• Journal of Gifted/Talented Education
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• v.15 no.2
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• pp.59-76
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• 2005

We examined the relations between the score of the divergent thinking in mathematical (Mathematical Creative Problem Solving Ability Test; MCPSAT: Lee etc. 2003) and non-mathematical situations (Torrance Test of Creative Thinking Figural A; TTCT: adapted for Korea by Kim, 1999). Subjects in this study were 213 eighth grade students(129 males and 84 females). In the analysis of data, frequencies, percentiles, t-test and correlation analysis were used. The results of the study are summarized as follows; First, mathematically gifted students showed statistically significantly higher scores on the score of the divergent thinking in mathematical and non-mathematical situations than regular students. Second, female showed statistically significantly higher scores on the score of the divergent thinking in mathematical and non-mathematical situations than males. Third, there was statistically significant relationship between the score of the divergent thinking in mathematical and non-mathematical situations for middle students was r=.41 (p<.05) and regular students was r=.27 (p<.05). A test of statistical significance was conducted to test hypothesis. Fourth, the correlation between the score of the divergent thinking in mathematical and non-mathematical situations for mathematically gifted students was r=.11. There was no statistically significant relationship between the score of the divergent thinking in mathematical and non-mathematical situations for mathematically gifted students. These results reveal little correlation between the scores of the divergent thinking in mathematical and non-mathematical situations in both mathematically gifted students. Also but for the group of students of relatively mathematically gifted students it was found that the correlations between divergent thinking in mathematical and non-mathematical situations was near zero. This suggests that divergent thinking ability in mathematical situations may be a specific ability and not just a combination of divergent thinking ability in non-mathematical situations. But the limitations of this study as following: The sample size in this study was too few to generalize that there was a relation between the divergent thinking of mathematically gifted students in mathematical situation and non-mathematical situation.

• The Journal of Korean Association of Computer Education
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• v.15 no.2
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• pp.1-8
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• 2012

General form of the programing education is finding and realizing algorithm to solve problems faster and more efficiently. In other words, it is based on convergent thinking. However, the programming education must have different characteristics to education targets. For elementary school students, it is needed to provide various experience-centered investigation environments. They should learn how to find the most efficient problem solving method by themselves. This study had adopted divergent thinking strategy where divergent thinking and convergent thinking can be repeated at the same time to suit a programming education with great importance of convergent thinking to elementary school leaners, and analyzed its effects. This study was applied to 5th graders, and 12 times of experimental measure classes were conducted by dividing them into the control group that conducted general programming class and the experimental group that conducted a programming class including divergent thinking of CPS model. As a result, CPS model had significant effect on the subordinate elements of creative problem solving skills, self-assurance, independence, and divergent thinking.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.171-188
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• 2013

We investigated whether divergent thinking attitudes mediate the relationship between self-esteem and creative teaching beliefs among teachers. We examined differences in the mediating model we proposed in the groups of pre-service and in-service child care teachers. We found differences in the pre-service and in-service child care teachers in the proposed mediating model. Especially in the pre-service child care teachers, the mediating effect of divergent thinking attitudes was confirmed. There was a significant effect from self esteem to creative teaching beliefs and also a significant effect from divergent thinking attitudes to creative teaching beliefs. But in-service child care teachers, there was neither direct nor indirect effect of self-esteem to creative teaching beliefs. Suggestions for more studies and for better in-service education for the pre-service and in-service child care teachers are recommended for the future.

• Proceedings of the Korean Information Science Society Conference
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• 2011.06c
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• pp.13-16
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• 2011

