• 한국HCI학회:학술대회논문집
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• 2007.02b
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• pp.720-727
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• 2007

이미 많은 연구들을 통해 동질적인 집단에 비해 이질적인 구성원으로 이뤄진 집단이 더욱 창의적이며 상호 보완하여 시너지효과를 발휘한다는 것이 밝혀졌다. 그러나 기존 연구들은 결과에만 초점을 둘 뿐 각 과정과 단계에서 구성원이 겪는 고충과 불 만족감, 사기 저하 등과 같은 실질적으로 집단창의성을 저해하는 요인을 파악하려는 깊이 있는 접근은 미비한 실정이다. 따라서 본 연구는 집단을 이루는 구성원의 특성과 창의성과의 관계에 초점을 두어 개인이 가진 자신만의 독특한 성격 (Personality)이 집단에서 다른 구성원들과 만났을 때 어떠한 효과 또는 반용을 보이는가를 관찰하여 집단 내에서 개인이 가진 성격적 특성이 창의적인 시너지효과를 증대시킬 수 있는 창의적 집단 모델을 구성하고자 했다. 집단 구성원의 성격적 특질을 알아보기 위해 MBTI를 사용하였고 MBTI의 기질별 특성이 집단 창의성에 미치는 영향을 살며보고자 했던 본 연구 결과, 집단 창의성과 MBTI의 관계는 실제로 MBTI의 성향에 따라 다르게 나타남을 알 수 있었다. 각 성향별로 지난 장정을 적절히 조합했을 때에 집단은 집단을 이루는 구성원들에 의해 발전적인 방향으로 나아감을 알 수 있었는데, 이는 무작위로 구성된 집단이 각 개인의 능력을 저하시키는 가장 큰 요인임을 보여주는 것이라 할 수 있다.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.3
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• pp.505-530
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• 2017

Although mathematically gifted students have potential and creative productivity, they might not manifest group level creative synergy. To manifest group creativity among them, the manifestation process should be facilitated and the process losses should be minimized. The purpose of this study is looking for the method to facilitate the manifestation process of group creativity and minimize the process losses of it. To do this, a case study method was adopted. The products and process losses of the manifestation process of group creativity was analysed. In conclusion, the processes and products of group creativity were concretized and the process losses were analysed by social/motivational and cognitive factors. In addition, the justification and agreement were necessary for the manifestation process of group creativity among mathematically gifted students.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.557-580
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• 2017

The purpose of this study is developing the manifestation process model of group creativity among mathematically gifted students. Therefore, I designed the manifestation process model of group creativity by researching the existing literatures on group creativity and mathematical creativity. The manifestation process model of group creativity was applied to mathematically gifted students' class. By analyzing students' response, the manifestation process model of group creativity was improved and concretized. In conclusion, the process of a combination of contributions was concretized and the major variables on group creativity such as a diversity, conflict, emotionally supportive environment and social comparison were verified. In addition, some reflective processes was discovered from a case study.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.527-538
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• 2016

The purpose of this study is to select the factors of 'Group scientific creativity' and to find out how 'Group scientific creativity' turns out in the creative problem-solving process of students. To select the factors that affect 'Group scientific creativity', this research extracted 27 influencing factors on the group creativity from the prior study and organized them according to opinions of education experts. To select factors that affect 'Group scientific creativity' in the creative problem-solving process of students, this research analyzed the group problem-solving process that has been done on 72 gifted students for two days. Main results of the study is as follows: First, nine elements such as scientific thinking, scientific knowledge, scientific information-processing capacity, motivation, challenge, age and gender, existence of diversity, creativity educational experience, and the group cohesiveness were selected as human factors. Four elements such as scientific communication skills, scientific inquiry process, autonomy, and leadership were selected as the combining factors. Also, three elements such as the learning environment, teacher types, and compensation were selected as the Environmental factors. Second, it was possible to find that the group scientific creativity influence factors affecting the creative process by analyzing the gifted students in creative-problem solving process. Based on these results, this study described additional points on the factors improving 'Group scientific-creativity.'

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2000.05a
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• pp.235-240
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• 2000

창의성 연구는 개인적, 사회적 맥락에서 고려해야 할 다양한 시사점을 가진 분야이다. 하지만 지금까지 창의성 연구는 창의성 자체에 대한 개념이 명확하지 않을 뿐 아니라, 창의성을 태어날 때부터 타고나는 고유한 영역이라는 인식 때문에 그에 대한 연구가 비교적 부족한 실정이다. 본 연구에서는 창의성이 새로운 정보를 기존 지식과 결합하여 이를 문제상황에서 적용하여 유용함을 입증하는 행위라는 전제하에, 각 개인에게 내재된 창의적 사고 능력이 특정한 지시 혹은 학습방법(소리내어 가르치기)의 경험을 통해 발현될 수 있으리라 보았다. 창의성의 핵심요소인 통합적, 분석적, 실용적 사고능력을 측정하여 창의성이 높고, 낮은 집단을 구분하고, 이를 근거로 게임 규칙을 소리내어 가르치기 경험을 한 집단과 통제집단(단순암기)으로 각각 구분하여 게임에서 승리, 즉 창의적 문제해결이 소리내어 가르치기 방법을 통해 실현될 수 있음을 알아보고자 했다. 창의적 사고능력은 소리내어 가르치기를 경험한 집단에서 유의미하게 발현되었다. 또한 소리내어 가르치는 경험을 한 실험참가자들은 프로토콜 분석에서 보다 정교화된 게임의 규칙을 생성하였으며, 게임의 규칙을 정확히 알고 있는 것으로 나타났다. 이는 가르치는 경험을 통해 새로운 정보를 보다 잘 조직화하고, 이를 실제 문제상황에 적용한 것으로 해석되었다.

