• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.10
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• pp.4536-4542
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• 2012

The purpose of this study was to investigate the long-term effects of creativity educational program for students. For this study 79 elementary students(the fourth: experimental group) who had been trained creative educational program were compared with 74 elementary students(the fourth: control group) who had not been trained creative educational program. The results of the study were as follows: the creative thinking ability and creative personality are higher in the experimental group compare with the control group in the long-term effect. This study is valuable in that it showed not only the importance creative educational program but also suggestion of effective creativity education program improving continued promoting effects for children.

• Korean Security Journal
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• no.16
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• pp.209-228
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• 2008

It is possible to contribute to efficiency of police organization if policeman has their hob satisfaction. To effectively perform the service, it is important to a matter of outcome or satisfaction of duty. However, the study in this field is insufficient. In this study, the introduction is in the first chapter. Theoretical consideration in the second chapter, investigative analysis and argument in the third chapter and finally the conclusion in the forth chapter. In this study, according to analysis of position, personality show no differences and job satisfaction show more higher in police sergeant class. Also, the study shows that there is relationship between sociality and prudence and outcome of duty and occupational view in the correlation between personality and job satisfaction. Therefore, a sociable person influence affirmative occupational view and outcome of duty.

• Journal of The Korean Association of Information Education
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• v.19 no.1
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• pp.45-56
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• 2015

This article examines the effects of a long term robot based instruction on the creativity of elementary students. To explain these effects, we conducted similar creativity test twice to 237 students of schools which had been designated as a robot based instruction model from 2011 to 2012. From these test results, the following three conclusions may be drawn: (1) The creativity of students who had participated in long term robot based instruction increased significantly, especially after the first test. (2) The fluency and originality as two of the sub-creativity factors are also accelerated significantly, especially after the first test. (3) The creativity of male and female students are all improved significantly but the test period factor and the interaction factor between male and female are not significant. (4) All elementary students of the lower grades(1st and 2nd grades), middle grades(3rd and 4th grades) and higher grades(5th and 6th grades) increased significantly but the test period factor and the interaction factor between the grades were not significant. On the other hand, the creativity improvement between lower-middle grades and higher grades is significant.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.395-417
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• 2022

This study aims to analyze the correlation of creative personality, environment, process, and product as related to scientific creativity for different levels of elementary school students. We evaluated 105 fifth graders' responses to two tests: i) the scientific creativity test for creative process and product and ii) the self-report test for creative personality and environment. In the self-report test, creative personality comprises cognitive and affective personality, and creative environment constitutes home and school environments. To attain a deeper understanding of phenomena that cannot be explained by a quantitative analysis, interviews were conducted with four students who had the highest scores in creative product and four students who had the lowest scores in creative product while having higher-than-average scores in creative process. First, correlation of creative personality and environment were not significant. Second, in the interviews, students who had the highest scores in scientific creativity had common characteristics, namely, the ability to endure current difficulties to achieve future success and the propensity to listen to other people's ideas critically. Third, students who had the highest scores in creativity hailed from families that respected their opinions, whereas students with the lowest scores belonged to families that disregarded or neglected their opinions. Finally, this study specifies the criteria that should be considered for affective and environmental aspects of scientific creativity education.

• Journal of Science Education
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• v.41 no.1
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• pp.16-35
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• 2017

This study attempted to investigate the relationship among engineering students' creativity, engineering education accreditation, gender, and academic year. To be specific, fist, we examined the validity and reliability of the instrument for measuring engineering students' creativity by conducting Rasch analysis. Second, we compared level of creativity in terms of gender, academic year, and engineering education accreditation by using three-way ANOVA. Third, correlations among four constructs of creativity were examined. Fourth, latent classes with respect to creativity within the participants were identified using polytomous latent class analysis (poLCA). Data were collected from 2098 engineering students by using instrument for measuring four different constructs (creative cognition, creative tendency, collaboration, environment). By using Rasch analysis, validity and reliability of instrument for measuring creativity were confirmed. And the results of three-way ANOVA showed that there were significant difference in creativity in terms of gender. Female students showed the low level of creativity compared with male students. Also there were significant difference in creativity except creative cognition factor in terms of academic year. But there were no significant difference in creativity between students who participated engineering education accreditation program and the others. All constructs of creativity were significantly correlated with each others. Lastly, poLCA results showed that there were three distinct subgroups within engineering students in terms of the level of creativity. In the subgroup with low creativity, there were more female and first year students. Based on these findings, we discussed education for engineering students' creativity.

