• Journal of Korea Game Society
• /
• v.21 no.2
• /
• pp.139-150
• /
• 2021

This study analyzed the effectiveness by developing an online program to enhance collaborative problem-solving capabilities for college freshmen using gamification. According to the research results, the operational model of the online program for enhancing collaborative problem-solving capabilities using gamification was presented in five stages: 1 preparation, 2 team building, 3 assessment, 4 feedback, and 5 achievement sharing. The results of the "pre-test" and post T-test of creative problem-solving capabilities, the variables related to creative problem-solving skills, academic challenge, creative thinking ability, and convergence value creation have been significantly improved. What should be discussed in the future is the need to experience collaborative problem solving process online, and to develop game design and platform that can discuss and communicate.

• Journal of Science Education
• /
• v.41 no.3
• /
• pp.405-425
• /
• 2017

This study aimed to investigate the life and works of Robert Hooke, an ingenious scientist in the era of scientific revolution, and to give some implications of invention education for science education. The publications and critics of Robert Hooke were analyzed to find out the personal setbacks how he showed excellent performances across the fields of science. The research finding showed that he tried to make geometric and visualized reasoning based on the empirical phenomenon, had much interest in the devices and methods for measurement and observation in the experiment, and made technical devices by himself. The ingenuity of Robert Hooke could be revealed by the rich resources in his childhood, his talent of drawing for depiction, and his colleagues and teachers with favors of diverse fields of disciplines and empirical tradition. As well, it was likely that his monistic viewpoint between the reality and scientific theories, led himself to develop interesting instruments for scientific experiments. Thus, this study suggested some implications to combine invention education with science education.

• Journal of Digital Convergence
• /
• v.12 no.2
• /
• pp.571-576
• /
• 2014

Convergence refers to create a new one by combining the different elements of two or more. Currently convergence has expanded academy, industry and education from the concept of combining heterogeneous inter-technology. The most important key to the convergence in success is to derive ideas for problem solving. However, the idea derivation is done in companies to hire professional people for letting the innovation of corporate planning and new product in most cases. It is hard to get the expected results of convergence's variety. In this research, the creation of the general public for their ideas is main focus on developing a curriculum. Development models are: 1) strengthening the internal capacity for creative thinking, 2) curriculum meets the consumer 3) an understanding of convergence technology 4) creative ideas and planning ability is composed of four concepts. It is expected that convergence man power having the creative idea is trained in case of applying the proposed education model to the convergence education.

• The Journal of the Convergence on Culture Technology
• /
• v.7 no.1
• /
• pp.223-233
• /
• 2021

This study is was conducted for 37 first-year students (including 27 males and 10 females) enrolled in the engineering product design class opened as a regular class in the second semester of 2018 at 'A' University in Seoul to examine creative problem solving experiences in class using design_thinking. In this study, creative problem-solving ability was divided into creative personality and problem-solving ability and in the results of examining the difference in pre- and post-creative problem solving abilities through Hotelling's T-square test and t-test, among the creative personality, the tolerance & passion, humor, curiosity, and progressive attitude were found to significantly increase after class. Next, in the results of examining the process of creative problem solving through the reflection journal, in the empathy and prototyping and testing stages of design thinking, more activities for problem solving appeared, and at the stage of problem definition and idea generation, it can be seen that more activities expressing creative personality appear. The results of this study show that creative problem-solving abilities can be improved through design thinking, suggesting that instructional support for effective design thinking should be designed.

• Journal of Digital Convergence
• /
• v.14 no.7
• /
• pp.355-362
• /
• 2016

This research analyzed 'esquisse', that is one of among the visual representation tools of designers in design-thinking process. They were classified into five different types(M, N, O, P, Q) and categorized about preferred type of brain dominance area based on Ned Herrmann's 'Brain 4 division theory'. By contrasting and analyzing five types of sketch tendencies and brain tendencies through Structural left -brain type(M), Emotional limbic-brain type(N), Visual right-brain type(O), Plane expressional right-brain type(P) and Text expressional right-brain type(Q), it was deduced that which utilization the designer with each brain type with various Styles and characteristics shows internally in the design thinking process can be analyzed.

