• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.567-574
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• 2014

This paper is about an analysis of the result of the survey which is how the use of smartphone affects the creative personality, focused on 4th and 6th grade in Elementary school, by smartphone addiction self-diagnosis and creative personality test. As a result of the analysis, 6th graders were influenced by their possession of smartphone and the degree of one's smartphone addiction on their creative personality. However, the usage period of smartphone did not turn out to affect their creative personality. In addition, none of the factors above, related to students' smartphone usage, influenced the creative personality of 4th graders. Particularly, there was a negative correlation between the level of students' smartphone addiction and the creative personality and it was found that whether the students own a smartphone or not played a crucial role in creative personality rather than the usage period of smartphone. Therefore, students should be properly educated how to use smartphone appropriately and to prevent them from smartphone addiction in order to improve creative personality which is one of the core competences in 21st century.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.399-408
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• 2015

This study is to find out that the effects of a creative experience activity program to scientific concepts and self-directed learning skills. This study has been aimed at 2 class 40 students of 4th grade in D metropolitan city A elementary school in 2015, one class 20 students are the research group to apply Scientific research program using creative experience activity, another class 20 students were comparison groups to apply general science classes. The related class section of this study is 4th grade 2 semester of science 4 chapters, 'The Earth and the moon' This section is in fourth grade elementary science curriculum revision in 2009 is a Sections to learn for the first time about astronomical area. Target research group in club activities as part of the creative activities implemented using scientific inquiry and analyzed the results. In addition, in order to better research based on the results of this study as follows. First, the science curriculum in elementary schools, as well as applied research about the creative experience activity classes in other subjects is required. The ongoing research is needed to classes utilizing the characteristics of creative experience activities in several subjects of the elementary school curriculum. Second, Creative experiential learning is only effective when it is done consistently, it is worth studying for long periods of time.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.286-294
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• 2007

This study investigated the relationship between elementary school students' creative problem solving skills in terms of science and cognitive strategies. Creative problem solving in science was measured by 4 variables; appropriateness, scientific ability, concreteness, and originality. Cognitive strategies were measured by 6 variables; surface(rehearsal), deep(elaboration and organization), and metacognitive strategies(planning, monitoring, and regulating). The KEDI Creative Problems Solving Test in Science(Cho et al., 1997) and the Motivated Strategies for Learning Questionnaire(Pintrich & DeGroot, 1990) were administered to 72 subjects. Data were analyzed by means of Pearson's correlation and multiple regression analysis. Our findings indicated a positive correlation between creative problem solving in science and cognitive strategies. The surface cognitive strategy (rehearsal) positively predicted the total score, the scientific ability's score, the concrete score, and the original score of creative problem solving in science. The deep cognitive strategy(organization) positively predicted the appropriate score and the metacognitive strategy(planning) positively predicted the original score of scientific creative problem solving skills.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.33-49
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• 2022

This study aims to explore, using both quantitative and qualitative data analyzing the structural relationship between creative process and product, the types of elementary students' scientific creativity. For this, 105 fifth-graders responded to a scientific creativity test that assesses creative process and product, and four students who scored the highest were interviewed. In the interview, they were asked about the cognitive process they used in generating the creative product. Then, correlation analysis and structural equation modeling were used, along with the interview data, to type the students. The main findings of the study are as follows. First, the structural equation modeling of creative process and product gave satisfactory results in absolute and incremental fit indexes. Second, among the three components of creative process - knowledge, inquiry skill-observation, and creative thinking skills -, only creative thinking skills had significant effects on creative product. Third, divergent thinking skills had the strongest correlation with the creative product, followed by convergent thinking skills. Associational thinking skills did not have significant correlation. Fourth, elementary students' scientific creativity could be categorized into Creative Type, Useful Type, Original Type, and Non-creative Type, based on their creative product. The Non-creative Type could be further classified into Common Type, Repetitive Type, Non-response Type, Irrelevant Type, and Abstract Type. Fifth, most students used either knowledge or observation in their creative process, making them either Knowledge-oriented Type or Observation-oriented Type. In addition, there were DT Type, DT-CT Type, and DT-CT-AT Type among the students, based on the kinds of creative thinking skills they mainly used in the process. This study provides implications for educators and researchers in scientific creativity education.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.716-724
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• 2021

The purpose of this study is to examine the effect of coded education on creative problem solving ability on academic high school students. The subjects of the study were 24 students (14 male, 10 female) in the 1st to 3rd grade students voluntarily desiring coding education at the 'J' high school in Chungju, Chungcheongbuk-do. For the experimental group, the intervention program was conducted 10 times a month for 5 months. In the intervention program, pre and post test were conducted to investigate the effects of creative problem solving ability by using the scratch program. The results of the study are as follows. First, after examining the creative problem solving ability of the experimental group after the coding training, it was statistically significant as the average score increased. Second, coding education was suitable for achieving the sub-goal of the creative experience activity of' increasing the ability to reasonably and creatively solve everyday problems'. In particular, it was found that it is effective in improving self-confidence and independence.

