• 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.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.155-173
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• 2001

The purpose of this study was to investigate the kindergarten and elementary school teachers' perception on the gifted children and the education for the gifted and the talented. One hundred and fifteen kindergarten teachers and 116 elementary school teachers participated in this study as subjects. Teachers perceptions on the gifted children were generally right, except the relationships between the giftedness and birth order, the domain-specificity of the creativity, and the physical growth, sense of humor, and the socio-economic status of the gifted children. Teachers perceptions on the education for the gifted and talented also were generally right. Especially the elementary school teachers perceptions were higher than those of the kindergarten teachers.

• 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.

• Cartoon and Animation Studies
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• s.12
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• pp.103-119
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• 2007

This study investigated the comical essence of animations and the comicality found in Korean animations focusing on the comical elements signifying the promotion of laughing and its meaning. In addition, it has been found from this study that the comical essence of animations was the laughing that expanded the recognition and awareness for the entity to be revived, by suggesting the following: 1) the fact that the laughing would be unexpected and it would stimulate the imagination of audience in unprecedented situations in which the method of creation would be unthinkable and thereby the laughing occurred would endow audience with thought, feeling and sense etc. that would not have been perceived so far; and 2) furthermore, the ideal world through grotesque expressions. Meanwhile, unlike the general preconception that animations would be considered one of the popular art forms with strong comical elements, it has been noted that there have been a very few Korean animations with strong comical elements. Besides, it has been confirmed that they have focused not on created and grotesque comicality, but on linguistic comicality based on the forms of characters or their movement itself, or humor and witty remarks.

• (The)Study of the Eastern Classic
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• no.68
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• pp.439-472
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• 2017

The purpose of this paper is to confirm how traditional legends are changing and existing in modern times, and how they are inheriting and developing legendary values and meanings. The subject of the study is uncanny stories concerning army that is judged to be worthwhile alongside uncanny stories concerning school. The uncanny stories concerning army are urban legends that are active in the internet. It can be defined as 'a narrative story that raises fear with supernatural and strange experiences in the army'. In addition to the internet community sites, humor sites and game sites are actively handed down. Recently, ghost stories have appeared on the site, and uncanny stories concerning army are easily collected from these various sites. The uncanny stories concerning army can be divided into three types: ghost experience type, Bulgogi GP type, mystery radio type. The ghost experience type has the largest number of version, the contents are rich and varied. It does not deviate much from the traditional notion of ghosts. Bulgogi GP type has a frenzied horror from its name. It is related to actual events and raises horror. Mystery radio type is a romantic material used in movies and dramas. However, unlike movies and dramas, uncanny stories concerning army are perceived as fearsome. The uncanny stories concerning army continues to emphasize that the story is actually experienced in the title and content. It has presented concrete evidence. The emphasis on truthfulness is intended to make fear more realistic. This comes from the desire for safety. Uncanny stories concerning army focus on horror. So It tries to reveal the history and truthfulness of the story itself. As a result, the history of reality, the truth of reality, and the realistic ideology are erased. Historical and truthfulness of traditional legends has been varied in the case of uncanny stories concerning army.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.132-141
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• 2022

The purpose of this study is to investigate the effect of science classes using elementary school distance science classes on science academic achievement and creative personality. The research group and non-research group were selected for 6th grade elementary school students. After 10 weeks of experimental treatment, science classes were conducted with the contents of the elementary school science section, 'Changes of the seasons'. In the three domains of 'knowledge', 'inquiry', and 'attitude', which are sub-domains of science academic achievement, as a result of the pre-post test, there was a positive effect in 'inquiry' and 'attitude', which are sub-domains of science academic achievement. However, it was found that there was no positive effect in 'knowledge', a sub-domain of academic achievement. However, it was found that there was a positive effect in the overall test result of academic achievement. Therefore, it is interpreted that science classes using elementary school distance science classes had an effect on academic achievement. There was a significant effect in the sub-domains of the creative personality test, 'persistence/obsession', 'self-confidence', 'humor', 'imagination', 'openness', 'adventure', and 'independence'. However, it was found that there was no effect in the sub-domain 'curiosity'. The overall test results of the creative personality test showed a significant effect. Therefore, it is interpreted that science classes using elementary school distance science classes are effective in cultivating creative personality. Students' perceptions of science classes using elementary school distance science classes also showed positive responses.