• The Journal of the Korea Contents Association
• /
• v.21 no.6
• /
• pp.779-790
• /
• 2021

Film literacy comprises the process of producing a new creation through understanding the elements that make up a film, the content of a film, and a critical and creative thinking process. Film literacy is employed in fields such as composition, science, social studies, and geography, and, additionally, it is used to cultivate humanities literacy and critical thinking skills. Yet despite the large proportion of the film script in the movie, it is not easy to find literacy education cases that use film English as a teaching method. Film English is a practical and authentic material, and is suitable as an English learning material in an EFL context like Korea. However, the approach of using films to teach and learn differs according to the content and genre of a film. Thus, the teacher may have a difficult time organizing and preparing for class. This study suggests six class activities that can be commonly applied to English classes using films based on the areas of critical, cultural, and creative (3Cs) activities. Four hundred and five college students taking Movie English classes participated in the present study and frequency analysis was conducted to find out their preferences through a questionnaire survey. The results from conducting class activities in university liberal arts classes suggest that the most preferred activities of students are related to cultural, critical, and creative, in that order. Creative activities that are far beyond English instruction utilizing various digital tools or providing additional reading materials can be a burden on learners.

• The Journal of the Korea institute of electronic communication sciences
• /
• v.18 no.5
• /
• pp.901-910
• /
• 2023

In universities, programming language-based thinking and software education for non-majors are being implemented to cultivate creative and convergent talent capable of leading the digital convergence era in line with the Fourth Industrial Revolution. However, learners face difficulties in acquiring the unfamiliar syntax and programming languages. The purpose of this study is to propose a software education model to alleviate the challenges faced by non-major students during the learning process. By introducing algorithm techniques and diagram techniques based on programming language thinking and using the EZMKER kit as an instructional model, this study aims to overcome the lack of learning about programming languages and syntax. Consequently, a structured software education model has been designed and implemented as a top-down system learning model.

• 한국HCI학회:학술대회논문집
• /
• 2009.02a
• /
• pp.1137-1144
• /
• 2009

Creativity, the ability to produce through imaginative skill, is pursued by all designers. However, originality does not refer to absolute novelty. In this age, information is shared and disseminated. Creation of works is an activity to re-establish all shared information and reorganize relationship among things. Therefore, a new design is a product of reorganization rather than originality. Moreover, designers can generate ideas different from each other because they individually espouse different system of knowledge. From such perspective, a very important task of designers is to explore methods of expanding design thinking that can enhance the ability to new connection among things in the process of assimilation and modification. The task can be carried out by identifying characteristics and limits of their unique system of knowledge. Therefore, it is necessary to seek methods of expanding design thinking for efficient cognitive activities. In explaining human knowledge, this study applied semantic network, a method used in cognitive science for creating structure, and the method of expanding design thought was proposed by corresponding method of design conceptualization. By organizing, categorizing, and flexibly combining and modifying the methods of design thinking conceptualization and expansion generated by this study, strengths of each method were enhanced and limits of each method were overcome to enable more effective design thinking. In this study, the method of expansion was used when connecting of nodes cannot be sustained after using each method of conceptualization. By avoiding unique method of thinking through diversification and vitalization of conditional points, efficient design thinking was achieved. The value of this study lies in the fact that the proposed method of expanding thinking using the mechanism of network enhances the ability to establish new connections in the process of assimilation and modification.

• Journal of Science Education
• /
• v.35 no.2
• /
• pp.149-158
• /
• 2011

The purpose of this study is to improve education program for Informal Science Education Institution by analyzing education program of Natural History Museum, one of informal science education institution. This research subject is Seodaemun Museum of Natural History, located in Seodaemun-Gu, Seoul. It is Public Natural History Museum, which runs more than 60 education programs every year continuously for recent 6 years. Objects of this study are 32 education programs for 3rd to 6th grade of elementary school. The result of study shows that teaching materials of programs, run by informal science education institution, don't contain enough script and activity for improving creativity and inquiring mind. As the result of the study, it is required that guidance plan of education program be developed with more activities, teaching method and script, to seek quality of class than quantity of that when developing education program of science education institutes. And it is required to develop teaching material using creative technique and to improve medium and long term program for development of feedback.

• Journal of Science Education
• /
• v.41 no.3
• /
• pp.297-317
• /
• 2017

The purpose of this study was to investigate the possibility of Science Social and Emotional Learning(SSEL). The factors of SSEL were suggested, and by utilizing them, the contents of middle school's science and Chemistry 1 textbook were analyzed. The factors are as follow: numeracy, information and communication technology, critical thinking, creative thinking, personal and social capability, ethical understanding, and intercultural understanding. The results showed that the 60~70% of textbooks put emphasis on numeracy, information and communication technology, critical thinking, creative thinking while some factors were limited in th contents, which were personal and social capability, ethical understanding, and intercultural understanding. Therefore, teacher should try to reconstruct the teaching and learning materials and fill in the deficiencies of SSEL factors through class activities. In addition, it is suggested to study specific application methods such as science activities or experiment activities in detail to meet social and emotional learning.