• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.609-620
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• 2011

This study examined how pre-service science teachers, who observed classes for the gifted in science, perceive the gifted in science and the education they are getting, and explored what needs to be improved in the classes for the gifted in science. Based on the results of this study, first, pre-service science teachers were negative about the giftedness of the gifted in science. Second, they recognized that various types of classes were not provided. Especially, while theoretical lectures were mostly offered, they recognized that it had a negative influence in developing the potential giftedness of the gifted in science. Third, they were negative about the absence of programs for improving creativity and thinking skills and teaching materials for the gifted in science; however, they were positive about self-directed learning. Fourth, they had a negative opinion on educational facilities and the number of students in classes. Fifth, they recognized that potential giftedness would be developed the most when the lecturer is a professor majoring in the subject. For improvements in the classes for the gifted in science, they referred to revising the distinction focusing on preceding learning, reinforcing teaching methods to improve creative thinking, constructing creative contents regardless of specific grades and curriculum, securing learning materials for the gifted, and the necessity of lecturers specialized in the education for the gifted. Eventually, pre-service science teachers have negative cognitions for the classes for the gifted in science offered by universities, and it was known that they mentioned the necessity of creative educational courses and professional lecturers, not pre-learning for improvements.

• (The)Korea Educational Review
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• v.23 no.1
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• pp.231-260
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• 2017

The Fourth Industrial Revolution foreshadows radical changes in our lives. In the era of the fourth industrial revolution called the digital revolution, individualized learning based on ubiquitous learning is emphasized. The contents of learning will be centered on procedural knowledge rather than narrative knowledge, and fusion education in which boundaries between learning domains are broken down will be achieved. First of all, learners in the fourth industrial revolution era should have critical thinking and problem solving abilities. Metacognition based on self-control and cognitive flexibility is important for effective self-directed and active learning. Creativity-based collaborative activities, social vision skills, and social and emotional skills are also important competencies. Therefore, in order to provide individualized learning contents to learners in the fourth industrial revolution era, they should be transformed into learning paradigm based on personal characteristics such as learners' self-efficacy, interest, curiosity and creativity. In addition to this, evaluation forms should be diversified according to changing teaching and learning methods. In order to cultivate teachers to lead such educational innovation, it is necessary to reconsider the teaching capacity. Teachers should be able to construct creative lessons by skillfully exploiting technology in future learning environments. In addition to this, it should also have the ability to collaborate and cognitive flexibility to converge with other academic disciplines. Along with these discussions, we proposed the need for policy intervention along with changes in education.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.23-41
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• 2010

This research applies the climbing learning method that, a Japanese professor, Saito Noboru established and practiced, to fourth and sixth graders in an elementary school in order to analyze its effect on mathematical creativity, attitude toward mathematical creativity, so called CAS(Creative Attitude Scale) and academic achievement of the subject. The goal is to explore methods that can enhance students' mathematical creativity. To address these tasks, the research developed a teaching-learning scheme and learning structure chart that applies the climbing learning method. Next, the research organized two homogeneous groups among 124 students in fourth and sixth grades in S elementary school, located in the city of Busan. The experiment group went through classes that applied climbing learning method, while the control group received regular teaching. The following describes the research findings. After the experiment, the research conducted t-test for the independent sample based on the test result in terms of mathematical creativity, CAS and academic achievement of the subject. For mathematical creativity, all four constructing factor showed statistically significant differences at significance level of 5%. For CAS, statistically significant difference was revealed at significance level of 0.1%. However, in regard to a test of academic achievement for fourth and sixth graders, statistically significant difference was not detected at significance level of 5% even though the average score of the students in the experiment group was higher by 6 points. The research drew the following conclusion. Firstly, classes that apply climbing learning method can be more effective than regular classes in enhancing mathematical creativity of elementary school students. Secondly, the climbing learning method has positive impact on inclination for mathematical creativity of elementary school students. The research suggests that the climbing learning method can be an effective teaching-learning tool to improve students' mathematical creativity and inclination for mathematical creativity.

• Communications of Mathematical Education
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• v.30 no.3
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• pp.375-392
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• 2016

The purpose of this study is to provide a philosophical reflection on mathematical process consistently emphasized in our curriculum and to stress the importance of sharing creativity and its applicability to the mathematical process with the value of sharing and participation. For this purpose, we describe five stages of changing process in a peer mentoring teaching method conducted by a teacher who taught this method for 17 years with the goal of sharing creativity and examine components of mathematical process and their impact on it in each stage based on learning environment, learning process, and assessment. Results suggest that six principles should be underlined and considered for students to be actively involved in mathematical process. After analyzing changes in the five stages of the peer mentoring teaching method, the five principles scrutinized in mathematical process are the principles of continuous interactivity, contextual dependence, bidirectional development, teacher capability, and student participation. On the basis of these five principles, the principle of cooperative creativity is extracted from effective changes of mathematical process as a guiding force.

• Korean Journal of Human Ecology
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• v.10 no.2
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• pp.215-224
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• 2001

Creativity is a trait necessarily demanded in highly industrial and information oriented society. Accordingly, we should develop creativity through school education. The purpose of this study is to inquire a conceptual model and teaching method for developing creative problem solving skills in home economics education which can work at a platform for the curriculum developer. Although many definitions of creativity consider cognitive aspect more, personal or affective aspect is heavily involved with creativity. Therefore, creativity is a dynamic system which cooperates many contrasting and dialectic components in personal and cognitive aspects. The function of creativity is dependent on diverse environmental system. Environments influence on the extent of the development of creativity. Thus, the person-situation interaction model devised by Woodman and Schoenfeldt, integration of cognitive, affective, and situational aspects, is suggested as a conceptual model for teaching creativity in home economics education. The practical reasoning teaching model is suggested as a teaching method for developing creative problem solving skills in home economics education. The components of creative problem solving which involved with practical reasoning process are general knowledge and skills, specific knowledge and skills, divergent thinking skills, motivation and motives, and critical thinking skills.

