• 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.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.93-105
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• 2014

Group creativity has recently been heightened as a core competence in the 21st century. Therefore, there is a need for introduction of concepts on design thinking emphasizing the collaboration and empathy to science education as an effective method for fostering group creativity. Understanding design thinking for effective introduction should be preceded, so we explore the characterizations of design thinking through the generic model overlay method, focus group interview, and critical incident technique analysis. The results reveal 4 cluster units of competency and 15 core competencies. The collaboration cluster consists of 5 competencies and they are as follows: organization of the team, communication, self-control, persuasiveness, and initiative competency. The integrative thinking cluster consists of 3 competencies and they are as follows: analytical, strategic, and intuitive thinking competency. The human-centeredness cluster consists of 3 competencies and they are as follows: user-orientation, relationship building, and interpersonal understanding competency. The multidisciplinary cluster consists of 4 competencies and they are as follows: achievement orientation, information seeking, curiosity, and flexibility competency. Findings are expected to provide the basic data for developing programs and establishing strategies in order to foster group creativity as well as introducing design thinking to science education effectively.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.18 no.6
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• pp.201-214
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• 2023

This study attempted to analyze the impact of individual entrepreneurial capabilities on entrepreneurial intention targeting small and medium-sized business employees, and sought to confirm the mediating effect of entrepreneurial efficacy and entrepreneurial mentoring between entrepreneurial capabilities and entrepreneurial intention. The sub-variables of entrepreneurship competency were analyzed separately into creativity, problem solving, communication, and marketing. 368 questionnaires collected from employees at small and medium-sized manufacturing companies located across the country were used for empirical analysis. A parallel dual mediation model with no causal relationship between parameters was used for empirical analysis using SPSS v26.0 and PROCESS macro v4.2. As a result of the analysis, first, among the start-up competencies, creativity, communication, and marketing were confirmed to have a significant positive (+) effect on start-up efficacy. Second, among the start-up competencies, creativity, communication, and marketing were tested to have a significant positive influence on start-up mentoring. Third, both startup efficacy and startup mentoring were found to have a significant positive influence on startup intention. Fourth, among start-up capabilities, creativity and marketing were confirmed to have a significant positive (+) effect on start-up intention. Fifth, startup efficacy and startup mentoring were found to have a mediating effect on startup intention except for problem solving among startup competencies. As a result, it was confirmed that in order to strengthen the intention to start a business among small and medium-sized business employees, start-up efficacy and start-up mentoring are important factors, and that marketing and creativity have an important influence among individual start-up capabilities, so education and prior preparation for these are necessary. As follow-up research, it will be necessary to apply multivariate models, analyze time series data, research considering external environmental factors, and test the difference between start-up capabilities and performance considering detailed population characteristics.

• Journal of Digital Convergence
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• v.19 no.11
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• pp.155-165
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• 2021

The objective of this research is to suggest the creativity revelation model and to verify the relationships among knowledge capabilities and creativity processes including exploration and exploitation. Also, we investigate whether there are differences in creativity revelation processes from the perspective of psychological empowerment. To achieve the purpose of the research, a survey was conducted targeting employees of software development companies that require creativity in work performance. Empirical results show that knowledge capabilities have positive effect on creativity revelation processes. The notable point of the results is the role of psychological empowerment such that individuals with high psychological empowerment have more exploration-centric revelation, and those with low psychological empowerment have more exploitation-centric on the other hand. These results are interpreted that the behavioral patterns of organizational members may vary depending on the level of psychological empowerment in the creativity revelation, and therefore could suggest several managerial implications regarding creativity management and organizational development in an environment where convergence becomes more important.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.13-23
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• 2016

This research studies the discrepancy between the perception and reality of the early childhood educators regarding the creative competency of the early childhood education institutions, and the differences stemming from the background characteristics of the educators. Subjects were 114 early childhood educators drawn from kindergartens in Daegu and Gyeongbuk province. 180 questionnaires were delivered through physical visit or mail to the institutions. The collected data were analyzed using t-tests, one-way ANOVA and the Scheffe post hoc test, and the result is as thus. Firstly, the discrepancy between the perception and the reality of the educators was significantly different in all sub-domains. Secondly, The discrepancy between the perception and reality, according to the background characteristics, showed significantly different in the following domains: according to the position of the educators, in some sub-domains of autonomy; according to the academic background, in some sub-domains of the leadership; according to the career of the educators, in some sub-domains of diversity; and according to the age of the educators, in some sub-domains of diversity and leadership.

