• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.04a
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• pp.211-226
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• 2006

이 연구는 수학 창의적 문제해결력을 바탕으로 수학 영재를 판별하기 위해서 수학 창의적 문제해결력 검사를 개발하고, 유창성만으로 수학 창의성을 평가한 이 검사 방법의 신뢰도와 타당도를 검증하는데 있다. 10개의 개방적인 수학 문제를 개발한 바, 수학적으로는 직관적 통찰력, 정보 조직력, 추론능력, 일반화 및 적용력, 반성적 사고력을 요구하는 문제들이다. 이 10문항을 영재교육기관에 입학하고자 지원한 초등학교 5학년 2,2029명에게 실시했다. 교사들은 각 문제에 대해 타당한 답을 제시한 빈도로 유창성을 측정했다. 학생들의 반응은 Rasch의 1모수 문항반응모형을 기반으로 한 BIGSTEPTS 로 분석했다. 문항반응 분석결과, 이 검사는 창의성을 유창성만으로 측정할 때도 영재판별 검사로서 신뢰도, 타당도, 난이도, 변별도가 모두 양호한 것으로 나타났다. 덜 정의되고, 덜 구조화되고, 신선한 문제가 영재교육 프로그램에 지원한 학생들의 수학 창의성을 측정하는데 좋은 문제임을 확인할 수 있었다. 또한 이 검사는 남학생이 여학생보다 수학 창의적 문제해결력이 우수하며, 영재교육원에 지원한 학생들이 수학영재학급에 지원한 학생들보다 더 우수함을 확인해 주었다.

• Communications of Mathematical Education
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• v.16
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• pp.201-215
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• 2003

이 연구에서는 창의적인 문제해결능력을 검사하는 도구로 널리 알려진 개방형 문항 5 문제를 수정 또는 번역하여 중학교 2학년 학생들에게 적용하고 그 결과를 분석하였다. 검사도구에 대한 양호도 분석 결과는 다음과 같다. 첫째, 문항 내적 일관성 신뢰도(Cronbach ${\alpha}$)의 계수는 0.8이다. 둘째, 문항반응이론에 근거한 문항의 적합도 지수는 모두 1.2미만으로서 분석모형에 적합한 문항이라고 볼 수 있다. 또한, 문항간의 난이도의 차이는 로짓트 점수가 0.6을 넘지 않은 범위에서 골고루 분포되어 있다. 셋째, 문항 신뢰도 지수가 모두 0.80보다 높은 것으로 나타나 사용된 문항들은 서로 잘 분리되어 창의적 문제해결력을 추정하고 변별하는데 무리가 없다. 학생들의 반응에 대한 분석 결과는 다음과 같다. 문항1에서 곡선을 이용한 반응은 영재학생들에서만 발견할 수 있었다. 문항2에 대한 각 반응의 독창성 점수는 모두 0이다 이것은 문항2가 널리 알려진 문제에 기인한 것으로 해석된다. 문항3은 영재학생들이 더 많은 반응을 보인 것으로 모든 반응이 독창성 점수를 부여받았다. 문항4에 대하여 일반학생들은 거의 반응을 하지 못하였다. 문항5는 대부분의 학생이 반응을 하였으며 반응의 종류도 가장 다양하였다.

• Korean Journal of Culture and Social Issue
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• v.18 no.4
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• pp.463-479
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• 2012

The implicit association test (IAT) measures implicit attitudes of participants and is regarded as an effective method for expecting future behaviors. Based on the IAT, this study aimed to answer the question, whether implicit attitudes of an individual about creativity have any kinds of impact on global perception, which might be important for a creative process. In the experiment, participants were presented words, which were associated with one of four categories, while one attitude category (creativity /practicality) and one evaluative category (good/bad) were always paired together either on the left side or on the right side of the computer screen. After completing the IAT test, participants were led to fill out a questionnaire to assess explicit attitudes toward creativity and practicality. Then they conducted the navon task, in which they had to find one of two letters, 'F' or 'H', which were presented either as a local form or as a global form. Finally, the participants had to write down as many untypical functions of an object as possible. The results showed that not the scores of explicit attitude scores but the IAT scores correlated with the reaction time of global perception. The global perception was faster in the participants with the low IAT scores than the local perception. Compared to this, the global perception benefits disappeared in the participants with the high IAT scores. Additionally, more creative ideas about the functions of the object were listed in the group with the lower IAT scores. Implications of the role of implicit attitudes about creative processes are discussed.

