• Journal of the Korean Society of Earth Science Education
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• v.11 no.3
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• pp.193-202
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• 2018

The purpose of this study was to examine the effects of creative product performance on scientific attitude, scientific self efficacy and creative problem solving ability of science-gifted elementary students. The subjects of the study were 20 students who were enrolled in science-gifted class of G elementary school. 8 period lessons of the creative product performance were given to the students after simulated creative product performance lessons. Pre and post tests were done before and after executing lessons to assess the change of students' scientific attitude, scientific self efficacy and creative problem solving ability. The findings and results of this study can be summarized as follows: First, creative product performance had meaningful effect in improving scientific attitude of science-gifted students. Second, creative product performance had meaningful effect in improving scientific self efficacy of science-gifted students. Third, creative product performance had meaningful effect in improving creative problem solving ability of science-gifted students. From questionnaire interview, we could know that subject students had difficulties in carrying out the performance at first but after the performance they came to have favorable impression and high satisfaction level about the performance.

• School Mathematics
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• v.12 no.3
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• pp.301-322
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• 2010

In this study, researchers developed the criteria evaluating mathematically gifted students' creative products, which contain such evaluation headings as cognitive abilities(; creativity, analytic thinking, expert skill and knowledge), performing ability of the Mathematically Gifted-Creative Problem Solving process. And then a case study is carried out to apply the criteria to an actual condition of mathematically gifted education. This case study shows that how teachers can apply those of model and criteria in actual condition of the mathematically gifted education. Through the criteria above mentioned, the characteristics of creative productivity can be grasped clearly and evaluated in detail.

• The Journal of Korean Association of Computer Education
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• v.17 no.3
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• pp.41-51
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• 2014

Informatics gifted education institutions have made multi-faceted efforts to encourage students to do creative activities which can be extended lasting. However, research about gifted student's creative activities is yet incomplete, and most of the research has only focused on their cognitive abilities. Therefore, there is a limit to providing creative activity curricula that reflect the characteristics of informatics gifted students. This study assessed the creative products achievement of 56 informatics gifted elementary school students' and comprehensively analyzed the results with affective and environmental variables. The result is that the achievement of creative products was higher when the intrinsic motivation was found to be higher. Parents' support or extrinsic motivation did not differ significantly.

• Journal of the Korean Applied Science and Technology
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• v.39 no.2
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• pp.246-260
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• 2022

This study was conducted to analyze the creativity education contents of dance activities in physical education textbooks for the 3rd and 4th grades of elementary school. For this purpose, 16 types of textbooks and auxiliary data for physical education in the 3rd and 4th grades of elementary school were collected and analyzed using the creative education content analysis frame of the physical education textbook based on the 4P model. In order to secure the integrity of the research, expert consultation was operated. The results of this study are as follows. First, from the viewpoint of creative person, 'inquiry' was the most common in creative mind, and the rest of the elements appeared relatively evenly. As for the subject of activity, 'individual' and 'colleague (team)' showed similar frequencies. Second, from the viewpoint of the creative process, all activity areas appeared as 'learning', and most of the elements of the activity purpose appeared evenly, and the creative process was explored. Third, from the viewpoint of creative output, physical activity performance was the most common activity method, and two or three activity methods were used together. In the creativity factor, all factors appeared evenly, and sensitivity and sophistication were the most common with 4 factors. Fourth, from the viewpoint of the creative environment, most of the activity spaces were no restrictions, and the activity media consisted of many educational contents using the body. Through this study, it was requested that creativity education in dance activities should be expanded quantitatively and intensified in quality, and the necessity of spreading creativity education contents of dance activities to other areas was explored.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.1025-1038
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• 2014

The purpose of this study the creative problem-solving of gifted children for elementary school science in order to improve and develop learning programs and STEAM projects by applying that effect would be to provide. To develop this STEAM program, we utilized the steps of the Project Learning method and the KOrea Foundation for the Advancement of science and Creativity(KOFAC) proposed STEAM program, learning the principles and criteria in configuration, the methodology. In order to verify the effectiveness of the developed STEAM program Elementary Science for gifted students with creative problemsolving Questionnaire were used. The program was developed a total of 18 classes, consists of first project to create a solar car, second project to create elastic car. The primary project was selected as one of the topics with the students and selected topics related to previous activities in accordance with articles examining the actual quest, consultation, representation activities in class and finishing with the deliverables and evaluation consisted of 12 classes. The second project is the first project based on a given problem to generate a deliverable by outlining a solution which consists of 6 classes. All of this project was composed by teachers and students to select a common topic on the subject of themselves through a process of problematization, the student-led science, technology, engineering and arts of the area so that the content can be made convergence. The results of the study indicate that this developed STEAM program has a positive effection creative problem solving in a gifted students.

