• Journal of Digital Convergence
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• v.20 no.5
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• pp.139-148
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• 2022

The research focuses on the interactional justice of organizational members and supervisors within Chinese organizations. In terms of organizational performance, the focus is on creativity by members, based on the need for innovation today. Furthermore, it verifies the influence of moral leadership on members' innovative behavior and the various effects of trust on members' superiors. This study empirically examined 330 Chinese small practitioners and identified the role of interactional justice in increasing the creative influence of organizational members to date in Chinese small. This study will propose ways to increase the level of creative and reduce the level of procedural justice, and discuss future research directions related to this.

• 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 Korea Academia-Industrial cooperation Society
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• v.15 no.6
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• pp.3571-3586
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• 2014

This study examined the relationship among PsyCap(positive psychological capital), psychological empowerment, personal creativity and verified the mediated effects of intrinsic motivation in this relationship using the SEM(Structural Equation Model). For this study, the data was collected through on/off-line surveys of members and managers from 12 different enterprises. Among the 418 answers from voluntary participating employees, 332 answers were finally used for statistical analysis. The results were as follows. First, PsyCap had a positive influence on the intrinsic motivation and personal creativity. Second, Psychological Empowerment had a positive influence on intrinsic motivation, but psychological empowerment has no influence on creativity. Third, intrinsic motivation had a meaningful influence by partially mediating PsyCap and personal creativity but completely mediated psychological empowerment and personal creativity. This study focused on intrinsic motivation among the internal factors that have influences on showing personal creativity and has importance in the point that it has suggested the statistical significance by analyzing the psychological/emotional mechanism to reinforce this intrinsic motivation in a positive way. Positive analysis on the relationships among these variables suggests a theoretical meaning on providing a future direction for the study and practical meaning on providing ideas to reinforce the employees' personal creativity. The details of this study are followed in the main text.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.9 no.6
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• pp.1825-1829
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• 2008

The purpose of this study was to find a desirable time to ask a question to effectively improve creativity as an engineering viewpoint and apply it to daily schedule as a diverse teaching method in daily schedule of young children's curriculum. Forty five young children among three kindergarten of G Metropolitan City, aged 5, were selected as a subject for this study. Type A of Thinking Creatively with pictures, TTCT was used as an instrument, and the resistant score for the lower level of elements: Fluency, Ingenuity, Originality, Abstractness of Titles, hasty conclusion. The total score of creativity was highest in the 1st-time period ($M=95.52{\pm}12.21$). As a result, it was concluded that desirable story-telling time should be after 10 a.m., the 1st-time period, to improve the highest creativity.

• Education of Primary School Mathematics
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• v.26 no.1
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• pp.1-13
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• 2023

One of major goals of mathematics education is to cultivate human resources which equip creative problem-solving ability. Thus, the enhancement of creative and converging ideas has been emphasized in the national curriculum since the 2009 revised curriculum. In the current study, we analyzed authorized textbook series to examine how each curriculum material addresses the creativity convergence competency. The foci of the analysis were creativity (originality, fluency, flexibility, elaboration) and convergence (intrinsic connection, extrinsic connection). In addition, we analyzed the national textbook which was based on the 2015 revised curriculum to investigate the transition between the national textbook and the authorized textbooks. We found the tasks that focused on fluency were the most frequent type regarding creativity and the tasks that connected with everyday life situations (extrinsic connection) were prevalent across the three textbook series. We provided suggestions about the development of mathematics textbooks and their implementation.

• Proceedings of the Korean Society of Computer Information Conference
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• 2014.07a
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• pp.179-180
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• 2014

본 논문에서는 창의인성을 계발하기 위한 프로그래밍 교육 과정의 필요 요소를 논의하고자 한다. 프로그래밍 학습은 일반적인 상태에서 목적 상태로 변화하기 위한 방안을 구상하여 실행하는 전형적인 문제해결학습의 형태를 띤다. 이러한 프로그래밍 학습이 창의성을 길러주기 위해서는 학습자가 확산적으로 사고할 수 있는 교육내용이 포함되어야 한다. 또한 학습자의 인성을 향상 시키기 위해서는 학습자간의 의사소통과 교류를 강화하는 교수학습방법을 사용하고, 도덕적 논의를 교육 내용에 포함해야 한다.

