• 한국지구과학회:학술대회논문집
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• 2006.02a
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• pp.176-181
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• 2006

이 연구의 목적은 지구과학 교과에 창의력 사고기법을 적용한 수업이 학생들의 창의력의 변화와 과학 성취도의 변화에 미칠 영향을 알아보고자 하는 데에 있다. 지구과학의 지질 관련 단원에 학생들이 희망하는 발산적 사고기법을 수업의 도입부분에, 수렴적 사고기법을 수업의 정리 부분에서 선택하여 적용하였다. 지구과학의 수업에서 창의력에 미치는 효과를 알아보기 위해 Torrance 창의력 언어 검사와 도형 검사를 실시했고, 과학 성취도에 미치는 효과를 알아보기 위해 모의고사의 응시인원과 평균성적을 비교하였다. 그 결과, 창의력 사고기법을 적용한 지구과학 수업이 학생들의 흥미유발을 일으켜 사고의 기능을 향상시켜 주어 학생들이 많은 것을 만들어 내는 유창성과 다양한 사고기능을 형성해 주는 융통성을 길러 주었다. 그리고, 독특한 것을 만들어 낼 줄 아는 독창성과 자세하게 표현할 줄 아는 정교성을 기르는데 많은 도움이 되었다.

• Journal of the Korean earth science society
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• v.32 no.3
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• pp.294-305
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• 2011

This study was to examine the differences of behavioral characteristics between scientifically gifted students and ordinary students. The subjects were 40 scientifically gifted students (27 males and 13 females) and 38 ordinary students (21 males and 17 females). The study specifically analyzed the several characteristics including logical thinking, science process skills, creativity, earth science creativity, self-directed learning, and cognitive style. The results were as follows; First, while 94.74% of scientifically gifted students reached the formal stage, only 36.36% of ordinary students reached it in logical thinking. Second, scientifically gifted students gained higher scores than ordinary students did in science process skills (average 8.11), creativity (average 8.27), earth science creativity (average 6.73), scientific attitude (average 10.79), self-directed learning (average 21.60). Third, 70% of scientifically gifted students and 60.53% of ordinary students showed to have the characteristics of field independent thinking. These results implied that the behavioral characteristics of scientifically gifted students should be included in science gifted education for the pursuit of the essential gifted education and maximization of its efficiency.

• Journal of the Korean earth science society
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• v.24 no.3
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• pp.150-159
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• 2003

This study suggests methods of assessing scientific creativity and developing items, which can be achieved when both earth science knowledge and general creativity are applied at the same time. According to the results of this study, the cognitive ability gaps between creativity and scientific creativity were clearly defined by the terms' operational definition. Four factors in the Subcategory Of Scientific Creativity-fluency, flexibility, elaboration, and originality-were selected, and the possibility of developing items out of these factors was discovered. The operational definitions of the four factors were given and the criteria for assessment and scoring were set. The validity, reliability, discrimination, and difficulty, which were the conditions required for the assessment instruments, were verified through three field trials of inputting the assessment instruments for scientific creativity. The assessment instruments were composed of 8 items with 2items for each factor. The average item fitness index obtained was 0.99, Cronbach , the item inter-consistency was 0.79,the inter-rater reliability of each item was 0.78, the inter-rater reliability of each factor was 0.75, the item discrimination power was 0.19, and the item difficulty was 0.00. Because the results were within the permitted limit of the conditions required for assessment instruments, the assessment instruments developed for scientific creativity in this study can be said to be very favorable.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.3
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• pp.255-268
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• 2016

The education should adapt learners well to any changes and have them create something for such a era. Form the point of this view. question sheet was developed for middle school students to improve their scientific creativity. For this study, 146 item questions, which was from chapter 7 about solar system movement in the 3rd grade textbook for middle school students, was developed. For 5 weeks, 142 third graders in middle school were chosen and observed. They were divided into an experimental group and a control group. The teaching model using question sheet was applied to the experimental group, while the traditional teaching model, to the control group. This study compared two groups based on scientific creativity and academic achievement. In both scientific creativity and academic achievement, the group using question sheet showed meaningful differences. This result of the analysis indicated that teaching model using question sheet stimulated student's creative thinking and helped them to achieve a goal of lesson. The teaching model using question sheet can be used as an effective way to increase students' creativity.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.595-603
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• 2004

