Elementary Science Education
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• v.39 no.4
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• pp.465-474
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• 2020

This study investigated the relationships among 'sense of humor', 'creativity', 'creativity in scientific humor', and 'perceptions of educational benefits for making scientific humor' of elementary students. To do this, fifth graders (n=42) at an elementary school and fifth graders (n=38) at gifted science education institutes in Seoul were selected. Tests for 'sense of humor', 'creativity', 'creativity in scientific humor', and 'perceptions of educational benefits for making scientific humor' were then administered. Analysis of the results revealed that all subcategories of 'sense of humor' had significantly positive relationships with all subcategories of 'creativity' except 'openness'. However, all subcategories of 'sense of humor' were not significantly correlated with all subcategories of 'creativity in scientific humor' and 'perception of educational benefits for making scientific humor'. Educational implications of these findings are discussed.

• Journal of Global Scholars of Marketing Science
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• v.7
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• pp.181-208
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• 2001

This study regards to the expression characteristics of the humor advertising, which has been largely used for TV ads. The concept of humor was identified first, and then the humor advertising was examined in terms of the arousal theory, incongruity theory, and superiority theory, according to Lefcourt and Martin. 871 TV ads which aired on the three network stations (KBS, MBC, and SBS) for 7 random days during February, 2000 were recorded and analyzed. It turned out that the humor advertising was frequently used in our country, too. It was mainly used for the low-involvement food products. Yet the humor advertising, which had been traditionally used for the low-involvement products, was also getting available for the high-involvement products. As for the theories applied to it, the arousal theory was used most in our country unlike other countries using the incongruity theory. The humor advertising which adopted the superiority theory was useful, by humorously emphasizing the weaknesses of competitors, for their comparison with own brand or the emphasis of own strengths.

• Science of Emotion and Sensibility
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• v.13 no.1
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• pp.33-40
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• 2010

The study is to examine relationship between the level of depression and facial EMG responses during the humor condition. Forty-three children(age range 22-49 years) participated in the study. The Korean Personality Inventory for Children(KPI-C) was used to measure the level of depression in children. While children were presented to audio-visual film clip inducing humor, facial EMG were measured on their faces(bilateral corrugators and orbicularis). A baseline state was measured during 60 seconds before the presentation of the stimulus, i.e., emotional state lasting 120 seconds. Participants were asked to report the intensity of their experienced emotion. The results of emotion assessment showed 95.3% appropriateness and 3.81 intensity on the 5 points Likert scale). Facial EMG showed a significant increase while participants experiencing humor compared to baseline state. Additionally, the result showed a negative correlation between right corrugator responses and the level of depression. The study findings showed the more children experienced depression, the less facial EMG activity they had while experiencing humor.

• Journal of Korean Elementary Science Education
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• v.38 no.2
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• pp.191-202
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• 2019

This study investigated the relationships among 'integrative creativity', 'creativity in scientific humor', and 'perceptions of educational benefits for making scientific humor' of elementary students. To do this, five graders (n=42) at an elementary school and five graders (n=38) at a gifted science education institutes in Seoul were selected. Tests for 'integrative creativity', 'creativity in scientific humor', and 'perceptions of educational benefits for making scientific humor' were then administered. Analysis of the results revealed that the scores for some subcategories of 'creativity in scientific humor' were positively correlated with those for 'integrative creativity', especially for 'creative motivation (e.g., curiosity and playfulness)' and 'creative potency (e.g., knowledge, imagination, sensitivity, flexibility, and fluency)' more than 'creative attitude'. The subcategories of 'integrated creativity' that were significantly related to 'creativity in scientific humor' were somewhat different according to the subcategories of 'creativity in scientific humor'. The scores for all subcategories of 'perception of educational benefits for making scientific humor' were not significantly correlated with those for almost all subcategories of 'integrative creativity' and 'creativity in scientific humor'. Educational implications of these findings are discussed.