• Journal of Digital Convergence
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• v.9 no.5
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• pp.215-224
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• 2011

The purpose of this study is to identify a core competencies of the smart worker which most needed in the Smart Work 2.0 environment and to define the competence model of smart worker that can be most applied to. Smart worker for the core competence model as a originality & innovation competence and social skills, digital capability and the capacity of each organic connection to each other is very necessary. Such a smart worker competencies needed to strengthen the three related to the smart foundation for a smart network that will help encourage a very important role is considered.

• Journal of Digital Convergence
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• v.18 no.12
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• pp.353-362
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• 2020

This was a single group pretest-protest pre-experimental study designed to find out whether writing using media enhances creative convergence capacity. Data were collected from 30 C university students in C city, from March 1st to July 15th, 2020. Analysis was done using IBM SPSS 25.0 for frequency, percentage, average, standard deviation, and paired t-test. Creative problem solving ability was enhanced by an average of 0,63 points (p<.001), critical thinking tendency by 1.06 points (p<.001), self-leadership by 0,53 points (p<.001), and self-control by an average of 0.51 points, so was statistically significant (p=.001). Writing using media had the effect of improving creativity and integration capabilities. The results of this study are expected to be used as basic data for the development of educational programs for creativity and integration enhancement at university-level. Also, follow-up studies on the effectiveness of writing education by utilizing web media as text and tools simultaneously and customized university-level writing education utilizing media are required.

• Journal of Korea Technology Innovation Society
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• v.14 no.1
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• pp.109-138
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• 2011

Recently, the rapid change in the technical environment and under global competition, there has been an increasing attention to the creativity among core competency of organization. Particularly, creativity is an initiative for technological innovations and a primary key factor to the success. Systematic understanding towards creativity is required to derive sophisticated creativity. However, previous researches involved in only one or two elements of creativity made it difficult to understand the holistic relations. Furthermore, the objective measurement tool of creativity is insufficient. Therefore, this study analyzes creativity from each level and clarifies the elements that can coordinately measure that. First, the study suggests three levels that compose creativity. Second, the study not only clarifies the factors influencing creativity from each level but also develops the evaluation index. The creativity level assessment model proposed in the study is capable of providing a guide-line that evaluates, and therefore enhance, the organization's competencies and potentials of creativity.

• The Journal of the Korea Contents Association
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• v.14 no.8
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• pp.50-60
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• 2014

A writer's text signals are converted into visual ones as a director exerts his fundamental capability to interpret and direct. On the other hand, his situational capability comes into play as the production environment changes. Such latest developments as the increasing popularity of production outsourcing, the sapped advertising market, and the growth in the number of the media channels and consequently heightened level of competition have led to changes in the way of advertising and production sponsorship. In turn, directors are faced with a new environment, where they are now required to pick up the role of an advertising director. Given that the production costs have been rising faster than the advertising revenue, such change in the director's situational capability seems to be part of the overall drama industry's evolution.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.535-547
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• 2014

This study analyzed the characteristics of National Science Curricula in the UK, Australia, New Zealand, Canada, Singapore, and Korea with respect to core competencies. In the case of overseas countries, literature review on their curricula was conducted, and four common features were extracted: 'association of cross-curricular competencies with science-specific competencies', 'a combination of science contents and scientific practices', 'an emphasis on communication skills', and 'representation of an achievement level of competency'. In addition, the common core competencies of science education were 'critical thinking', 'creative thinking', 'problem solving', 'inquiry skills', 'communication skills', 'cultural literacy', 'ability to integrate discipline', 'application skills', and 'personal/social competency'. In relation to these features, this study also investigated Korean science teachers' perceptions of core competencies in science education. A survey was conducted on 135 teachers in elementary, middle, and high school in Korea. Teachers were not well aware of what core competencies are, and after introduction, they thought that they wanted to and needed to teach core competencies to their students. Teachers claimed that critical core competencies in science education are 'creative thinking', 'problem solving', and 'inquiry skills'. Teachers thought that core competencies-based science class would help develop students' scientific literacy and communication skills. However, they have difficulties in conducting core competencies-based science class because they are not familiar with how to conduct the class and they expect that it will take a long time to prepare such a class.