This study investigated the effects of the application of a variety of ICT (Information communication Technology) cause the effects on self-directed learning characteristics, creativity and science achievement. In order to achieve the above aim, WBI (Web-Based Instructions), instructions using CD-ROM Titles and Instruction Module Using ICT for the unit were applied and analyzed which belongs to the area of 'the earth' in the subject 'science' for Elementary school students. Instructions using WBI materials, CD-ROM titles and Instruction Module Using ICT were found to be effective on 'science achievement', 'self-directed learning characteristics' and 'creativity'. They show meaningful effect on improving 'science achievement', 'self-directed learning characteristics' and 'creativity'. WBI proved more fruitful than instruction using CO-ROM titles, Instruction Module Using ICT on improving self-directed learning characteristics. Instruction Module Using ICT proved more fruitful than instruction using CD-ROM title, WBI on improving creativity.

• 한국지구과학회:학술대회논문집
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• 2005.02a
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• pp.239-248
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• 2005

이 논문은 과학영재교육원의 학생 선발과정을 중심으로 과학영재아 판별과정을 분석해보고, 과학영재교육원의 학생 선발과정에서 발생할 수 있는 오류를 점검하여, 이를 보완할 수 있는 개선안을 마련하고자 하는데 목적을 두고 있다. 분석결과 과학, 수학과 관련된 창의적 문제의 지필평가 성적이 선발의 가장 중요한 기준이었다. 지필평가 단계에서 지망분야에 관계없이 과학, 수학 및 창의력검사를 모두 치러야 하는 교육원에 초점을 맞추어 그 점수 활용에 있어서 발생할 수 있는 오류를 점검하였다. A 교육원의 경우 학생 선발은 다단계 평가를 원칙으로 하고 있었으며, 1단계 지필평가에서 과학, 수학, 창의력검사라는 세 과목 시험의 합산점수로서 선발하고 있었다. 이 교육원의 ○○년도 중등과정 응시자 276명을 대상으로 합격자와 불합격자의 지필평가 점수를 분석하여 과학, 수학, 창의력검사의 시행에 오류가 없었는지 점검하였다. 또 이들의 합산에 의한 선발이 의미 있는 결과를 보이는지 분석하였다. 그 결과 과학, 수학, 창의력검사의 상관도분석에서 과학은 수학 및 창의력검사와 유의미한 상관이 있었으나, 수학과 창의력검사는 독립적으로 분석되었다. 또 이들의 합산에 지원분야별 배점으로 계산한 선발은 본래의 취지, 즉 과학, 수학, 창의력에서 모두 우수한 학생을 선발하고자 하는 의도대로 진행되었으나, 판별분석 결과 합격과 불합격자 판별에서 88.1%의 정확도를 보여 다소 오류가 있었음을 발견하였다. 이는 해당년도에 출제된 문제의 난이도 및 시험 과목별 평균점수 차를 고려하지 않아 발생하는 문제로 파악되어져 원점수 대신 표준점수로 변환하여 오류를 보완할 것을 제안한다. 자체와 직접 관련되는 영역으로는 좌반구의 측두엽과 전두엽 부분이 관찰되었다. 특히 한국어 어말어미 산출시 나타나는 형태점화 양상과 관련된 대뇌영역으로 발견된 브로카 영역에서의 활성화는 어미 변환과 관련된 영역이라기보다는 산출시 관련되는 articulation, motor coordinate관련 영역으로 추정되고, 측두엽의 활성화는 형태소, 의미 관련 지식의 data base로 추정된다. 또한 우반구 전두엽 부분에서 관찰된 활성화는 억제관련 영역으로 짐작된다.러한 동물실험이 그 기초를 제공해 줄 수 있을 것이다. 또한 행동성향 및 기억의 종류에 따른 약물효과의 차이는 기억과 관련된 질병인 알츠하이머 환자에 있어 개개인에게 맞는 적절한 특징적인 치료약물이 존재할 것이라는 가능성을 제공해줄 뿐만 아니라 학습과 기억력 증진 효과를 기대해 볼 수 있을 것이라고 생각된다. 및 지역산업발전의 기획${\sim}$조정기구로서, 선진국의 지역발전기구(Regional Development Agency : RDA)인 지역전략산업기획단이 2002년도부터 산업자원부와 9개 시도에 의해 설립되어 지역네트워크의 활성화와 클러스터의 형성 촉진을 하게 되었고 2004년도에는 13개시도로 확대${\sim}$운영되고 있고, 지역특화사업(H/W)과 지역산업기술개발과제(S/W)와 함께 패케지 형태로 지원되며, 주요역할은 크게 지역산업의 정책기획 분야와 평가관리, 지역혁신역량 조사 및 DB구축 등으로 구분된다. 그중에서도 권역별, 지역별, 지역산업진흥사업 육성과 중장기 산업발전계획을 수립하기 위하여 지역혁신역량을 바탕으로 한 지역 Technol