• Journal of Gifted/Talented Education
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• v.17 no.1
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• pp.1-26
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• 2007

The purpose of this study was to develop a math test for identification of the mathematically gifted on the basis of their math creative problem solving ability and to evaluate the goodness of the test. Especially, testing reliability and validity of scoring method on the basis of fluency only for evaluation of math creative problem solving ability was one of the main purposes. Ten closed math problems and 5 open math problems were developed requiring math thinking abilities such as intuitive insight, organization of information, inductive and deductive reasoning, generalization and application, and reflective thinking. The 10 closed math test items of Type I and the 5 open math test items of Type II were administered to 1,032 Grade 7 students who were recommended by their teachers as candidates for gifted education programs. Students' responses were scored by math teachers. Their responses were analyzed by BIGSTEPS and 1 parameter model of item analyses technique. The item analyses revealed that the problems were good in reliability, validity, item difficulty and item discriminating power even when creativity was scored based on the single criteria of fluency. This also confirmed that the open problems which are less-defined, less-structured and non-entrenched were good in measuring math creative problem solving ability of the candidates for math gifted education programs. In addition, it was found that the math creative problem solving tests discriminated applicants for the two different gifted educational institutions.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.557-580
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• 2017

The purpose of this study is developing the manifestation process model of group creativity among mathematically gifted students. Therefore, I designed the manifestation process model of group creativity by researching the existing literatures on group creativity and mathematical creativity. The manifestation process model of group creativity was applied to mathematically gifted students' class. By analyzing students' response, the manifestation process model of group creativity was improved and concretized. In conclusion, the process of a combination of contributions was concretized and the major variables on group creativity such as a diversity, conflict, emotionally supportive environment and social comparison were verified. In addition, some reflective processes was discovered from a case study.

• Journal of Science Education
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• v.33 no.1
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• pp.122-132
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• 2009

This study aimed at designing an effective earth science instruction which would help to improve students' scientific creativity using the questioning strategies. The developed questioning strategies were applied to 153 students of $10^{th}{\sim}11^{th}$ grades from March, 2004 to February, 2006. The Reaction Evaluation of Educational Program was used for students' reponses on these questioning strategies. And the Creativity Test developed by the Korea Institute for Aptitude Test was used for the changes of students' scientific creativity. The students responded that these questioning strategies improved students' scientific creativity, and those did not promoted interaction between the teacher and the students. After implementing these questioning strategies, students' analogical ability of language was evaluated the largest score among the 6 categories of scientific creativity. The survey about students' scientific creativity showed that there are meaningful differences between before and after implementing these questioning strategies : analogical ability of figure, analogical ability of language, reading comprehension ability.

• Proceedings of the Korean Society for the Gifted Conference
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• 2002.05a
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• pp.159-160
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• 2002

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.907-935
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• 2010

The purpose of this study was to investigate the effects of using open-ended problems in ability-level activities in mathematics instruction and to draw some informative conclusions in order to improve the practice of teaching and learning mathematics in the elementary school. To fulfill the purpose, the research questions were established as follows: 1. Is there any difference between the academic achievements of the experimental group(doing ability-level activities using open-ended problems) and the control group(doing general ability-level activities)? 2. Which sub-group(grouped by achievement score in pretest) get affected most by ability-level activities using open-ended problem in the experimental group? 3. What kinds of responses do students show in their ability-level activities using open-ended problems? By applying t-test and analysing the response, the conclusions were drawn as follows: First, using open-ended problems in ability-level activities has positive effects on the academic achievement of the experiment group. The mean of posttest scores of the experiment group was statistically meaningfully higher(p<.05). Second, using open-ended problems in ability-level activities affect most to the achievement of lower sub-group in the experiment group. The mean of posttest scores of lower sub-group in the experiment group was statistically meaningfully higher than that of control group(p<.05). Third, students showed various and creative response in their ability-level activities using open-ended problems.

• Communications of Mathematical Education
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• v.18 no.3 s.20
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• pp.209-226
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• 2004

본 연구는 이강섭 ${\cdot}$ 황동주 ${\cdot}$ 서종진(2003)의 개방형적인 접근의 수학 창의성 반응에 따라 수학적 자기효능감의 차이를 조사한 것이다. 수학적 자기효능감이 높다고 하더라도 독창성이나 창의성에서는 낮은 점수를 받은 학생이 있으며, 수학적 자기효능감이 낮은 학생일지라도 유창성에서는 높게 나타나는 경우가 있다. 그러므로 수학 창의성은 수학적 자기 효능감과는 다른 특별한 능력이고 수학 창의성 중에서 유창성은 아마 동기 능력과 관련이 있을 것이다. 본 연구에서는 수학 창의성 교수학습 방법을 개발하는데 있어 인지적인 요인뿐만 아니라 동기적인 요인도 포함하여 개발하여야 할 것이다.

• Communications of Mathematical Education
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• v.19 no.2 s.22
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• pp.327-344
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• 2005

솔리테르(solitaire) 중 간단한 게임인 자리바꾸기 문제에 대해 학습자로 하여금 다양한 해결방법을 산출 하도록 한 후, 그 과정에서 학생들의 수학적 창의성의 발현 과정을 추적해 본다. 제시한 문제 해결 과제에 대한 학습자들의 반응과 해답을 분석함으로써 수학적 창의성에서의 인지적 구성요소인 확산성, 유창성, 논리성, 유연성, 독창성과 정의적 구성요소에 해당하는 적극성, 독자성, 집중성, 정밀성 등이 어떻게 나타나고 있는가를 살펴본다. 또한 그렇게 함으로써 각 구성요소의 의미와 특성을 규명하고자 하며, 나아가 이들 구성요소를 판별할 수 있는 방안에 대한 기초 자료를 제공하고자 한다.