• 한국과학교육학회:학술대회논문집
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• 2008.01a
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• pp.122.2-122.2
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• 2008

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.141-160
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• 2017

At present, the whole world is characterized by openness, cooperation and integration as a society with information and the world, and it requires creative talents for this. The competitiveness of the nation depends on the cultivation of creative talents. It demands anthropological value by improving the competitiveness of the nation through cultivating creative talents to share and care, not to cultivate creative talents for personal desires and accomplishments. The purpose of this study is to develop a teaching - learning process to develop integrated creative talents by applying the characteristics of integrated education curriculum at the base of the 2015 revised curriculum. To do this, we first extracted the content elements of the Clothing Life area of the revised curriculum from the 1st to 2015 and the contents of the Clothing Life area of the technology and home Economics textbooks to which the 2009 revision curriculum was applied. Five topics were extracted according to content selection criteria And The Theme of 'The selection and management of clothing' was selected. Researcher developed a integrated thematic instruction Home Economics Education Clothing Life teaching - learning process (hereinafter referred to as "the process") focused on the theme of 'selection and management of clothing'. The Process was composed of 5 basic classes [basic inquiry - content 1 - content 2 - depth study - application]. The process considers integration within the curriculum and interdepartmental integration, and aims to improve the personality, creativity, and problem solving ability of consideration and sharing in the course of the integrated class. In detail, the curriculum goals of the home Economics Education curriculum and ITI goals are presented separately in the curriculum developed for each process. At the stage of the class, the element of creativity and the element of personal education were exposed and applied to the class. In Korea, new curriculum has been revised and announced from time to time, making it difficult for the teacher to carry out the class in accordance with the paradigm of change. Home curriculum is closely related to real life, so it is an appropriate subject for an integrated subject. It has the educational significance of the subject in that it allows students to integrate the creative and personal elements that are limited in other subjects. ITI process will be helpful to teachers who need to implement the 2015 revised curriculum in which the theme-centered integrated home Economics education teaching-learning process is newly introduced. It is necessary to follow - up research to verify the effectiveness of how to improve students' problem - solving ability and cultivate creativity.

• Journal of Gifted/Talented Education
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• v.18 no.1
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• pp.1-21
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• 2008

The purpose of this study was to develop problem-solving inquiries for the science gifted and to analyze the effects of problem-solving inquiries. The problem-solving inquiries were composed of scientific knowledge, scientific inquiry skills and creative thinking. The problem-solving inquiries were applied to the science gifted attending the institute of the gifted education. The test of science-creative problem solving (TSCPS) was used to know effects of improvement of science-creativity and the result of TSCPS showed the improvement of science creativity. The analysis of student-student dialogues during experiments showed that the type of dialogue was different on the type of problem-solving inquiry. The dialogue of convergent thinking was frequently showed up on the problem-solving inquiry needed logical thinking whereas that of divergent thinking on the problem-solving inquiry needed idea generation. The problem-solving inquiries had a positive effects on the improvement of the science-creativity.

• Communications of Mathematical Education
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• v.35 no.3
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• pp.277-293
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• 2021

The purpose of this study was to find out how problem solving learning with open-ended mathematics problems for elementary school students affects their mathematical creativity and mathematical attitudes. To this end, 9 problem solving lessons with open-ended mathematics problems were conducted for 6th grade elementary school students in Seoul, The results were analyzed by using I-STATistics program to pre-and post- t-test. As a result of the study, problem solving learning with open-ended problems was effective in increasing mathematical creativity, especially in increasing flexibility and originality, which are sub-elements of creativity. In addition, problem solving learning with open-ended problems has helped improve mathematical attitudes and has been particularly effective in improving recognition needs and motivation among subfactors. In problem solving learning with open-ended problems, students were able to share various responses and expand their thoughts. Based on the results of the study, the researchers proposed that it is necessary to continue the development of quality materials and teacher training to utilize mathematical problem solving with open-ended problems at school sites.