에너지플랜트는 위험성이 높은 유해화학물질을 취급해서 누출사고가 발생 할 가능성이 높다. 유해화학물질이 누출되어 대기 중에 확산되면 강한 유독성으로 인해 대형피해를 불러온다. 유해화학물질의 누출로 인한 대기 중의 확산피해 최소화하는 방안에는 확산 될 범위를 산출하여 적절한 사고대응조치를 취하는 것이다. 대기확산모델의 시뮬레이션을 이용한 대기확산범위 산출은 가상으로 설정 된 시나리오의 데이터를 사용자가 수동으로 입력하여 결과를 도출한다. 가상 데이터로 산출 된 결과는 정확성이 결여 될 수 있으며 실시간 대기확산범위 산출이 불가능하다. 본 연구에서는 유해화학물질의 대기확산범위를 즉각적으로 산출 할 수 있는 실시간 대기확산시스템을 설계하고 구현한다. 대기확산범위 산출에 필요한 데이터는 실시간으로 수집 된 실제 데이터를 이용한다. 실시간으로 수집된 실 데이터를 토대로 데이터마이닝기법을 통해 자율적인 누출사고를 탐지하고 누출지점을 특정 할 수 있는 지능화모듈을 설계한다. 대기확산모델은 유해화학물질의 증기운의 무게에 따라 가우시안과 SLAB모델을 이용한다. 실시간으로 산출 된 대기확산범위는 ERPG의 각 단계의 농도 기준에 근거하여 총 3단계로 구분해서 GIS맵 상의 유저인터페이스에 표현한다. 산출된 대기확산피해범위는 현장 작업자의 모바일기기로 사고와 관련 된 대응조치와 함께 신속히 전파할 수 있도록 구현해서 누출로 인한 유해화학물질의 확산사고피해 최소화를 도모한다.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.329-343
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• 2000

The purpose of this study is to develop the middle school science curriculum to enhance creative problem-solving abilities. The reconstructed curriculum consisted of three big components, that is, scientific knowledge, process skills, and creative thinking skills. Five themes have been selected to incorporate with four areas of the middle school science curriculum, namely, physics, chemistry, biology, earth science. The five themes are structure, change, interaction, energy, and stability. Based upon these five themes, the individual or separated scientific knowledges of learners can be put into the unified knowledges. The process skills were observing, measuring, classifying, communicating, inferring, predicting, variable differentiating controling, data gathering analysis, establishing hypotheses, experiment design, and experimenting. Creative thinking skills include divergent and critical thinking. The finally developed curriculum is presented in the form of matrix.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2009.10a
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• pp.127-128
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• 2009

대형 유조선에서 기인된 1995년 Sea Prince호 및 2007년 Hebei Spirit호 사고 등 대다수의 재난적 유류유출사고는 많은 변수 중 "악천후"라는 기상적 어려움으로 초동방제활동 및 피해규모의 축소가 어려운 실정이다. 하지만, 정작 사고선박에서는 방제활동 주도기관의 개업이 있기 전까지 적극적인 방제활동이 이뤄지지 못하고 있는 실정이다. 사고선박에서 유출되는 유류의 확산범위 및 이동방향에 대한 정보는 추후에 예정된 방제활동에 있어서 가장 중요한 요소 중 하나이다. 이 중요한 정보의 획득을 위해 사고선박에서 설치가 가능하며, 이후 방제활동에 중요한 유출유의 확산 정보를 제공할 수 있는 유류확산 추적부이 (NOST-Buoy)의 개발연구가 필요하다.

• Journal of Korean Library and Information Science Society
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• v.44 no.3
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• pp.261-286
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• 2013

I studied on the application of creativity to reading instruction in this paper. Reading strategies and creative thinking skills are categorized. And these are incorporated in the time process of reading instruction. In pre-reading process, Using Prior Knowledge and Reasoning of reading strategies are used and these are incorporated in Fluency and Creativity of the divergent thinking skill. In reading process, Increasing Sensitivity to Text Elements with the Highest Information Load and Structuring and Recognizing Structures of reading strategies are used and these are incorporated in Flexibility and Creativity of the divergent thinking skill. In post-reading process, Reasoning of reading strategies are used and these are incorporated in Creativity of the divergent thinking skill and convergent thinking skill.

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

• The Mathematical Education
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• v.44 no.1 s.108
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• pp.103-112
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• 2005

This paper is designed to characterize the concept of flexibility of mind and analyze relationship between flexibility of mind and divergent thinking in view of mathematical problem solving. This study shows that flexibility of mind is characterized by two constructs, ability to overcome fixed mind in stage of problem understanding and ability to shift a viewpoint in stage of problem solving process, Through the analysis of writing test, we come to the conclusion that students who overcome fixed mind surpass others in divergent thinking and so do students who are able to shift a viewpoint.

• Communications of Mathematical Education
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• v.19 no.1 s.21
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• pp.307-307
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• 2005