• The Research Journal of the Costume Culture
• /
• v.27 no.1
• /
• pp.72-80
• /
• 2019

A teaching manual was developed to incorporate the creative problem solving process into a fashion marking course. Students' creativity, problem solving, critical thinking, and analytical thinking are promoted by applying the creative problem solving process systematically to solve authentic business problems experienced by local apparel business owners. This teaching manual is based on the FourSight Model that consists of Clarify, Ideate, Develop, and Implement. Various tools promoting divergent thinking are also utilized in the process. A local fashion business is invited as a problem owner and four resource groups are formed with students based on the results of the Kirton Adaption Innovation Inventory. Each resource group consists of 6-8 students. The creative problem solving process is implemented into a classroom setting as four 75-minutes sessions that are held twice a week for two consecutive weeks. The local fashion business owner will be in presence during the first (Clarify) and last (Implement) sessions. The instructor facilitator meets with the problem owner outside the classroom three times including pre-session client interview, after the second (Ideate) session, and before the third (Develop) session. This modified CPS manual for fashion marketing and merchandising courses provides practical guidelines to work with local fashion businesses while providing students with learning opportunities of the creative problem solving process.

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

• Journal of Engineering Education Research
• /
• v.22 no.4
• /
• pp.3-11
• /
• 2019

The purpose of this study is to introduce a modified CPS(Creativity Problem Solving) procedure as a new method for comparative analysis of creative techniques such as SIT(Systematic Inventive Thinking) and Brainstorming(BS) techniques. For this, a new sports game is employed as a case study. The results show that the ideas from SIT are more creative in terms of originality and practicality than those of BS. Several considerations for effective practical use of the proposed method are discussed in this study.

• Journal of Korean Elementary Science Education
• /
• v.34 no.3
• /
• pp.265-275
• /
• 2015

The purpose of this study was to develop forensic science program for the improvement of scientific creative problem-solving abilities in gifted elementary-school students. A program that consists of six sessions (18 hours) is developed in accordance with the CPS model, which has been already proven effective for the improvement of creative problem-solving abilities. This program was applied to sixth-grade 18 gifted students in an elementary school in Gyeonggi province. Examinations of scientific creative problem-solving abilities were performed before and after applying the program in order to determine its effect on gifted elementary students. A qualitative analysis of students' activity sheets, peer assessment and teacher's class journal was made in order to examine the process of improvement of students' scientific creative problem-solving abilities. The results of this study are as follows: First, forensic science program to enhance the scientific creative problem-solving abilities of gifted students was developed. Second, forensic science program is significantly effective in the improvement of scientific creative problem-solving abilities of gifted children of elementary school (p<.05). Third, in early stage of the class, a student, who showed the highest range of change in pre and post tests, revealed the trend of responding in a short answer type. In the late stage of the class, he revealed the capability of producing various creative ideas promptly. On the other hand, students belonging to the upper group of both pre and post test revealed the improvement of divergent thinking skills such as fluency, flexibility, and originality. Fourth, after class, the students responded that the forensic science program developed in this study intrigued the interests and curiosities, and helped them break away from fixed ideas.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2016.04a
• /
• pp.344-347
• /
• 2016

유비쿼터스 환경 시대에 맞춰 현재 스마트 디바이스의 발달과 시장의 확대로 스마트 미디어 기기의 보급이 급속도로 확산되고 있으며 많은 교육용 어플리케이션 또한 개발되고 있는 중이다. 이러한 교육용 어플리케이션들은 지식기반사회의 학습도구로서 지식접근 및 창출에 중요한 요소인 인터넷과 웹을 활용하게 되고 이동성과 편의성을 추구하는 모바일기기를 통해 학습이 가능하도록 지원하는 프로그램이다. 본 연구는 모바일러닝 기반의 '창의적 문제해결(CPS, Creative Problem Solving)' 모형을 활용하는 교육용 앱에 대한 설계방안을 제시하고자 하며 연구의 목적은 대학 교육에서 학생들의 창의적 사고와 문제해결능력 향상을 돕는 모바일러닝 기반의 학습환경을 설계하는 데 있다. 제안하는 학습지원 도구는 모바일 앱 형태로 제작되며 학습활동에 있어 다양한 창의적 사고과정 활동과 표현방식, 상호작용성 등의 기능을 통해 학습자의 고차원적인 사고능력을 향상시키는 인지적 도구로서 활용될 수 있도록 설계하였다. 개발환경은 안드로이드용 앱 인벤터 프로그램을 사용하였으며 앱 인벤터 서버환경에서 제공되는 컴포넌트와 이벤트 핸들러를 이용하여 교수자모드와 학습자모드의 앱을 각각 설계하였다. 교수자 앱은 학습활동 제공을 의미하는 프로바이더(Provider) 모드 기능이 포함되며 학습자 앱은 CPS 활동을 위한 학습활동 모드 기능이 설계된다. 대부분의 창의성 관련 앱들은 그래픽작업을 통한 두뇌활동 향상 프로그램, 체험활동 위주의 프로그램 등으로 출시가 되어 있으나 교수-학습 활동을 위한 창의적 문제해결활동 관련 앱은 존재하지 않는 상태이므로 수업활동에서의 활용측면에서 가치가 있을 것으로 기대된다.