• Science of Emotion and Sensibility
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• v.10 no.2
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• pp.263-271
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• 2007

A review of recent studies indicates that positive emotions help buffer stress. In particular, humor is what only human can appreciate. Humor plays an important role in many facets of human life including psychological, social, and somatic functioning. This study is to identify children's ANS responses by humor or joy using audio-visual film clips. 49 male and female children (12-13 years) participated in this study. The participants were briefed on the experiment was its procedure. During the experiment, electrodes were attached to participant and middle fingers of left hands. Physiological responses(EDA, SKT, PPG and ECG) were measured for 30s both in the resting state and experiment state during which emotion provoking stimulus was presented for 2 min. Also, self-report on emotions was followed for 1 min. Results from the self-report showed that both humor and joy were evoked effectively among 89.3% of children. It explains that emotion-eliciting stimuli were effective and appropriate. ANS responses in both emotion were significant in three physiological variables (i.e., SCL, NSCR, LF). There was a significant difference between humor emotion and joy emotion, and both emotions were distinguishable by a specific ANS response pattern.

• Korean Journal of Human Ecology
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• v.13 no.2
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• pp.237-250
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• 2004

This study explored the effects of emotional intelligence and sense of humor in institutionalized and at-home children on their aggressive behavior by using a path model. The participants in this study were 62 institutionalized children and 98 children reared at home, residing in an undisclosed city. The institutionalized children had a lower level of emotional intelligence and sense of humor than children at home. Also, the institutionalized children had a higher level of aggressive behavior than at-home children. Effects of emotional intelligence and sense of humor on the aggressive behavior were significantly different between institutionalized and at-home children.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.267-284
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• 2018

This study analyzed the types of scientific humors made by scientifically-gifted elementary school students and their perceptions of making scientific humor. For this, 77 students from $4^{th}$ to $6^{th}$ graders of gifted science education center in Seoul National University of Education were selected. Scientific humors made by the students were analyzed according to the number and types. Their perceptions of making scientific humor were also analyzed through a questionnaire and group interviews. The analysis of the results revealed that most of scientifically-gifted students made more than 2 scientific humors, and the number of scientific humor for each students varied from 0 to 11. The most types they made were the descriptive type and the pun using pronunciation type, but they made various types without any special type to be biased. And They made more the dialogue type than the narrative type, especially the riddle type. They used scientific knowledge that preceded the knowledge of science curriculum in their grade level over two or more years. The scientific knowledge of chemistry was used more than physics, biology, earth science and combination field. The name utilization type was more than the characteristic utilization type and the principle utilization type. Scientific humors in the everyday situation were more than humors in artificial situation. The students had various positive perceptions in making scientific humor such as increase of scientific knowledge, increase of various thinking abilities, deep understanding of science concept and principle, increase of interest and motivation about science and science learning, and increase on sense of humor. They had also some negative perceptions related to difficulties in the process of making scientific humor, lack of fun, and lack of time in the class.

• Archives of design research
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• v.17 no.2
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• pp.67-76
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• 2004

The main stream of consumption about the products is tend to transfer from low price value with mass production, to the second value of products, such as pleasure, familiarity, humor, and metaphor. This second value is closely connected to a redundancy which are also related to modern science as well as product design. These terms such as matrials, identity, and gravitation, disappeared gradually, and these are substituted with an uncertainty principle, a fortuity, a contradictory concept, entropy etc. In sum this study focuses on the tendency of intelligency issue the recent design trends. This result shows that The 4th Column Thinking and Formation System which is related to an expansion and diversity of design intellectual ideas.

• Journal of Science Education
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• v.38 no.1
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• pp.120-132
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• 2014

This research aimed at developing STEAM Program with the medium of films for scientific talents in elementary schools and examining its influence on the problem solving ability, creative personality, and scientific attitude. The results were as follows: First, the STEAM program using movies was proved to be effective in forming creative personality, and a significant difference was found especially in the areas of patience/obsession, self conviction, sense of humor, curiosity, imagination, openness, adventurous spirit, and spirit of independence(p<.05). Second, the STEAM program using movies was found to be a successful way to improve their problem solving ability, and in particular, the difference was significant in the areas of planning an experiment and creative problem solving ability(p<.05). Third, the program was also found to be effective for the enhancement in their scientific attitude, and the difference, particularly in the areas of curiosity, openness, criticism, cooperation, spontaneity, patience, creativity and scientific attitude, was significant(p<.05). The study results above indicated that the STEAM program using movies was an efficacious way in forming creative personality, and enhancing creative problem solving ability and scientific attitude.