• The Journal of Korean Association of Computer Education
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• v.11 no.2
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• pp.1-12
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• 2008

It is important to improve the creative problem- solving ability through subject matter education. Especially, Informatics education is important to improve the problem-solving ability by using computer as well as the general problem-solving ability. This paper identifies the creative problem- solving ability which is required in Informatics education. The cognitive components of the creative problem-solving ability are organized as the result of crossing the problem-solving ability and the creativity. This paper investigated the validity of the contents as judged by a panel of experts. The cognitive components of creativity are the elaboration, sensitivity, and reorganization in the step of 'Understanding and Analysis the Problem'. Also, The cognitive components of creativity are the fluency, flexibility, and originality in the step of the 'Exploring the Problem Solutions'. The cognitive components of creativity are elaboration in the step of the 'Design the Problem Solution' and 'Implementation'. Finally, the cognitive components of creativity are the flexibility and elaboration in the step of the 'Evaluation'.

• Journal of the Korean School Mathematics Society
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• v.13 no.2
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• pp.205-224
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• 2010

This paper examined what structural relationship metacognition and flow, which are identified as major variables that positively influence creative problem solving ability, had with mathematics creative problem solving ability. For this purpose, the Mathematics Creative Problem Solving Ability Test (MCPSAT) was given go 196 general second-year middle school students, and their cognitive and affective states were measured with metacognition and flow tests. The three variables' relationships were examined through a correlation analysis and, through structural equation modeling, the mediating effect of flow was tested in the structural relationships between the three variables and in the relationship between metacognition and mathematics creative problem solving ability. The results of the research show that metacognition did not directly influence mathematics creative solving ability, but exerted influence through the mediating variable of flow. A more detailed examination shows that while metacognition did not influence fluency and originality from among the measured variables for mathematics creative problem solving ability, it did directly influence flexibility. In particular, metacognition's indirect influence through the mediating variable of flow was shown to be much stronger than its direct influence on flexibility. This research showed that the students' high metacognition ability increased flow degree in the problem solving process, and problem solving in this state of flow increased their mathematics creative problem solving ability.

• Korean Journal of Cognitive Science
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• v.13 no.2
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• pp.47-59
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• 2002

Three experiments were conducted to investigate whether different types (common vs. uncommon) of prior-examples entail different effects in creative problem solving, and whether types/levels (rich or lean. common or uncommon) of background knowledge interact with types of prior-examples. It was found that the example types and the types/levels of background knowledge do interact and have some differential effects on generating novel and useful ideas. In Experiment 1 and 2. uncommon examples had a positive effect - generating many novel and useful ideas. regardless of background knowledge types. while common examples had positive effects, only when the background knowledge was somewhat uncommon In Experiment 3 it was also found that types (irrelevant,. single common. single uncommon, or multiple common + uncommon) of background knowledge seemed to influence differently on the ease of finding solutions: when background knowledge is diverse or not directly related to the task problem, uncommon prior examples produced much greater number of novel ideas than it was with single common or sin91e uncommon background knowledge. Implications of the present study were discussed. in relation to mental sets and fixation.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.2
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• pp.253-267
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• 2012

In this paper, we primarily focus on the perspectives about creative process, which is how mathematical creativity emerged, as one aspect of mathematical creativity and then present a desirable task characteristic to measure and program characteristics to develop mathematical creativity. At first, we describe domain-generality perspective and domain-specificity perspective on creativity. The former regard divergent thinking skill as a key cognitive process embedded in creativity of various discipline domain involving language, science, mathematics, art and so on. In contrast the researchers supporting later perspective insist that the mechanism of creativity is different in each discipline. We understand that the issue on this two perspective effect on task and program to foster and measure creativity in mathematics education beyond theoretical discussion. And then, based on previous theoretical review, we draw a desirable characteristic on instruction program and task to facilitate and test mathematical creativity, and present an applicable task and instruction cases based on Geneplor model at the mathematics class in elementary school. In conclusion, divergent thinking is necessary but sufficient to develop mathematical creativity and need to consider various mathematical reasoning such as generalization, ion and mathematical knowledge.

• 대한공업교육학회지
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• v.33 no.2
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• pp.120-136
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• 2008

Using the tangible programming tools, which combines physical objects (e.g. robot) and educational programming language, may help to encourage learners' creative thinking as well as to enhance problem solving ability. That is, learners can have opportunities to simulate problem solving processes through the physical objects, such as robots. Therefore, they can minimize an fixation about problem solving process. These experience is effective to induce creative thinking that is useful to find new solutions and change environment actively. Therefore, we developed a robot based programming teaching and learning curriculum and implemented it in college level introductory programming courses. The result shows that the robot based programming learning has a positive effect in all three factors of learners' creative problem solving potential, especially in a cognitive factor. The cognitive factor includes general problem solving abilities as well as factors that explain creativity, such as divergent thinking, problem recognition, problem representation. These result means that the developed robot based programming teaching and learning curriculum give positive effect to creative problem solving abilities.