• Education of Primary School Mathematics
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• v.17 no.2
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• pp.95-111
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• 2014

The purpose of this study is to determine the relationship between metacognition and math creative problem solving ability. Specific research questions set up according to the purpose of this study are as follows. First, what relation does metacognition has with creative math problem-solving ability of mathematically gifted elementary students? Second, how does each component of metacognition (i.e. metacognitive knowledge, metacognitive regulation, metacognitive experiences) influences the math creative problem solving ability of mathematically gifted elementary students? The present study was conducted with a total of 80 fifth grade mathematically gifted elementary students. For assessment tools, the study used the Math Creative Problem Solving Ability Test and the Metacognition Test. Analyses of collected data involved descriptive statistics, computation of Pearson's product moment correlation coefficient, and multiple regression analysis by using the SPSS Statistics 20. The findings from the study were as follows. First, a great deal of variability between individuals was found in math creative problem solving ability and metacognition even within the group of mathematically gifted elementary students. Second, significant correlation was found between math creative problem solving ability and metacognition. Third, according to multiple regression analysis of math creative problem solving ability by component of metacognition, it was found that metacognitive knowledge is the metacognitive component that relatively has the greatest effect on overall math creative problem-solving ability. Fourth, results indicated that metacognitive knowledge has the greatest effect on fluency and originality among subelements of math creative problem solving ability, while metacognitive regulation has the greatest effect on flexibility. It was found that metacognitive experiences relatively has little effect on math creative problem solving ability. This findings suggests the possibility of metacognitive approach in math gifted curricula and programs for cultivating mathematically gifted students' math creative problem-solving ability.

• Journal of the Korean Chemical Society
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• v.48 no.5
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• pp.510-518
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• 2004

The purposes of this study were to find out the effectiveness of instructional program developed utilizing various strategies to foster the students creativity in science and to analyze the recognition of the students as well as the science teachers on this program for the improvement of the program. Instructional program was consisted of student's worksheet and teacher guidebook. This program was applied to 93 7th grade students for three months. Result of this study showed that the students in experimental group got higher scores than those in the control group, which implied that creativity of the students could be promoted through specially designed program. Analysis of the change of creativity of the students by science achievement showed that the degree of promotion of creativity was higher as the achievement of the students becomes higher. Recognition on this program of the students and teachers who participated in this project revealed positive in that this program was different from the instructional program they have used and that this program would make the students eager to learn and explore the phenomena they faced. Students and teachers also indicated that shortage of instructional time, too many students in class, passive attitude of the students in class discussion, and so on as the problem they have to solve in running the program.

• Journal of the Korea Society of Computer and Information
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• v.16 no.12
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• pp.139-155
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• 2011

In recent years, parents of students and government have been taking a growing interest in education for the gifted students and there are many research reports about the gifted education. Most of the reports, however, focuses on the conceptional feature of the gifted education program such as organization, operation, management, evaluation, etc,. In other words, there are very few researches on instructional materials for gifted students even though the materials is a critical factor for successful education programs. So, this paper introduces a lecture notes used in a personal education for gifted students to contribute in developing education contents in computer science area. The instructional materials titled as "The Necessity and Application of Matrix in Computer Science" is based on linear equation to usher the students into creative problem recognition and groping for solutions. Also, the instructional materials is useful for students to understand the tight mathematics-computer science relationship and the basic concept of liner algebra.

• Journal of Creative Information Culture
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• v.5 no.3
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• pp.295-306
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• 2019

Despite the popularity and convenient accessibility of puzzles, the variety of puzzles have led to a lack of research on the nature of the puzzle itself. In guiding certain skills, such as abstractness, creativity, and logic, a teacher should have the thinking skill and strategy that appear in solving puzzles. In this study, the mathematical thinking that appears in solving puzzles from the perspective of experts is identified, and the strategies and characteristics are described and classified accordingly. For this purpose, we analyzed 85 math puzzles including the well-know puzzles to the public, plus puzzles from a popular book for the gifted student. The research analysis shows that there are 6 types of mathematics puzzles in which require mathematical thinking.

• The Journal of the Korea Contents Association
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• v.21 no.7
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• pp.488-499
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• 2021

This study investigated the effects of the HTE creative education program, which applies blended learning methodology as a convergence class strategy between offline and online, on middle school students' creative problem solving capability. As a result of applying for five creative education practice programs in the classroom, it turned out that there was a statistically significant difference (p < .05) in the case of idea manipulation, visualization, comparison, idea generation, and deliberation, subordinate constructs of creative problem solving capability. Also, the program turned out to be positively effective, with a 0.14 point improvement in the pre and post-means of all middle school students, showing from 3.65 to 3.79 points, and 72% of middle school students who participated in the program were satisfied, and 68% were interested. According to the results, HTE creative education programs using blended learning turned out to be effective as a customized methodology in the COVID-19 situation and the era of the 4th Industrial Revolution, where various creative talents are needed. Therefore, the need for the development of creative education programs on various related topics and teacher training for teaching and learning methodologies of blended learning.