• The Journal of Korean Association of Computer Education
• /
• v.20 no.4
• /
• pp.47-57
• /
• 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 Korean Association of Information Education
• /
• v.10 no.2
• /
• pp.251-260
• /
• 2006

The purpose of this study is to see the effect on the improvement of students' creativity through Treffinger's creative problem solving(CPS) model modified for Information life Education. In order to practice of this study, Software of the pleasant computer and one experimental group is chosen for the study and instructed 20 hours for consecutive 10 weeks with the modified CPS instruction model. The same creativi쇼 test is performed after experimental treatment in order to figure out the differences in the improvement of creativity in experimental group.

• Journal of Korean Elementary Science Education
• /
• v.22 no.2
• /
• pp.163-172
• /
• 2003

The purpose of this study was to develop the analytic framework of Creative Problem Solving(CPS) for elementary school science textbook. For this purpose, we developed the framework based on the theories of problem, definition of problem solving and various kinds of CPS model. The six elements of the framework for content analysis were extracted through theoretical examination: problem introduction, problem statement, solution thinking, formulating hypothesis, testing hypothesis, and assessment. The developed framework was applied to the extbooks for the 5th and the 6th grades 1st semester in elementary science textbook of the 7th national curriculum. The results of this study were as follows: 1. The scores of the framework for content analysis in the 5th grade were slightly higher than those of the 6th grade, but there were no significant difference. 2. The comparison of the scores between the elements of the framework was found that the scores on the elements of testing hypothesis and formulating hypothesis were higher than those of the other elements. 3. The comparison of the scores between the units was found that the scores of the framework for the 9th unit (“trip of water”) of the 5th grade were higher than those of the other units, which were presented lower level than 1.0 (50.0%) score of the framework. 4. The comparison of the scores between the intensive course and the regular coures in the 6th grade textbook was showed that the scores on the intensive course were higher than the basic course. In conclusions, it was found that the problem introduction and problem statement in the textbook should be amended, and that various information and activities should be presented in the textbook.

• The Journal of Korean Association of Computer Education
• /
• v.12 no.1
• /
• pp.45-55
• /
• 2009

The purpose of this study was to examine the possibility of development of flow level and problem-solving ability by Using robots in the programming classes. For this purpose, a course has been developed which consists of (1) strategies to motivate students and to improve flow level (2) Creative Problem Solving (CPS) teaching model to improve their problem solving abilities. We experimented the course with 30 second-grade middle school students and we could observe that the robot programming learning considered gender differences helps improving their problem solving abilities and flow level. Specially, the group of the female student was greater improvement than the group of the male student on flow level.

• 한국정보교육학회:학술대회논문집
• /
• 2006.08a
• /
• pp.79-85
• /
• 2006

학습자가 학습의 주도적인 역할을 하고 능동적으로 수행할 수 있는 환경을 구성하여 학습과정에서 창의적 문제해결력이 신장되도록 문제중심학습(Problem-Based Learning : PBL)모형에 창의성과 문제해결을 결합한 창의적 문제해결(Creative Problem Solving : CPS)단계를 통합한 창의적 문제중심학습(Creative Problem-Based Learning : C-PBL)단계를 정보통신기술교육에 적용하여 창의적 문제해결의 효과를 검증하고자 초등학교 3학년 2개 학급을 대상으로 실험집단과 비교집단으로 구성하여 실험하였다. 본 논문은 C-PBL을 적용하여 창의적 문제해결을 위한 수업모형을 일부 제공하였다는 점에서 의의를 갖는다.