• Journal of Korean Elementary Science Education
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• v.40 no.1
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• pp.113-125
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• 2021

In this study, a problem-centered learning based STEAM field experience learning program was developed and the effects of applying it were investigated. The program was composed of 8 sessions by using problem-centered learning education method and integrating STEAM elements between disciplines. The contents of program are as follow. In the step of sharing problems and making a problem-solving plan, they understood the various examples and meanings of endangered species, explored the project activities, and made an inquiry plan. In the search and re-exploration phase, a smart device was used to investigate the appearance, habitat environment and cause of extinction for Clithon retropictus, and a site inquiry plan was established for each group. Then, they moved to the field to explore brackish-headed gallops and discuss ways to protect endangered species. In the step of creating a solution, a web-based report was produced as the final product using smart devices based on the results of the inquiry. In the presentation and evaluation stage, the produced web-based report was used to present each group, conduct mutual evaluation, and organize project activities. The developed program was applied to 6th grade 29 students enrolled in the J University Gifted Education Center. In order to find out the effectiveness of the program, tests of science process skill, creative problem-solving ability, and scientific attitude were conducted before and after of program learning, and the results were statistically analyzed by t-test. In addition, a STEAM program satisfaction test was conducted after project in order to find out the satisfaction of the class. As a result of application of the program, the results were significantly improved in openness, criticism, and creativity among the sub-factors of creative problem-solving ability and scientific attitude. Satisfaction with the STEAM program was also high, but no significant result was found in science process skill. Therefore, the program of this study could be influenced on improvement of creative problem-solving ability and scientific attitude of gifted students in elementary science.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.786-795
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• 2008

The purpose of this research is to propose a program for teaching and learning effective problem-solving for gifted students based on abductive inference. The role of abductive inference is important for scientific discoveries and creative inferences in problem-solving processes. The characteristics of creativity and abductive inference were investigated, and the following were discussed: (a) a suggestion for a new program based on abductive inference for creative outcomes, this program largely consists of two phases: generative hypotheses and confirmative hypotheses, (b) a survey of the validity of a program. It is typical that hypotheses are confirmed in phases through experiments based on hypothetic deductive methodology. However, because generative hypotheses of this hypothetic deductive methodology are not manifest, we maintained that abductive inference strategies must be used in a Creative Teaching-learning Program for gifted science students.

• 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.

• Journal of Engineering Education Research
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• v.13 no.1
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• pp.23-37
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• 2010

The purpose of this study is to explore applicability of teaching-learning methods for creative problem solving which was designed to improve students' creative thinking and problem solving competencies. Methodology is literature review and focus group interview. The students who attended the elective course 'creative women and science' was participated during 15 weeks. Through this teaching-learning methods, students were fully aware of learning methods for creative problem solving, sought for problems, clarified problems, found solutions through discussions, and continuously examined ideas by receiving feedbacks. They could deduce creative new solutions to solve encountered problems regarding team dynamics and apply it in real situation. As the results of applying teaching-learning methods for creative problem solving to a course in University, it had the advantages of enhancing students' competencies in analyzing problems and applying derived solutions in actual field.

• Educational Technology International
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• v.7 no.2
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• pp.23-44
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• 2006

As the educational paradigm has shifted from the traditional knowledge oriented instruction learning to the knowledge product oriented instructional learning, the development of student's creativity becomes one of the most important educational goals, because the ability that can produce the knowledge creatively is required in the digital information knowledge based society. The purpose of this study is to make a basic direction and strategy for the instructional design to develop an on and off line blended instructional design which will help a learning community to be a more collaborative and creative learning community. This research has investigated the concept and the characteristics of collaborative creativity and creative problem solving as the theoretical basis of the design. After that, on the basis of the theories connected with the collaborative creativity theory, the direction and the strategies for the development of collaborative creativity was designed. The design was applied into the real learning community and finally proved the effectiveness of the learning model for the development of the collaborative creativity by the quantitative evaluation.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2012.05a
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• pp.446-450
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• 2012