• Korean Journal of Child Studies
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• v.26 no.2
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• pp.75-89
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• 2005

The subjects of this study were 172 5-year-old children enrolled in a kindergarten located in Daejeon city. Instruments were the K-ABC(1997) to test children's intelligence and the TTCT(1999) to test children's creativity, Data were analyzed by Pearson's R and Canonical R. Results indicated that the relation between K-ABC IQ and TTCT CQ was statistically significant(r=.292, p<.000). This result is at variance with threshold theory where the correlation between intelligence and creativity is predicted to be high for children with IQ below 120, but above that level, the correlations are predicted to be much lower. A significant canonical function(Wilk's =.760, p<.000) was found between the sequential processing scale, achievement scale of K-ABC and elaborateness, resistance to premature closure of TTCT.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.89-94
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• 2010

본 연구에서는 지식 정보화 사회에 필요한 창의성 신장을 위한 효과적인 교육방법을 모색하는데 목적을 두고 두리틀 교육과 로봇교육을 각각 10차시 분량의 교육과정을 개발하고, 창의성 신장을 위한 창의성 수업모형을 개발하였다. 개발된 교육과정을 창의성 수업 모형에 따라 적용하였다. 또한 창의성 구성요소를 창의적 사고능력, 창의성 성격면으로 나누어 검사하였으며, 창의적 사고능력은 유창성, 융통성, 독창성 면을 측정하였으며, 창의적 성격은 호기심, 민감성, 집착력 면을 측정하였다. 측정 결과 비교반(일반수업) 보다 실험반(두리틀 교육, 로봇교육)의 창의성이 신장되었으며, 두리틀 교육보다 로봇교육이 창의성 신장에 도움이 됨을 알 수 있다. 본 연구를 통해 아동들의 창의성 신장을 위한 효과적인 교육방법을 제안하는데 목적이 있다.

• Journal of The Korean Association of Information Education
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• v.15 no.2
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• pp.277-285
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• 2011

This research examines the effect of robots for improving creativity in elementary art classes. A creative art program with robot was developed based on research of robots and their effects on creativity, and an elementary art curriculum analysis. The program ran for 16 class periods. In this research, fifty seven 4th grade students participated, and an analysis of covariance was carried out based on before and after creativity tests. The research result shows that students who used the robot program achieved a significant improvement in their creativity over students who did not use the robot program in art classes. It proves that robots can be effective tools for improving creativity in elementary art classes.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.3
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• pp.1396-1403
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• 2014

This study aimed to investigate the effectiveness of Hope program, which were consisted in specific knowledge base, motivation, creativity to contribute development of creativity, problem-solving, learning motivation and learning behavior of college students. A total of 49 subjects were selected and took lessons of 14 hours from August 26 to September 13 over three weeks. Those were used for pre and post test to creativity test, problem-solving test, learning motivation test and learning behavior test(Lee, 2009). Because two groups didn't have homogeneity, ANCOVA test were used to verify the difference. The results of ANCOVA on the total scores of creativity, problem-solving, learning motivation and learning behaviors showed that there are statistically significant mean differences between the experiment group and the control group(p<.05).

• Journal of Gifted/Talented Education
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• v.17 no.1
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• pp.51-76
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• 2007

The study was conducted to analyze the extent of students' creativity through the use of scaffolding composed of different kinds of experience in making insights on problem solving and to investigate the function of a new scaffolding type which is not used in accomplishing a phase of activity but in having an insight. The students' achievements in problem solving given the scaffolding for on-site experience were compared with those given the scaffolding using stories. Also, the extent of creativity of the first- and sixth- grade students using the two types of scaffolding were investigated as they carried out picture completion task from TTCT. The results of the study showed that the control groups not given the scaffolding in post-test did not advance in creativity but experimental groups given the scaffolding showed improvement in some subordinate elements after scaffolding. Moreover, scaffolding using stories were more effective in enhancing the students' creativity than the scaffolding using on-site experience.