• Journal of Gifted/Talented Education
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• v.24 no.5
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• pp.733-755
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• 2014

This study aims to develop and validate Creative Problem Solving Profile Inventory (CPSPI) which is a scale to measure the creative thinking style, based on the CPS theory. For redeeming the limits of existing scales, this study developed an inventory which includes an evaluation for cognitive ability as well as cognitive preference and the stage to share an idea with others and persuade (Persuasion & communication stage). At the early stage, 7 factors (stages) and 82 items were developed and finally, 5 factors and 39 items were selected through item analysis and validation of construct validity. In conclusion, CPSPI will be used as an educational tool for self-development by knowing own's strengths and weaknesses in the creative problem-solving process, and help in displaying cooperative creativity by understanding other people and interaction, based on creative thinking profiles of group members.

• Communications of Mathematical Education
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• v.18 no.3 s.20
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• pp.45-56
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• 2004

본고는 수학적 창의성과 관련한 논문으로 이를 창의적인 사람, 창의적인 산출물, 창의적인 과정이란 일반 창의성 연구자들이 연구하고 있는 분야로부터 유추적으로 논의를 시도하였다. 이런 접근으로부터, 얻을 수 있는 몇 가지 가정들은 다음과 같은 것이 있다. 첫 번째, 일반 보통아들을 대상으로 하는 공교육에서도 창의성 교육을 할 수 있으며, 이는 수학교과에도 적합한 진술이다. 두 번째, 현상학적 입장으로 부터 학교에서 교수${\cdot}$ 학습되고 있는 학교수학이 학생들 입장에서 보면 학습해야 할 필요가 있는 적절하고 새로운 지식이란 점을 공고히 해 주었다. 또한, 여기서 강조한 것은 새롭고 적절한 지식이 완성된 지식뿐만 아니라 발생상태 그대로의 지식 즉, 과정으로서의 지식도 포함하고 있음을 제안하였다. 세 번째, 수학자가 수학을 탐구하는 과정을 창의성 연구자들이 보듯이 인지과정으로 보는 대신에 한 수학적 아이디어를 이로부터 하나의 완성된 수학적 지식을 완성하기까지의 수학적 사고과정으로 보는 것이 수학교육적 의미에서 교수${\cdot}$ 학습에 의미가 있음을 살펴보았다.

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.47-57
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• 2017

The purpose of this study is to verify the effectiveness of a CT-CPS(Computational Thinking-based Creative Problem Solving) instructional model on the cognitive and the affective area of middle school students' software class. To achieve our goal, we explored theoretical background and designed a lesson plan based on CT-CPS instructional model. Then we analyzed our experimental results after applying the lesson plan to middle school students. We performed our experiment to an experimental group by using our CT-CPS instructional model-based lesson plans, and we carried out three pre and post tests about cognitive and affective area, i.e. creative problem solving ability, meta cognition and motivation of learning. As a result, most of the test factors were statistically improved, so the effectiveness of the CT-CPS instructional model on the cognitive and the affective area of middle school students' software class was verified.

• Journal of the Korea Society of Computer and Information
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• v.28 no.2
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• pp.227-234
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• 2023

In this paper, we developed a design thinking-based artificial intelligence education program for middle school students and applied it to verify the impact on creative problem-solving skills. The inspection tool used the Creative Problem Solving Profile Inventory (CPSPI), an inspection tool for measuring creative thinking type ability based on the CPS theory of Hwasun Lee, Jungmin Pyo, Insoo Choe(2014). CPSPI included the steps of evaluating cognitive preferences and cognitive abilities by supplementing the limitations of existing tests, and sharing and persuading one's ideas with others. Before and after applying the design thinking-based artificial intelligence education program, as a result of analyzing the creative problem-solving ability, it increased significantly in all areas. As a result of analyzing the creative problem-solving ability of middle school students, significant results were found in the areas of Problem Detection and Analysis, Idea Generation, Action plan, Execution, Persuasion and Communication. The effect of design thinking was confirmed as a teaching and learning method to improve creative problem-solving ability in artificial intelligence education.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.4
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• pp.121-131
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• 2017

The most important points in the field of entrepreneurship research are new venture creation and behaviors for start-up venture. Most of past researches are limited to the formation of entrepreneurial intention, and researches on entrepreneurial activities, specifically nascent entrepreneurial behavior, have not been studied well. In this study, we view entrepreneurial process as gestation process from entrepreneurial intention to nascent entrepreneurial activities, and identify the moderating effects of cognitive style, which is the way of thinking about the information in entrepreneurial process. In addition, we find the moderating effects of cognitive style on the relationships between perceived barriers and support in environmental factors and nascent entrepreneurial activities. Subjects of this study are potential entrepreneurs. So we selected university students who are taking venture start-up course, conducted a survey, collected 367 questionnaires. In statistical test, we applied PLS-SEM for testing hypotheses because CB-SEM is too sensitive to test more than two moderating effects in th research model. As a result of the analysis, it was found that entrepreneurial intention, cognitive planning style, cognitive creative style, perceived support had a significant effect on nascent entrepreneurial behavior. The results of the analysis of the moderating effects of cognitive style which are the hypotheses in the research are as follows. First, the cognitive planning style did not have a significant moderating effect on the relationship between entrepreneurial intention and nascent entrepreneurial activities. Second, in the relationship between perceived barriers and nascent entrepreneurial activity, cognitive planning style did not have significant moderating effect, and cognitive creating style had significant negative moderating effect. Third, in the relationship between perceive support and nascent entrepreneurial activity, cognitive planning style had significant positive moderating effect, and cognitive creating style did not have significant moderating effect.