• Journal of The Korean Association of Information Education
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• v.17 no.2
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• pp.125-134
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• 2013

In this paper, we want to know the effect of elementary students' creativity thru the play-centered computer science educational program. We extracted educational content from computer science. The students addressed to the problems thru the play and found their own solution. Research result show significant difference in creative attitude of sub-area of creativity. We found that students were actively involved with pleasure in play, the rules of play was actively keep.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.443-453
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• 2015

In this study, we suggested the design thinking process that was possible to be introduced in science education and also examined the validity of the process in terms of group creativity. To do this, the design thinking process applicable to science education was selected from a variety of design thinking processes developed abroad, and then the process was modified and supplemented. We created the education program based on the developed design thinking process and applied it to high school students. The results revealed that we could offer the design thinking process through the five stages: 'understanding knowledge', 'empathy', 'sharing perspective', 'generating idea', and 'prototype'. With the results of the application of the program, we could confirm the relationship building and information seeking attributes in the understanding knowledge stage and the user-orientation, relationship building, and interpersonal understanding attributes in the empathy stage. We could also find the organization of the team attribute in the sharing perspective stage and the analytical strategic thinking attributes in the generating idea stage. Finally, the communication and analytical strategic thinking attributes in the prototype stage were confirmed. All of the key attributes of the group creativity found from skilled professionals were not confirmed from the students. However, we could ascertain the possibilities that the students should experience the process of group creativity and learn the relevant values through the developed design thinking process.

• Communications of Mathematical Education
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• v.13 no.2
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• pp.477-493
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• 2002

본 연구에서는 수학적 개념이나 수학 문제해결의 아이디어와 관련된 수학 게임을 소개한다. 더 나아가 수학 게임 개발 준거를 창의성의 구성요소와 관련하여 제시하고 수학 게임 자료를 이용한 수업 프로토콜을 제시한다.

• Journal of Digital Convergence
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• v.18 no.10
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• pp.389-396
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• 2020

The purpose of this study is to investigate the various perspectives that children can provide by utilizing specific physical spaces for play, and to study how to effectively apply them to surrounding spaces and environments. AHP was used to analyze the preferred elements for effectively designing a play area. The main keywords were derived through case studies of various domestic and foreign play space designs, and each keyword was grouped and a keyword of a higher concept was derived. The results of the comparison of 14 keywords that were finally drawn using AHP for each element were used to derive the priority for the preferred elements. As a result, preference was derived in the order of "Openness", "Safety", and "Diversity" in the morphological properties of the play space, and "Adventure", "Five senses elements", "Visual elements" and "Interactivity" in the content properties of the play space.

• Education of Primary School Mathematics
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• v.14 no.2
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• pp.117-134
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• 2011

The purpose of this research was to analyze mathematical task types to enhance creativity. Creativity is increasingly important in every field of disciplines and industries. To be excel in the 21st century, students need to have habits to think creatively in mathematics learning. The method of the research was to collect the previous research and papers concerning creativity and mathematics. To search the materials, the researcher used the search engines such as the GIL and the KISTI. The mathematical task types to enhance creativity were categorized 16 different types according to their forms and characteristics. The types of tasks include (1) requiring various strategies, (2) requiring preferences on strategies, (3) making word problems, (4) making parallel problems, (5) requiring transforming problems, (6) finding patterns and making generalization, (7) using open-ended problems, (8) asking intuition for final answers, (9) asking patterns and generalization (10) requiring role plays, (11) using literature, (12) using mathematical puzzles and games, (13) using various materials, (14) breaking patterned thinking, (15) integrating among disciplines, and (16) encouraging to change our lives. To enhance students' creativity in mathematics teaching and learning, the researcher recommended the followings: reshaping perspectives toward teaching and learning, developing and providing creativity-rich tasks, applying every day life, using open-ended tasks, using various types of tasks, having assessment ability, changing assessment system, and showing and doing creative thinking and behaviors of teachers and parents.