• International Journal of Computer Science & Network Security
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• v.21 no.3
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• pp.21-30
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• 2021

Economic transformations have led to an increase in the role of creative assets and their central role in public life. Changes in creative activity have led to a change in the organization of the work of institutes engaged in the training of specialists, in particular teachers of labor education. Methods and approaches to training determine the development of creative industries, being the basis for models of professional training of future teachers of labor training. The purpose of an article was to develop a modern model of professional training of future teachers of labor training based on the concept of creative economy. The methodology is based on the concepts of holistic craft and creative economy. Based on the integration of pedagogical learning models "Craft as design and problem-solving", "Craft as skill and knowledge building", "Craft as product-making" and "Craft as self-expression" developed and experimentally confirmed the conceptual model of professional training of future teachers of labor training. The proposed model forms a practitioner with professional, technical, digital and creative skills who is able to transfer the experience to students. The training course "Creativity and creative thinking" has been developed. The model provided for the development of a course based on the strategy of developing professional creativity, flexibility, improvisation, openness, student activity, joint practice, student-oriented approach. The practical value implies the adaptation of the developed model of professional training of future teachers of labor education during the training of teachers in higher education, which is confirmed in the experiment.

• The Journal of the Korea Contents Association
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• v.21 no.7
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• pp.448-458
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• 2021

As the fourth industrial revolution accelerates, universities have made great efforts to develop and reform creative convergence courses for improving the students' creative convergence capabilities. Although various subjects such as "Capstone" and "Design Thinking" to the improvement of students' creative convergence competences, many courses focus on creativity education in the direction of creating new products or outputs such as engineering, design, and art, so there is still a lack of systematic education and subjects on creative convergence capabilities from a humanities and sociological perspective. In order to overcome their limitations of creative courses, "H" University developed a 'Imaginative Innovators' class with the purpose of solving creative problems on social issues related to sciences, culture, politics, economics, and so on. In this study, we introduced the purpose, methodology, students' best practices etc. of the "Imaginative innovator" course. In addition, we discussed the limitations and complements as well as the advantages and possibilities of the course. These findings are expected to contribute to the development and expansion of creativity education.

• Journal of The Korean Association of Information Education
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• v.26 no.1
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• pp.55-64
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• 2022

Though school leaders play a crucial role in encouraging the creative school environment, culture, and system that might improve the creative competencies of teachers, there has been little attention to the creative leadership of school supervisors. In this paper, we provide the satisfaction and view of elementary and secondary school leaders who were involved in professional development training for enhancing creative leadership. Using one-way ANOVA and qualitative data coding, we analyze the survey responses from the 67 in-service principals and vice-principals during three different training periods as 2020-I, 2020-II, and 2021-I. We present and compare the result on their satisfaction in terms of satisfaction regarding the process, administrative supports, and optional programs among the training. Next, we explore how the school administrators think the creative leadership training and proposal for its improvement. Based on the feedback for these stakeholders, further studies need to steadily enhance the professional development training for creative leadership and practical program contents.

• Fashion & Textile Research Journal
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• v.16 no.5
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• pp.745-755
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• 2014

The purpose of this study was to observe school education system, higher education, and fashion education in Germany to find a good model for an desirable future education to lead a creative students in Korea, thereby reshaping curriculum. We also analysed the curriculum of the fashion design offered in Hochschule Pforzheim and Berlin University of Art. We used secondary data collection by literature reviews of articles and web sites on the internet. Results of this study are as follows: German school and education system oriented with differentiation even though there are variety of them. Students can select their education system, considering work field and their own life & humanities. Various fashion education institutions were found to have their own education concept to enhance creativity with different system. Our results of analysis of the fashion design program of Hochschule Pforzheim and Berlin University of Art show their creativity education in their curriculums with module basis. Two universities have a differentiate education direction for the same aim to do creative design study and research. We realized that students learn and get the knowledge and apply to the field with a long term internship, communication skill and presentation development courses. Project based modules enable students to be creative, and active human. Strong design basis, and humanities disciplines will support people to creative design works. These two universities offer a good model of program to build up self education drive, academic and practical ways of training, and project based, internship, etc.

• Journal of the Korea Society of Computer and Information
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• v.17 no.8
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• pp.181-188
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• 2012

In this paper, we propose an a strategy using writing based on STEAM Instruction for information gifted students' creative problem-solving. It is needed a complex and dynamic interaction of variety elements for creative problem solving. And it should be provided experience encompassing various disciplines thorough convergence education for leading to the these interactions and developing the ability to solve complex problems. Writing has already been verified educational effects in a variety subjects. And writing gives a positive impact on creative problem solving by helping awareness of the problem and encouraging critical thinking. In addition, writing can be used as an effective tool for improving problem solving based on similarities between problem-solving process. Learners will find algorithm thorough the process analyzing and writing experience with high-tech products like vending machines, mobile phones and can learn naturally the principles of various disciplines used in real life. Furthermore, learners will experience interaction, convergence of various thinking and cultivate creative problem- solving skills.