• Journal of Science Education
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• v.37 no.1
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• pp.68-78
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• 2013

Until now, research to integrate art activities and science education have been making steady progress in the field of primary education and early childhood education that are directly involved in the art education of students. However, some science educators were interested in visualizing the artifacts by using design principles and experimental results through STEAM education. So, when conducting lessons for integrating science education with art activities, research is needed on the changing of the students' ability. Therefore, the purpose of this study is to investigate the effect of science experiments in collaboration with art activities for students' self-directed learning skills and creative personality in elementary school. This study was applied to 30 students(16 male, 14 female) of 4th grade in Changwon C elementary school. The teaching materials of this study was extracted some of the experiments from the 2007 revised national curriculum in elementary science textbook and 'Teachers for Exciting Science'. Experimental treatment was performed over a total of 10 class 5 subjects and a pre-post test was conducted through G-TAGAS. As a result, science experiments in collaboration with art activities have improved significantly students' self-directed learning skills and creative personality.

• Journal of Science Education
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• v.38 no.2
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• pp.415-429
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• 2014

The purpose of this study was to develop the 'airplane' science program based on Renzulli's Enrichment Triad Model for the gifted elementary students and investigate the effects of the program on attitude toward self-directed learning attitude, attitude toward laboratory work, and creative personality. Participants were 37 gifted students of local elementary school gifted classrooms. The results of this study were as follows: First, self-directed learning attitude was improved significantly including all sub-areas. Second, the attitude toward laboratory work was improved significantly including all sub-areas. Third, creative personality was improved significantly including all sub-areas. Finally, students' satisfaction about program had an average of 4.52 out of 5 points. Boys showed higher satisfaction on 'program management' and 'teacher's activities' than girls.

• Journal of The Korean Association of Information Education
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• v.15 no.1
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• pp.101-109
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• 2011

Generally, learning tools like robots are being mainly used as teaching aids to enhance creativity of a group of students who are superior in their studies and have an excellent potential in private education. This study uses a relatively cheap line tracer as a teaching aid and connects it with regular subjects so that elementary school higher graders showing academic achievement lower than average can get robot learning. This research developed a line tracer learning curriculum and teaching materials for total 12 sessions and taught students showing academic achievement below average and evaluated them after. According to the result of evaluating their achievement levels based on their results of learning in each session, most of the students with low academic achievement was evaluated to understand most of the contents in the curriculum fully. Through its empirical implementation, this paper has found the possibilities of robot education connected with the regular curriculum for elementary students exhibiting relatively lower academic achievement.

• Journal of Gifted/Talented Education
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• v.26 no.3
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• pp.515-539
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• 2016

The purpose of this study is to develop the integrated curriculum for gifted elementary students based on ICM (Integrated Curriculum Model) and to apply it for analysis of the relationship between creativity and creative problem solving skills. An integrated curriculum for gifted students attending a university-affiliated institute was developed and applied to twenty mathematically gifted 5th and 6th grade students. TTCT language test and CAT test for students' products from activities were conducted. In addition, tape-recorded group discussions and activities during instruction, and interview with students and teacher, activity sheets were analyzed. As results, their language abilities shown TTCT test have been improved. Furthermore, the correlation between the test results of automata and language creativity, the average of two projects and language creativity, and future problem solving and the average of TTCT showed significant correlations. Results showed the gifted students' understanding of high level concepts and cooperation among groups were needed in order to improve creative problem solving. It suggested a further study research the integrated curriculum applying creativity and giftedness to real-life problem situations for gifted students to make them grow into essential competent persons in the future.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.443-458
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• 2011

There has been a lively discussion on improving Korean students' academic achievement and the imbalance in their recognition of the value of mathematics. In this context, there is a need for a program that enables the majority students who regards mathematics as a subject for the entrance examination to recognize the practicality and historicity of mathematics. Educational books on mathematics in everyday life or the history of mathematics are also expected to serve as an effective tool. In addition, Web 2.0 Map is another means of representing mathematics in everyday life and the history of mathematics in connection with the practical context. The active storytelling process in which mathematics in the practical context in mathematical educational books is represented in Web 2.0 Map is expected to help to understand in depth the practicality and historicity of mathematics. Nevertheless, mathematical educational books and Web 2.0 Map may lead to a considerable variety of outcomes and speeds if carrying out tasks depending on the student's competence and may have practical difficulties in being operated in class. These concerns, however, can be resolved through the creative activity programs adopted in conformance with the 2009 revised curriculum. Therefore, this study intends to develop a program for creating mathematical story maps through mathematical educational books and the Mashup of Web 2.0 Map in accordance with the process of developing activity programs. This study also intends to determine its effectiveness in enabling students to recognize the practical and historical values of mathematics.