• Proceedings of the Korea Information Processing Society Conference
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• 2000.04a
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• pp.912-915
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• 2000

본 논문은 웹을 통한 학습활동(WBI)에서 초등학생들의 창의력 신장을 위한 시스템 구축 방안을 제시하였다. 제안된 시스템은 학습자 모듈과 관리자 모듈로 구성하였으며 창의력 신장을 위한 학습자 모듈은 유창성, 융통성, 독창성을 신장시킬 수 있는 학습활동을 수행하게 하며 관리자 모듈은 학습자의 학습활동을 지원하고 평가한다. 유창성 향상은 끝말잇기 놀이, 낱말 연상하기, 낱말가방, 용도 찾기, 융통성은 비유하기 놀이, 공통점 찾기, 만약에 놀이, 독창성은 만화 대사 넣기, 그림보고 이야기 꾸미기, 아이디어 공모 등의 학습방안이 제시되었다. 관리자 모듈은 학습자의 학습활동 결과를 열람하고 즉시 평가하여 피드백을 제공할 수 있으며, 학습자의 학습 효과를 극대화하기 위하여 학습 활동 내용을 수정할 수 있도록 하였다. 본 WBI 시스템은 창의력 신장 프로그램을 Web상에서 구현한 것으로 인터넷의 장점을 교육에 효과적으로 이용한 경우가 될 것으로 보인다.

• Proceedings of the KAIS Fall Conference
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• 2011.12a
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• pp.116-119
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• 2011

본 연구는 언어경험접근법을 활용한 유아 현장체험활동 프로그램을 개발하고, 개발한 프로그램이 유아의 문해능력 및 창의성에 미치는 영향을 검증하고자 유아의 현장체험활동 프로그램 개발한 후, 현장체험활동 프로그램이 유아의 문해능력과 창의성에 어떠한 영향을 미치는지 연구하였다. 연구 결과 언어경험접근법을 활용한 유아 현장체험활동 프로그램은 유아 수용어휘능력 및 표현어휘능력 증진에 효과적인 것으로 나타났으며, 창의성의 하위요인에 있어서도 독창성, 유창성, 융통성, 상상력 증진에 긍정적인 효과를 미친 것으로 나타났다. 따라서 언어경험접근법을 활용한 유아 현장체험활동 프로그램은 유아의 문해능력과 창의성 증진에 효과적인 교수 전략인 것으로 해석된다.

• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.1-22
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• 2016

This study aims to design an exemplification task to facilitate the students' creative thinking, and to investigate mathematical creativity which emerges from exemplification. In particular, we aim to identify the ways to design exemplification tasks which encourage creative thinking, and characterize mathematical creativity fostered by exemplification. The findings showed that the students' creative thinking related to fluency, flexibility, elaboration, and originality emerged through exemplification.

• 한국정보교육학회:학술대회논문집
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• 2008.01a
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• pp.123-128
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• 2008

1960년대 후반에 미국MIT대학의 인공지능 실험실에서 Seymour Papert와 그의 동료들에 의해 개발된 LOGO프로그래밍 언어학습이 초등학생의 창의성 발달에 미치는 영향을 연구하고자 하였다. 그래서 LOGO프로그래밍 언어는 MSWLogo를 초등학교 5학년을 대상으로 주 2회 20차시 학습을 하고 창의성 검사는 TORRANCE TTCT(도형)을 활용하여 실시했으며, 창의성 전체요인과 세부항목에 미치는 영향을 분석하였다. 그 결과를 요약하면 다음과 같다. 첫째, LOGO프로그래밍 언어 학습 활동이 창의성 발달에 효과적인 것으로 보인다. 둘째, LOGO프로그래밍 언어가 세부항목인 유창성, 독창성, 추상성, 정교성, 저항요인 향상에 영향을 미치는 것으로 나타났다. 셋째, 실험집단 내 남학생과 여학생간의 창의성 발달에 기여하는 정도는 동일한 것으로 나타났다. 이상의 연구 결과를 종합해 볼 때 LOGO프로그래밍 언어가 아동의 두뇌 활동을 자극하여 창의성 발달에 유용한 것으로 사료된다.