• 한국지구과학회:학술대회논문집
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• 2005.02a
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• pp.213-222
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• 2005

본 연구에서는 고등학생들의 창의성을 신장시키고자 렌줄리의 3단계 학습모형에 적용하여 전향력 탐구활동 프로그램을 개발 하였고, 현장에 적용 후 그 효과를 알아보고자 하였다. 실험집단에는 창의성 신장을 위한 전향력 탐구활동 프로그램을 적용하였고, 통제집단에는 전통적인 교수 학습을 적용하였다. 창의성의 신장 정도와 전향력 개념의 이해 정도를 측정하고자 사전 사후 검사로 창의성은 토렌스의 창의성 검사(TTCT)로, 전향력 개념은 성취도 검사로 알아보았다. 그 결과 실험집단이 전향력 개념 성취도 검사 결과 유의미한 차이가 있는 것으로 나타나고, 창의성 검사(TTCT)에서도 실험집단의 사전 검사보다 사후 검사에서 유의미한 차이가 있는 것으로 나타났다. 이는 학생들이 본 수업 프로그램의 과정을 통해 평소 어렵다고 생각했던 전향력 개념을 쉽게 이해할 수 있었기 때문이다. 이러한 연구 결과는 전향력 탐구 활동 프로그램은 고등학생들의 창의성을 신장시키고 전향력 개념에 대한 이해도를 높일 수 있었다고 볼 수 있다.

• Cement
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• s.202
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• pp.30-35
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• 2014

지속성장을 위해서는 창의적인 인재를 확보하는 것뿐만 아니라 구성원들이 가진 생각의 힘을 모으고 이를 성과로 이어지게 하는 집단의 창의성 역시 중요하다. 특히 조직의 규모가 커지고 복잡해지는 단계에 접어들면 구성원들간의 상호작용을 통해 발휘될 수 있는 집단 창의성이 더욱 중요해질 것이다. 여기서는 LG경제연구원 조범상 책임연구원의 '틀에 박힌 조직에서 창의성이란 무지개를 띄우려면' 보고서를 통해 조직의 성장 단계에 따른 창의성 경영 포인트들을 살펴본다.

• Journal of the Korean School Mathematics Society
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• v.25 no.2
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• pp.195-224
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• 2022

In this study, pre-service mathematics teachers cultivated technology content teaching knowledge (TPACK) in the regular curriculum of the College of Education. The course was designed to enhance pre-service teachers' mathematical communication skills by using an application, which is a mobile mathematics learning content for the development of group creativity of high school students. The educational program to improve mathematics teaching expertise using the application for group creativity expression consists of pre-education, goal setting, planning, teaching at school, and evaluation. In this process, pre-service teachers evaluated technology tools. They also wrote a task dialogue, lesson play, reflective journal, and lesson plan to guide high school students to develop group creativity in both app activities. As a result of the educational program, pre-service mathematics teachers cultivated TPACK and enhanced their mathematical communication skills with high school students to develop group creativity.

• 대한공업교육학회지
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• v.34 no.1
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• pp.129-154
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• 2009

The purpose of this study was to find the effect of intuitive free association and systematic free association on the creativity of high school students group in the conceptual design process. Based on this study result, the conclusion can be summarized as follows. 1. There was meaningful relation between intuitive free association and creativity factor of high school students. Mean value of experimental group A 's creativity and it's factor originality, practicality, elaboration, and fluency which treated intuitive free association was increased. 2. There was meaningful relation between systematic free association and creativity factor of high school students. Mean value of experimental group B 's creativity and it's sub factors: originality, problem solving, elaboration, and fluency which was treated systematic free association was increased. 3. It was found that two different divergent thinking does not show any meaningful difference in creativities of two groups. However, the meaningful difference was found in post creativity test in each groups sub-factors. There was meaningful difference in practicality factor, though there was no meaningful difference in originality, elaboration, fluency factors. Using the obtained results, it was concluded that intuitive thinking and systematic thinking play different roles in practicality which is one of sub-factors of the creativity of high school students. Consequently, it can be concluded that systematic thinking which leads students to take a step to solve a given problem can elicit more scientific thinking, and helps students create more practical solution in problem solving than intuitive thinking that emphasize the quantitative aspect of ideas.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.12
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• pp.8416-8423
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• 2015

The purpose of this study was to find out early childhood teachers' personality and analysis on the status and awareness of character education for early childhood education by grouping according to level of personality. The results show that there was significantly difference career and age. While early childhood teachers sympathize importance and need of personality education, absence of methods for practice is obstacle. A high level personality group notices that respect for early children' life, humanity and virtue of relationship is importance virtue. Therefore they consider respecting people as aim of personality education and recognize that they need to teach right values through whole area as education contents. A low level personality group notices that performance of their duty and manners of early children is needed virtue. They consider manners education as aim and content of personality education also recognize guiding with connecting home teaching is desirable. Early childhood teachers recognize that ambiguity of personality education's aim and contents, a gap between reality and ideals and absence of teachers' personality is difficulty of personality education.