• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.333-352
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• 2012

Creativity has been suggested as a prime educational objective by national curriculum of Korea and research on creativity education has been increased since 2000s. How the researcher conceptualizes and approaches creativity affects the research. The purpose of this study is to explore directions of creativity research in education by analyzing its approach based on its categories and levels of creativity. The results of the study shows the following: (1)studies with a definition of creativity are more than without it but the former has been decreasing and the latter increasing little by little. (2)Studies which focus on person, cognitive or emotional characteristics, are the most. And process, environment, and product follow. (3)Regarding the levels of creativity, most was done on little-c creativity level, on the other hand, very limited studies conceptualized the creativity in educational context. Studies having an interest in mini-c creativity level were hardly found.

• School Mathematics
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• v.15 no.3
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• pp.551-568
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• 2013

The purpose of this study is to verify the research trends on 101 articles about mathematical creativity published in domestic journals. The analysis criteria are as follows: (1)What kind of terms the articles use to refer to the creativity in mathematics education, (2)Whether the researchers conceptualize such the terms or not, (3)Whether the definitions are domain-specific or not, (4)What perspectives, categories and levels of the articles have on creativity. The results of this study show the following. First, numerous articles used 'mathematical creativity' in order to point to the creativity in mathematics education. Second, among the 101 selected articles, 60 (59.4%) provided an explicit definition of the mathematical creativity and 19(18.8%) provided an implicit definition. Among the 79 articles, only 43(54.4%) provided domain-specific definitions. Second, the percentage of articles preferring one perspective over the other 3 perspectives were similar. Third, the rate of articles which focused on press(environment) of all categories (person, process, product, press) was low. Fourth, regarding the levels of creativity, most articles were done on little-c creativity level, on the other hand, the articles having an interest in mini-creativity were very rare. Based on these results, necessities of explicit and domestic-specific definition, whole approach of mathematical creativity, and articles focusing on the mini-creativity level should be reported.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.1073-1097
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• 2014

The working concept of the disadvantaged gifted is meant by those who hardly can have a chance to develop one's own gifts because of the environmental conditions and factors. The main purpose of this study is to explore the inherent trait of the music giftedness, which is composed of musical ability, creativity, and task commitment. Grounded upon the phenomenal research, this study purposefully samples ten disadvantaged students who participated in the arts gifted camp hosted by Korean National Research Institute for the Gifted in Arts. Thus, it explores the inherent traits of the disadvantaged gifted by coding, segmenting, and analyzing the interview with ten disadvantaged, and the evaluation reports of the expert group. The inherent trait of music giftedness of the disadvantaged gifted is shown as this: the inherent trait of the disadvantaged gifted in music is closely interrelated with one's own concept of giftedness. Whereas they show the high motivation and task commitment, they are hardly observed to have the creativity in their musical activities and learning. Finally, this study give a proposition for the strategy to stimulate and improve the inherent trait of the disadvantaged gifted in music: the importance of parents education and parent screening, meta-cognitive skills, the leaning-based creativity education, and the significant role of intrapersonal catalyst.

• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.321-337
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• 2015

The purpose of the present study is to examine elementary gifted students' perceptions on bias against creativity utilizing concept mapping approach. Twelve elementary gifted students participated in the group brainstorming and produced 55 final statements. Based on these statements, the multi-dimensional scale and hierarchial cluster analysis using dissimilarity matrix were performed. Average stress value was .30 which is appropriate for a two-dimensional concept mapping study. In addition, a questionnaire survey using likert 6 points scale was carried out targeting 132 elementary gifted students to analyze the degree of sympathy on their anti-creativity bias perception. The findings are as follow: First, four categories were concluded dividing gifted students' perceptions on bias against creativity from the hierarchial cluster analysis with X-Y coordinate matrix, these were 'Contradictory attitudes to creativity', 'Low evaluation for creativity', 'Forced to predetermined rules and ideas', and 'Aversion to new things'. Second, elementary gifted students were sympathetic to the order 'Forced to predetermined rules and ideas'(M=4.16), 'Aversion to new things'(M=3.68), 'Contradictory attitudes to creativity'(M=3.55) and 'Low evaluation for creativity'(M=3.30). This study aims to examine, analyze and categorize various relevant factors related to elementary gifted students' perceptions on bias against creativity. Implications of the study related to the present and future creative education were discussed in depth.

• 한국노년학
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• v.39 no.2
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• pp.261-284
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• 2019

This study examines the vocational adjustment experiences of elderly men who chose a creative occupation after retirement. The aims are to understand the related meanings and to provide specific empirical data on the elderly who hope to start a creative occupation. Five men aged 65 years or older who chose a creative occupation after retirement were enrolled in the study. Data were collected through in-depth interviews with the participants. The collected data were qualitatively analyzed, and a total of 7 categories, 25 subcategories, and 132 concepts were identified. The seven categories were "challenge led by a sense of freedom," "reflection of the need for 'fun,'" "difficulties and limitations felt by a non-expert," "concerns and effort to afford the increasing expenses," "joy for accomplishment," "ways to utilize my creativity," and "reward from increased social participation." The participants felt that adjusting to a creative occupation was a process by which their potential creativity was expressed. They felt the joy of working that they had not felt before, and the series of processes by which they overcame difficulties during work and increased their social participation were in line with the goals of creative aging. In order to help older adults in Korea to choose and adjust to creative occupations in their older adulthood, there is a need for creative-occupation-related education prior to retirement and for various policies and practical efforts that consider the change of social environment. Furthermore, our findings suggest that choosing a creative occupation after retirement is an effective measure for promoting successful aging among the elderly in Korea.

