• 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.

• The Journal of Korean Association of Computer Education
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• v.16 no.6
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• pp.11-19
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• 2013

Recently, the discussion of domain-generality vs. domain-specificity of creativity has been continued. At this point in time, we need to research computer programming activities related to creativity again. While most of existing relative researches have performed TTCT figural tests for evaluating learners' creativity of learning education programming language, our perspective is that verbal creativity is needed on learning education programming language more. In this research, we have developed scratch programming learning based on CPS with the contents using fundamental concepts of computer science from the viewpoint of that programming is a kind of learning required verbal thinking style. This learning program was applied to 17 students of 4th and 5th grade for each 4 classes in 5 days, total 20 classes, this group passed normality test has the result of t-test has found that three subscales (fluency, flexibility and originality) and creativity index (mean of three standard scores) of verbal creativity were improved significantly using the mean of standard scores (100) of TTCT verbal tests as the test value.

• Journal of Science Education
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• v.34 no.2
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• pp.421-431
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• 2010

The purpose of this study was to identify instructional components supporting students' interest and creativity in American middle school science classrooms. Two 7th grade classrooms were selected, and observed for 11 class periods each. Results showed that hands-on and small group activities were the most effective ways to increase students' interest. The teachers' instructional approaches, such as individualized paced teaching, sufficient peer teaching, permissive atmosphere, various media, and purpose-focused summary game were found to influence students' interest. To enhance students' creativity, increasing interest, making hypothesis, and trying to various experimental method with sufficient time were identified as effective components.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.565-583
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• 2009

We studied what kind of science-contents problems can also give information on one's creativity for use in the selection of scientifically gifted. 383 7th and 8th graders as subjects, we first analyzed the corelation between the results of creative thinking, scientific attitude, science inquiry, logical thinking and the scientific creativity problem solving skill test. The corelation analysis indicated that science inquiry test could represent other tests except TTCT. We then tested 532 6th graders with TTCT and science inquiry tests concomitantly with the contents- related problems made in such types as naming 20 scientists, writing about a scientist, imagination to overcome a problem, understanding of theory and application and understanding of science laws and application. The results indicated that writing and imagination were most efficient in assessing both the contents and the creativity.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.33-49
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• 2022

This study aims to explore, using both quantitative and qualitative data analyzing the structural relationship between creative process and product, the types of elementary students' scientific creativity. For this, 105 fifth-graders responded to a scientific creativity test that assesses creative process and product, and four students who scored the highest were interviewed. In the interview, they were asked about the cognitive process they used in generating the creative product. Then, correlation analysis and structural equation modeling were used, along with the interview data, to type the students. The main findings of the study are as follows. First, the structural equation modeling of creative process and product gave satisfactory results in absolute and incremental fit indexes. Second, among the three components of creative process - knowledge, inquiry skill-observation, and creative thinking skills -, only creative thinking skills had significant effects on creative product. Third, divergent thinking skills had the strongest correlation with the creative product, followed by convergent thinking skills. Associational thinking skills did not have significant correlation. Fourth, elementary students' scientific creativity could be categorized into Creative Type, Useful Type, Original Type, and Non-creative Type, based on their creative product. The Non-creative Type could be further classified into Common Type, Repetitive Type, Non-response Type, Irrelevant Type, and Abstract Type. Fifth, most students used either knowledge or observation in their creative process, making them either Knowledge-oriented Type or Observation-oriented Type. In addition, there were DT Type, DT-CT Type, and DT-CT-AT Type among the students, based on the kinds of creative thinking skills they mainly used in the process. This study provides implications for educators and researchers in scientific creativity education.

• Korean Journal of Culture and Social Issue
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• v.18 no.4
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• pp.463-479
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• 2012

The implicit association test (IAT) measures implicit attitudes of participants and is regarded as an effective method for expecting future behaviors. Based on the IAT, this study aimed to answer the question, whether implicit attitudes of an individual about creativity have any kinds of impact on global perception, which might be important for a creative process. In the experiment, participants were presented words, which were associated with one of four categories, while one attitude category (creativity /practicality) and one evaluative category (good/bad) were always paired together either on the left side or on the right side of the computer screen. After completing the IAT test, participants were led to fill out a questionnaire to assess explicit attitudes toward creativity and practicality. Then they conducted the navon task, in which they had to find one of two letters, 'F' or 'H', which were presented either as a local form or as a global form. Finally, the participants had to write down as many untypical functions of an object as possible. The results showed that not the scores of explicit attitude scores but the IAT scores correlated with the reaction time of global perception. The global perception was faster in the participants with the low IAT scores than the local perception. Compared to this, the global perception benefits disappeared in the participants with the high IAT scores. Additionally, more creative ideas about the functions of the object were listed in the group with the lower IAT scores. Implications of the role of implicit attitudes about creative processes are discussed.

• 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.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.191-199
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• 2004

본 연구에서는, 6년 전에 개발된 수학 창의적 문제 해결력 검사(MCPSAT; 한국교육개발원(김흥원 외, 1997))에 대한 현시점의 적합성여부를 알아보기 위하여 이 검사의 중학교 1-3학년용 A형 1부 검사와 고등학교 1-2학년용 A형 1부 검사를 해당 학년 학생들에게 적용하여 분석하였다. 검사도구의 양호도는 비교적 좋은 것으로 나타났다. 즉, 중학교와 고등학교 모두 문항 내적 일관성 신뢰도(Cronbach ${\alpha}$)의 계수가 약간 떨어져 있지만 비교적 양호한 것으로 볼 수 있으며 변별도는 점이연 상관 계수가 0에 가까운 문항이 없는 것으로 나타났다. 따라서 모든 문항이 학생들의 수학 창의적 문제 해결력을 변별해 줄 수 있을 것으로 생각한다. 내적 타당도는 중학교의 경우 관대하게 본다면 수용할 만 하고, 고등학교의 경우 아직은 우려할 수준은 아니다. 즉, 중학교 문항 1과 문항 4는 적합도 지수 1.2를 상회하였으나 Infit과 Outfit 모두 1.5를 넘는 문항은 없었다. 고등학교의 문항 4는 문항의 적합도 지수 1.2를 상회하는 것으로 나타나고 있으나 Infit과 Outfit 모두 1.2를 상회하지 않았다. 난이도 측면에서 볼 때, 이 검사의 계속 사용은 염려스러운 면이 있다. 즉, 중학교에서는 6년 전 보다 쉬운 것으로 나타나고 있는 바 이것은 현재의 학생들이 이러한 유형의 문항을 많이 접하였을 것으로 추측할 수 있다. 고등학교에서는 6년 전 보다 조금 더 어려워 졌다고 볼 수 있다. 위의 사항을 종합할 때, 수학 창의적 문제 해결력 검사에서 중학생용은 현재의 학생들의 수준을 고려하여 재 표준화하는 것이 바람직하고, 고등학생용은 개발 당시의 신뢰도, 난이도, 변별도 등에서 유사하므로 당분간 계속 사용하여도 될 것이다.

• 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.

• Education of Primary School Mathematics
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• v.18 no.1
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• pp.17-30
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• 2015

The purpose of this study is to identify how developed program influence students' creativity by analyzing creative thinking and creative attitude which is appeared when mathematically gifted students get the program expected to improve their creativity. For the study, the 'dimension based geometry exploring program' was developed that consist of twelve lessons. The main idea of it, is implication of the novel . Through a pre and post-test, students's creativity were measured and compared. The results show significant changes on the scores of creative thinking skills and creative attitudes. As the result, mathematically gifted students' creative thinking skills and creative attitudes were improved by applying the of dimension based geometry exploring program.