Will lead the future of life in society, children needs robot education for adaptation to the futhure high-tech robot age. For children to learn about robots needs an active interest, the necessity of learning, creative learning using information technology in information-based society In ministry of education, science and technology education in the necessity of a infant's smart robot education to promote education and training child care for infants national scientific and mathematical problem - solving skills and creative problem solving to increase rearing children in desperate need of robots is the development of educational content. Baby robot training content design and creativity of the teaching model effective problem solving and creativity measuring plan review, implementation strategies and creative problem solving is a comparison. The goal of this paper enjoys science and technology with curriculum-based children's fusion science and technology human resources is to lay the groundwork for.

• The Journal of the Korea Contents Association
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• v.21 no.7
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• pp.488-499
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• 2021

This study investigated the effects of the HTE creative education program, which applies blended learning methodology as a convergence class strategy between offline and online, on middle school students' creative problem solving capability. As a result of applying for five creative education practice programs in the classroom, it turned out that there was a statistically significant difference (p < .05) in the case of idea manipulation, visualization, comparison, idea generation, and deliberation, subordinate constructs of creative problem solving capability. Also, the program turned out to be positively effective, with a 0.14 point improvement in the pre and post-means of all middle school students, showing from 3.65 to 3.79 points, and 72% of middle school students who participated in the program were satisfied, and 68% were interested. According to the results, HTE creative education programs using blended learning turned out to be effective as a customized methodology in the COVID-19 situation and the era of the 4th Industrial Revolution, where various creative talents are needed. Therefore, the need for the development of creative education programs on various related topics and teacher training for teaching and learning methodologies of blended learning.

• The Journal of Korean Association of Computer Education
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• v.23 no.2
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• pp.65-72
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• 2020

The purpose of this study was to examine effects of maker education program using the virtual reality content creation platform on the creative problem solving ability and learning flow of elementary school students. To achieve this purpose, we selected a virtual reality content creation platform that elementary school students can handle and share easily, and analyzed its effectiveness by applying the educational program in which the step-by-step activities of the TMSI model were reconstructed in relation to virtual reality content production education among existing maker education teaching and learning models. Through this study confirmed that the maker education program using the virtual reality content creation platform has a positive effect on the improvement of creative problem solving ability and learning flow of elementary school students.

• Journal of The Korean Association of Information Education
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• v.25 no.6
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• pp.995-1003
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• 2021

As the need for artificial intelligence (AI) education, which will become the core of the upcoming intelligent information society rises, the national level is also focusing attention by including artificial intelligence-related content in the curriculum. In this study, the PASPA education program was presented to enhance students' creative problem-solving ability in the process of solving problems in daily life through supervised machine learning. And Micro:bit, a physical computing tool, was used to enhance the learning effect. The teaching and learning process applied to the PASPA education program consists of five steps: Problem Recoginition, Argument, Setting data standard, Programming, Application and evaluation. As a result of applying this educational program to students, it was confirmed that the creative problem-solving ability improved, and it was confirmed that there was a significant difference in knowledge and thinking in specific areas and critical and logical thinking in detailed areas.

• Journal of Convergence for Information Technology
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• v.9 no.5
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• pp.130-136
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• 2019

Recently, the importance of creativity and problem-solving skills are being emphasized in engineering education. In particular, research is actively being conducted on learning models considering practicality or applicability in practice and education among many creative problem-solving methods. The objective of the present study is to develop a teaching and learning model and verify its effects in order to promote creative thinking and problem-solving skills using the TRIZ Contradiction Analysis. This study led the participants to obtain basic knowledge of creative engineering design through the creative engineering design course for freshmen at an engineering college, and come up with ideas and solutions using the TRIZ Contradiction Analysis. A survey was conducted and analyzed to verify the effectiveness of education using the proposed teaching and learning model, and as a result, the effectiveness of education has been proven by an average of 89 positive responses. Follow-up research is needed on improved application models so that the proposed learning model can be applied to various subjects.