• Journal of the Korean earth science society
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• v.26 no.1
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• pp.1-8
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• 2005

The purpose of this study is to identify the effect of Problem-Based Learning on Student's Creativity Ability in Middle School Science Class. The experimental group had Problem-Based Learning classes for six weeks and control group had traditional inquiry instruction for the same period. The results of this study presents that Problem-Based Learning is significantly effective for the improvement of creative skills test and creative tendencies. And PBL group student's had positive thinking for PBL. It's not easy to generalize these results because of many different variables. but the results suggests that teachers should make an effort to improve student's creativity applying Problem-Based Learning. And it's necessary to develop many kinds of problems and teacher's instruction method to enrich creativity in the process of Problem-Based Learning.

• Journal of the Korean earth science society
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• v.25 no.8
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• pp.674-683
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• 2004

There is more than one way to conduct scientific research. In addressing the concern for educating the gifted in science towards achieving objectives of fostering their research skill, its elements need be explored and discussed by first admitting that various methodologies and features coexist in the name of scientific research. This study explores the various features of research skill presented as scientific process skills focusing on the students' experimental designing. Of course, there are several other domains included facets of research skill, such as problem finding, scientific knowledge, and self-efficacy. A Diet Cola Test (DCT) (Fowler. 1990) for digging into science process skills as an elements of research skills was administered to 705 students from 3rd to 10th grade, who enrolled the gifted education centers in Korea. Date was interpreted and analyzed based on the focus of Science education perspectives and research methods related to creative thinking and problem-based learning. But I eschew establishing and generalizing fixed constitutes of research skill from this research.

• Journal of Gifted/Talented Education
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• v.16 no.1
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• pp.43-60
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• 2006

This study mainly intended to investigate the relation between scientific inquiry and several entrance exam results of the gifted in earth science gifted program. The scientific inquiry was tested with their experiment designs. Entrance exams included achievement scores, creativity scores, problem solving, and oral test of high ability students. Student entrance scores were used to judge the level of students' competency in science. Recently students' ability of 'doing science' as measured by their designing experiments has been highly appreciated as a criteria of scientifically gifted students. One of the well known tests was Diet Cola Test developed by Fowler(1990). We used it as a test to figure out students' experiment design ability. We selected 22 gifted students in earth science. We compared their entrance test scores and Diet Cola Test results. Based on the comparison results we proposed several guideline of science education program for high ability students.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.3
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• pp.196-210
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• 2020

According to many researches, invention education relates to improvement of students' creativity and problem solving skills, which are essential in future. So effective invention education is necessary. This study is to analyze creativity factor, family background and parenting style of three korean inventors in elementary textbooks through narrative inquiry and find similarities. As a result of study, all three inventors had intellectual curiosity, originality, productive thinking and sophistication. And they were born in wealthy families and had a member who support them. Also, their parents had secure attachments to them, actively participated in their education and were the first person who found their creativity.