• Journal of the Korean Institute of Landscape Architecture
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• v.40 no.5
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• pp.109-118
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• 2012

The study is aimed to suggest a preliminary data on the improvement of children's recreational facility to enhance children's creativity at Sangsang Children Park Project(SCPP) in Seoul Metropolitan City being the case study. The book review, especially the field observation was implemented by the video recording methods for analyzing the children's play behavior with regard to the six sites of the SCPP that was constructed in March 2008 until May 2010. Because of the research, the first 21 patterns of the creative activities were shown. Second, the prime using rates of facilities were the combination of play facilities among other play facilities like swings, slides, trembling horse etc. However, more children's creative behaviors occurred on independent play facilities like swing, trembling horse, etc. than at combination play facilities. Third, children's creative behaviors diversely occurred at a moving or fluid facility like a swing, trembling horse and a spatial facility like sand field more than a fixed facility like combination play facility. Fourth, children's creative behavior could be divided and evaluated by five categories and elements of fluency: the flexibility, the creativity, the elaborateness, and the imagination. Nevertheless, it was assumed that the creative elements of the five categories were mixed together with each other instead of showing an individual characteristic. Fifth, based on this analysis, the research reached out to the conclusion that the combination play facility of imaginary children's park would be designed together with more fluid and spatial facilities to improve the children's creativity. Finally, It was proposed that the play facilities of imaginary children's park like drawing wall or board, spatial play facilities and handicraft facilities etc. would be introduced to improve sorts of creativeness on elaborateness and imagination shown less than the fluency, flexibility, and originality.

• Journal of The Korean Association of Information Education
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• v.15 no.1
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• pp.51-58
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• 2011

Recently, STEM education and improvement in creativity took a lot of attention in local and foreign educational programs, and the robot education is regarded as one of the answers which can achieve the objectives. The robot education is quite active locally in various ways including robot classes for after school program in elementary schools, a number of robot competitions, and education for the gifted. Under these circumstances, the qualification test for robot technology is developed to provide a standard for evaluating professional knowledge on robotics and is currently under consideration to be one of the government-approved qualification tests. However, compared to the robot classes for after school program, this test is not well recognized by most teachers in elementary and middle schools. This paper addresses and analyzes the current status of the test, in particular, backgrounds, qualification standards, organizing committee, intention of presenting questions, examples of problems used in the test, and demands raised by applicants, etc. Base on the analysis, some suggestions are made to establish a solid standard for evaluating robot technologies. It is suggested that the level of difficulty and contents covered should be properly adjusted considering the level of applicants. In addition, it is essential to provide well organized supplementary material for students and wide range of contents on robot technology. Finally, some efforts including cooperating with the robot classes for after school program should be made to invigorate the test.

• Journal of Creative Information Culture
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• v.5 no.2
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• pp.183-191
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• 2019

The purpose of this paper is to develop an unplugged education program that develops the 4C (Creativity, Critical thinking, Communication ability, Collaboration) and CT (Computational Thinking) competencies required in modern society. This study discovered "Fine Dust Robot" as a theme suitable for the unplugged education program, and designed the Unplugged 4-hour education program which can develop 4C and CT competencies. The first stage motivates learning, and the second and third stages develop unplugged activity to develop CT. In the fourth stage, the algorithms created through unplugged activities were programmed through the natural language instruction card and produced the output. We developed educational materials that can be utilized in the unplugged education program. Finally, education programs were conducted for elementary school students, and pre- and post-tests of computational thinking were conducted for general students and gifted students. Educational effective was found in both groups.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.1003-1017
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• 2013

The purpose of this study is to analyze on the differences in perceptions of teachers and students for teaching and learning of the gifted in the elementary invention. The results are as follows. First, the result appears that although the majority of teachers & students are spontaneously joining in that learning course due to lots of interest, the response rate for how to come in that learning course has been higher in the case of a male teacher being obligatory and female students being recommend by their teacher or parents. Second, the teachers who take disjunction of teaching and learning think that they are dealing with the basic knowledge or necessity of the invention and the content of a class for how to create a clever idea. However, it has analysed that phenomenon of estrangement for teaching & learning occur because students meaningfully recognize that learning arise less than the recognition from teaching teacher statistically. Third, it has analysed that the intention of teaching from teachers such as, evaluation, debate, and presentation is not well reflected in student's learning. Finally, it has shown that the class satisfaction from students and teachers is generally higher. Hence, in order to minimize the phenomenon of estrangement, it needs to understand the interaction between teaching and learning. Moreover a variety of teaching methods should be studied to facilitate learning and systematically manage a invention of the gifted education efficiently.