• Journal of Educational Research in Mathematics
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• v.27 no.1
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• pp.69-88
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• 2017

One of the most important activities in the process of mathematical modeling is to build models by conjecturing mathematical rules and principles in the real phenomena and to validate the models by considering its validity. Due to uncertainty and ambiguity inherent real-contexts, various strategies and solutions for mathematical modeling can be available. This characteristic of mathematical modeling can offer a proper environment in which creativity could intervene in the process and the product of modeling. In this study, first we analyze the process and the product of mathematical modeling, especially focusing on the students' models and validating way, to find evidences about whether modeling can facilitate students'creative thinking. The findings showed that the students' creative thinking related to fluency, flexibility, elaboration, and originality emerged through mathematical modeling.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.289-307
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• 2013

This study was designed to examine the effects of integrated physical expressive activities on creativity in young children. Subjects of this study were 38 preschoolers at the age of 4 who consisted of both the experimental group of 18 children and the control group of 20 children. To measure the creativity of young children, this study adopted Figural Test A of Torrance Test of Creative Thinking (TTCT) as pre-and post-tests with both experimental and control group. The results showed that effects of integrated physical expressive activities varied by sub-dimensions of creativity; children's participation in integrated physical expressive activities was effective to improve openness, abstractness of titles, and elaboration even if overall creativity and fluency increased after their program participation. Also, originality was the only sub-dimension that was not improved. It implied that integrated physical expressive activities have partial positive effects on some sub-dimensions of creativity.

• Journal of the Korean Chemical Society
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• v.57 no.6
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• pp.845-854
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• 2013

The purpose of this study was to develop a teaching strategy focused on science writing and to investigate its effects on enhancing students' creative thinking skills. In advance, students in the experiment were led to write by inquiry elements. And students in the experiment group were taught by science writing strategy. Students in the control group were taught by traditional lecture-based instructions. The program was implemented over a semester. The results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills(p<.05). Especially, science writing was effective on fluency and flexibility development(p<.05). This study suggests that science writing can be effective for improvement of creative thinking skills.

• Journal of Gifted/Talented Education
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• v.18 no.1
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• pp.111-137
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• 2008

The purpose of this study is to develop learning materials and teaching model for the gifted, and to examine the improvement of creativity of them in middle schools. Subjects were 126 gifted students, who were the 7th or 8th graders and have been taught in gifted classes of the adjacent Education Institute for the gifted of Boryeong Education Districts, Chungnam Province Office Of Education. Divisions of gifted Classes were logical reasoning, mathematics, foreign language, science. After the instruction of project-based task, gifted students had improved creativity. Especially, instruction using project-based task was more effective on scientifically gifted students. Most gifted students were satisfied with the instruction using project-based task, and attractive in it. Finally, it was suggested that the instruction using project-based task should be actively used for the gifted students.

• Journal of the Korea Convergence Society
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• v.10 no.7
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• pp.71-76
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• 2019

The purpose of this study is to investigate the effect of action learning methods and practices, which have a research focus on learner-centered teaching after training students to use collaborative learning practices from the viewpoint that the learners acquire English skills through peer correction activities based on sociocultural learning theory[1]. From March 1, 2018 to June 15, 2018, one control class and one experimental group were selected from the general freshman English courses. The experimental group attended classes centered on collaborative writing activities using action learning and cooperation techniques, and the control group attended classes lecture style and rote learning methods to teach writing. The result of study has shown that, for the experimental group, there have been statistically significant results in the production of writing, such as the number of words, the number of sentences, and sentence length. Learners could share the knowledge or ideas of others in their learning relationships with more regular basis.

• Journal of Korean language education
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• v.25 no.1
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• pp.29-52
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• 2014

The purpose of this paper is to suggest a discourse analysis activity that can be used in the stage after performing tasks in task-based Korean speaking class and show its pedagogical advantages. A discourse analysis activity is an metadiscourse activity in which learners speak what they have spoken. By analyzing discourse and performing tasks again, learners can enhance their fluency and accuracy, make their knowledges in target language more stable and extend them, and develop problem solving skills. Consequently, this facilitates learners' acquisition of Korean language. This paper reviewed theoretical background of proposing discourse analysis activity, suggested the pedagogical advantages of the analysis, and examined discourse analysis activity in Korean speaking class. And it included the discourse sample of learners in actual class.