• Journal of Korea Game Society
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• v.11 no.1
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• pp.59-67
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• 2011

The increase in the use of video games is resulting in the perception of some variables for video gamers. Therefore, it is necessary to identify the drivers for video games and their effects on the users to lead the growth strategies for the video gaming business. In this study, the drivers of video game play are creativities and enjoyment which are based on previous studies. And an empirical analysis was performed to determine the effect of these variables on intention to reuse. First, the results showed that artistic, scientific, and general creativity affect perceived enjoyment. Second, perceived enjoyment appeared to be a significant factor of intention to reuse. Specially, the author confirmed that artistic creativity has a very significant effect on enjoyment of video games.

• Journal of Engineering Education Research
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• v.14 no.4
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• pp.3-10
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• 2011

This study examines the possibility of a learning environment design model for enhancing creativity in engineering education. Recent studies about the online support system and the blended learning pertinent to creativity have provided us with some new perspectives on how to teach the creativity in engineering college. A learning environment design model was developed to enhance the creativity of the engineering students. A model was developed by following three steps: finding out the general principles for enhancing creativity in engineering education by reviewing the relevant literature; extracting the theoretical components for the model by categorizing the general principles; and finally, developing specific guidelines based on those theoretical components. Seven general design principles and three theoretical components could be identified, and a set of specific design guidelines was suggested. The result of this study is significant in terms of guiding the future development projects for creativity education.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.203-219
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• 2010

Several studies have reported on how and what mathematically gifted students develop superior ability or creativity in geometry and algebra. However, there are lack of studies in probability area, though there are a few trials of probability education for mathematically gifted students. Moreover, less attention has paid to the strategies to develop gifted students' creativity. This study has drawn three teaching strategies for creativity development based on literature review embedding: cognitive conflict, multiple representations, and social interaction. We designed a series of tasks via reconstructing, so called Simpson's paradox to meet these strategies. The findings showed that the gifted students made Quite a bit of improvement in creativity while participating in reflective thinking and active discussion, doing internal and external connection, translating representations, and investigating basic assumption.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.865-884
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• 2010

The purpose of this research was to analyze the characteristics of teachers' questionings in the geometry field and suggest the characteristics of teacher questioning to enhance students' mathematical creativity. Teacher questioning plays a role to students' mathematical achievements, mathematical thinking, and their attitudes toward mathematics. However, there has been little research on the roles of teacher questioning on students' mathematical creativity. In this research, researchers analyzed teachers' questions concerning the concepts of triangles in the geometric areas of 4th grade Korean revised 2007 mathematics textbooks. We also analyzed teachers' questionings in the three lessons provided by the Jeju Educational Internet Broadcasting System. We classified and analyzed teachers' questionings by the sub-factors of creativity. The results showed that the teachers did not use the questionings that appropriately enhances students' mathematical creativity. We suggested that teachers need to be prepared to ask questions such as stimulating students' various mathematical thinking, encouraging many possible responses, and not responding with yes/no. Instead, teachers need to encourage students to explain the reasons of their responses and to take part in learning activities with interest.

• Journal of Digital Convergence
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• v.20 no.5
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• pp.253-260
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• 2022

Creativity, one of the core competencies of the 21st century, is required as an essential item for members of society. Emphasizes its ability in terms of personality that allows it to be used in the desired direction. However, creativity is considered to contribute to positive change in the organization, not only in creating new ideas or products, but also in adapting to a changing environment and solving problems. Accordingly, by reviewing previous studies, it was concluded that rewards can promote or hinder creativity, which may vary depending on the nature of rewards, the concept of creativity possessed by the researcher, individual differences, and external environment. We also proposed that rewards may influence creativity through motivational, cognitive, and synthetic functions. Based on the analysis, a specific model was proposed for the effect of reward on creativity. This study is based on existing research and analyzed various factors and mechanisms acting in the process of influencing creativity based on comparison of which extrinsic and intrinsic motivations have what kind of relationship. Next, it appears that rewards differ from person to person according to the way they are given in environmental circumstances. Finally, by rewarding various types of creative tasks, an active reward role can be secured.