• Communications of Mathematical Education
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• v.36 no.3
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• pp.439-467
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• 2022

The future society requires not only knowledge but also various competencies, including creativity, cooperative spirit and integrated thinking. This research develops a program for integrating mathematics and information science to enhance important mathematical competencies such as problem-solving and communication. This program does not require much prior knowledge, can be motivated using everyday language and easy-to-access tools, and is based on creative problem-solving activities with multilateral cooperation. The usefulness and rigor of mathematics are emphasized as the number of participants increases in the activities, and theoretical principles stem from the matrix theory over finite fields. Moreover, the activity highlights a connection with error-correcting codes, an important topic in information science. We expect that the real-world contexts of this program contribute to enhancing mathematical communication competence and providing an opportunity to experience the values of mathematics and that this program to be accessible to teachers since coding is not included.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.158-175
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• 2002

In the present study we have compared and analyzed three different measures of creativity in 135 gifted and 161 normal students to understand the nature of creativity and to propose the guideline for measuring creativity. The instruments used to measure creativity in this study are the Torrance Test of Creativity Thinking (TTCT), the Test of Creative Problem solving and Finding in Science (CPFS), and the Creative Behavior Checklist in Science (CBCS). The TTCT is the most widely used divergent thinking test and measures creativity in the aspect of domain-generality. The CPFS and the CBCS were developed for the purpose of this study and measure domain-specific creativity in the area of Science. The findings of this study revealed that gifted students are significantly more creative compared to normal students in all measures of creativity used in the study. The biggest difference between the gifted and normal students was found in the aspect of CPFS. This study implies that creativity, which is considered less useful to identify gifted students compared to achievement or IQ scores, is the important factor to consider for judging giftedness. The low correlations revealed among the TTCT, CPFS, and CBCS imply that the three measures of creativity address relatively different aspects of creativity. The results also suggest that it is essential to consider multiple criteria of creativity not to overlook potential creative students in the area of science. Implications of the study in connection with the identification and educational practices for gifted education program is discussed.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.412-428
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• 2010

The purpose of this study is to identify the teaching professionalism of the two teachers for secondary science-gifted students in perspective of teaching orientations. Both teachers have been taught biology to secondary science-gifted students for more than six years and they have received in-service training in gifted education. Teachers' orientations were investigated through in-depth interviews and observing lessons. For the data collection, videotapes were recorded during two lessons and two in-depth interviews for each participant were conducted. All recorded data were carefully transcribed and analyzed. Some unique characteristics of teaching were identified from the class instruction of each participant. Both teachers revealed 'Open Inquiry' orientation. This was reflected by their educational goals and beliefs that they should help science-gifted students to grow themselves as scientists by enhancing their inquisitiveness and creative problem solving ability. However, each teacher had shown different teaching orientations such as 'Academic Rigor' and 'Discovery' that seemed to have influence on the level or the range of subject matter covered in the classes. Teachers' science teaching orientations have been changed by their subject of teaching and their experiences in teaching the gifted. In the process, teachers' educational philosophy about gifted education plays an important role in teaching orientation. Based on the ongoing teachers' efforts for enhancing his/her professionalism, the teachers seemed to critically review theoretical knowledge of the science teachers in gifted education through self-reflection on their own teaching methods. When teacher's educational philosophy about gifted education was established and internalized, science teaching orientations in teaching practice seemed to be consistent with his/her goal of teaching.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.503-526
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• 2010

We investigated the brain activity in perceiving the emotional stimuli between a science invention group(n=13) and a general group(n=13). The science invention group, which mostly consisted of recipients of creativity prizes, scored 96% on creative personality tests(WKOPAY, SAM), whereas the general group performed at an average level on these tests. Analyzing the brain activity in perceiving the emotional stimuli(IAPS pictures), the science invention group than the general group showed higher activity in certain areas, such as MTG, STG, and so on. When correlation analysis was performed on the creative personality score and brain activity, MTG, STG, and so on areas showed significant correlations. There were more correlation areas in valence than in arousal. These results show that scientific creativity is related to emotional susceptibility. Thus, we insist that emotion be considered in the assessment and education programs for the gifted in science.

• The Journal of the Korea Contents Association
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• v.14 no.11
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• pp.450-466
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• 2014

This study compared and analyzed body composition, physical fitness, and physical self-concept between gifted students in mathematics and science attending Korea Science Academy (KSA) and non-gifted students attending traditional high schools. The KSA students were 117 males who entered the school in 2009. As a control group, a total of 117 non-gifted students were randomly selected from 5 cities. The results of covariate analysis taken 2 year interval, pretest (2009) and posttest (2010), indicated that gifted students were significantly taller (p<.05) than non-gifted students, and were lower in BMI (p<.05) and PBF (p<.001). There was no significant difference in physical fitness between gifted and non-gifted students. But non-gifted students have a significantly higher self-concept in physical appearance (p<.05) and physical strength (p<.05). The internal/external frame of reference model and the Big Fish Little Pond Effect (BFLPE) theory were supported. Especially, gifted students were significantly higher (p<.01) in endurance self-concept than non-gifted students. We have discussion this result as the future research subject whether it come from the characteristics of the gifted's tenacity at high level tasks.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.536-548
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• 2014

The purpose of this study was to develop a science gifted education program as a strategy for modulating gifted children's overexcitabilities and to examine the effect of such program on task commitment and creative personality. The results of this study were as follows. First, science gifted education program which modulated gifted children's overexcitabilities showed significant effect on the improvement of task commitment. Looking at sub domains, significant results were obtained at self-regulation. Second, science gifted education program which modulated gifted children's overexcitabilities showed significant effect on the improvement of creative personality. Looking at sub domains, significant results were obtained at the self-conviction and humors. Third, students who experienced the classes showed affirmative responses that the new teaching method was interesting and helpful. Looking at the above results, science gifted education program which modulated gifted children's overexcitabilities can be considered as effective for improving task commitment and creative personality of elementary scientific gifted students.