• Journal of The Korean Association For Science Education
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• v.42 no.5
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• pp.515-524
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• 2022

In this study, the relationship between the perception of 'scientific creativity' and 'scientific creativity education' of pre-service elementary school teachers was explored, focusing on the creativity within and between the framework. Within-frame creativity is divided into theoretical creativity and experimental creativity that operate within the paradigm, and between-frame creativity refers to theoretical creativity that brings about paradigm shift. Data collection was conducted through in-depth interviews, and the analysis was performed based on the categories within and between the frames. As a result, pre-service elementary school teachers mainly understood scientific creativity as the scientific creativity within a frame. And they consider scientific creativity in various ways in experimental and theoretical creativity aspects within a frame. On the other hand, they thought that scientific creativity education was possible in terms of experimental creativity within a frame. Based on the results of this study, we would like to discuss the attributes of scientific creativity that can be considered in science education and its educational direction.

• The Journal of the Korea Contents Association
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• v.20 no.12
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• pp.311-321
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• 2020

This paper presents the current status of creative writing education through examining studies which have been published since 2000 and discusses the future direction. Following the Korean government's educational slogan to nurture creative and competent talents, creative writing, as one of foundational skills across disciplines, had begun to be introduced into the curriculum of liberal arts colleges from early 2000s and has become a required course since 2015. Although many studies on creative writing education have been conducted during this period, whether creative writing, which enhances creativity dealt in cognitive sciences, can be recognized as an independent field of study calls for in-depth discussion. The ongoing issues concerning creative writing education involve a lack of professional instructors and absence of the operational and evaluative system. What's necessary is a clear definition of the extent of creative writing education; the educational efficiency of the proposed contents also need further verification. Therefore, as the basis for future constructive conversation, the current paper recapitulates the literature on creative writing education in Korean universities, classifying studies based on periods and cases of contents, and presents the direction regarding the operation of and research on creative writing education.

• Archives of design research
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• v.19 no.5 s.67
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• pp.43-54
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• 2006

Creativity is an essential ability for a successful design task, mainly because design is an activity creating something new. As the sphere of design has expanded and become complex, the design task goes beyond an individual designer's capability. Therefore, it is necessary to organize a design team consisting of various team members with diverse expertises. The aim of this study is to find out the impact of fundamental attributes of members on the group creativity in order to establish a guideline for building a creative design team. Heterogeneous teams and homeogenous teams were created according to three main factors of group creativity namely, personality, field and experience. The group creativity of each team were evaluated through protocol analysis of design activities as well as the comparison of problem solving processes and outputs. It was identified that the impact of design teams on the group creativity was distinctively different in four phases of the design process (preparation, divergence, convergence, and execution) regarding creativity properties such as fluency, elaboration, originality, usefulness. Based on these findings, a schematic model for building a design team in order to enhance the group creativity by composing the most appropriate team members for each phases of the design process was developed.

• Journal of the Korean Chemical Society
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• v.59 no.2
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• pp.164-178
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• 2015

The purpose of this study was to design a teaching and learning method conductive to the development of creative thinking skills and investigate its effects. It has been developed integrated mind map with feature of visualizing the divergent thinking to the aspects of Science (S), Technology (T) & Engineering (E), Arts (A), Mathematics (M). Integrated mind map can be divided into four types of STEAM type, STEA type, STEM type, STE type depending on the category of key words in the first branch. And Integrated mind map can be divided into three levels of guided, intermediate, open depending on the teacher's guide degree. And also integrated mind map activities were carried out in the form of group, class share as well as individual. This study was implemented during a semester and students in experiment group experienced individual-integrated mind map activity 10 times, group-integrated mind map activity 10 times, class share-integrated mind map activity 3 times. The results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills (p<.05). And there was a statistically meaningful improvement in fluency, flexibility, originality as a sub-category of creative thinking skills(p <.05). Also creative thinking skills are not affected by the level of cognitive, academic performance, gender (p<.05). In conclusion, it was found that 'integrated mind map activity' improved student's creative thinking skills. There was no interaction effect about creative thinking skills between the teaching strategy and cognitive level, achivement, gender of those students.

• Journal of the Korean Chemical Society
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• v.55 no.6
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• pp.1056-1073
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• 2011

The purpose of this study was to develop teaching materials using Pyramid model of divergent thinking, Inverse pyramid model of convergent thinking and Diamond model of divergent-convergent thinking. And the teaching materials was implemented to 120 students in middle school over 10 weeks. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially in fluency and flexibility(p<.05). Also the teaching materials contributed to improve critical thinking skills, especially in inquiry process of recognizing problems, making conclusion and generalization(p<.05). Moreover, academic achievement was improved(p<.05). But, there was no significant improvement in creative personality(p<.05).