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

• 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.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.1
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• pp.105-115
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• 2011

Education is focused on how to nurture creative problem-solving skills talent in rapidly changing information society. The algorithm education of computer science is effective in improvement of students' logical thinking and problem solving capability. However, the algorithm education is very difficult to teach in elementary students level. Because it is difficult to understand abstract characteristic of algorithm. Therefore we developed educational contents based on the principle of the algorithm for improve students' logical thinking and problem-solving capability in this study. And educational contents contain interesting elements of the game. So, students will be interested in algorithm learning and participate actively through developed educational contents. Furthermore, students' creative problem-solving capability may improve through algorithm learning.

• Journal of Engineering Education Research
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• v.23 no.1
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• pp.3-9
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• 2020

The purpose of the study was to develop the Arduino based STEAM instruction materials for creative engineering design class. PDIE model was used in this study. We developed a STEAM lesson plan and a STEAM lesson worksheet for a total of six sessions through the steps of preparation, development, implementation and evaluation. The validity of the instruction materials was evaluated by the 10 experts using a survey. The instruction materials were applied to the class (52 students attended) of the creative engineering designs unit in technology and home economics subject. The class satisfaction and the creative solving-problem ability were examined after the calss. The class satafacition was high as the average of 10 item was 4.57 (out of 5). The paired t-test was conducted to compare the means of the creative solving-problem ability. It was observed that 'understanding and mastery of knowledge, thought, function and skills in a specific domain', 'divergent thinking', 'critical and logical thinking' and ' motivational factors' were significantly increased after the class. The instruction materials develped in this study were successfully designed to enhance the creative solving-problem ability by designing creative tasks and to intrique the interest by adding visual and auditory stimuli with the Arduino.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.679-701
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• 2014

As the validity issue of teacher nominations for the identification of gifted students has been raised recently, this study purports to test the validity of teacher nominations for selecting scientifically gifted students. As the criterion variables, domain specific traits such as science creative problem solving skills and science attitudes and domain general characteristics such as divergent thinking skills, creative attitudes, intrinsic motivation, and leadership were analyzed. Scientifically gifted students, potentially gifted students who had never been enrolled in gifted programs but were nominated as the scientifically gifted by teachers, and general class students participated in the study. The results of ANOVA showed that there were significant differences in all variables but originality factors of the TTCT and science creative problem solving skill test between gifted/nominated students and general class students; gifted/nominated students were significantly superior in these variables to general class students. The discriminant functions analysis yielded a discriminant function that significantly discriminated between gifted/nominated and general class students. Variables loaded on the discriminant function were science creative problem solving skills except for the originality subfactor, and science efficacy. These results imply that while teachers are likely to consider adaptation-oriented academic excellency related to logical thinking skills, problem solving skills, and science performance when nominating students, they may ignore the innovation-oriented property which is indicated as the fluency and originality factors of TTCT. Also, the criteria of teacher nominations are presumed to be congruent with the selection criteria of the gifted education program which pursued academic excellency as the educational goal. This suggests that with such criteria, high performing students in the science area can be sufficiently identified by teachers with no further identification procedures or/and tests.

• Journal of Gifted/Talented Education
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• v.10 no.1
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• pp.1-32
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• 2000

Although it is widely acknowledged that enhancing creativity is an important educational theme on which schools should depend and embody their educational goal and activities, how to do it can be characterized as 'piecemeal' without a whole picture of it. Thus, school practices of creativity education has been disoriented, discontinuous, short-term, and peripheral in nature. In this practical context, a theoretical model of creativity education was developed in ways in which several theoretical concepts based on research findings on a variety of aspects of creativity education were compiled and organized. The core of the model was creative problem solving process to which the goals and the mediating variables of creativity education were connected in relational fashion. By giving repetitive opportunities for creative problem solving geared to producing the results that are novel and useful for the individual as well as the socity, it was conceptualized that two educational goals could be achieved: a short-term goal of developing creative potential of the individual and the long-term goals of self-actualization of the individual and contribution to the society. It is also conceptualized that creative problem solving can be influenced in positive manner by several mediating variables: content knowledge and skills, creative cognition, creative motivation and attitudes, and creative environment. The creative environment is composed of psychological and physical conditions and provides a basis for creativity education. The former three variables are conceptualized as necessary conditions for the effectiveness and efficiency of creative problem solving, when provided appropriately. The four mediating variables ware conceptualized as mutually affecting so that the development of one variable influences positively that of the other, and vice versa. In terms of practical perspective of teaching creativity, developing creative potential, self-actualization, and contribution to society are the goals; creative problem solving process is the methodology; content knowledge and skills, creative cognition, and creative motivation and attitudes are the content; and creative environment is the condition of creativity education. The model is not yet perfect but needs further explorations to make it more detailed in clarifying various relationships. For instance, how the creative problem solving process can be differentiated in teaching various subject matters is yet to be explored. Thus, the model proposed in this study should be regarded as a general model of creativity education, and is relatively sound to be adopted in school practices since it is based on the theoretical as well as empirical study findings on creativity. However, the proposed model needs to be validated through empirical researches in real teaching settings.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.210-235
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• 2012

The purpose of this study was to develop a valid and reliable assessment tool for measuring scientific creative problem solving ability for middle school students. To achieve this aim, an assessment framework, four assessment items, and detailed rubrics for scientific creative problem solving were developed. The assessment framework had three dimensions (i.e. science contents, inquiry process, and thinking skills) and sub-elements for each dimension. The assessment items were tested with 320 middle school students in order to determine reliability, difficulty, and item discrimination. Science teachers and experts in science education checked the validity of the items and the rubrics. The results proved that the assessment tool was reliable enough to evaluate students' scientific creative problem solving skills.

• 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.

• Journal of Korea Society of Digital Industry and Information Management
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• v.13 no.4
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• pp.179-191
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• 2017

The purpose of this study is to investigate the change of comprehension degree about learning satisfaction and capstone class by applying the subject which draws idea for team project task in college to creative capstone design program. The Capstone Design Program is designed to train fieldworkers with creative problem solving skills and is widely applied as a problem-solving course in team-based projects. In this paper, based on the case study of the 'fusion capstone design' operated in the first semester of 2015 ~ 2017, the capstone design course was established in the course of designing ideas for problem solving. The results of this study are as follows: First, the questionnaire about capstone design instruction process, instruction method, and learning achievement satisfaction were analyzed. As a result, understanding of capstone design was found to be higher than that of class before class, and satisfaction of performance course, method of teaching performance and learning outcome were obtained.

• Journal of the Korean Chemical Society
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• v.55 no.6
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• pp.1056-1073
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• 2011

The purpose of this study was to develop teaching materials using Pyramid model of divergent thinking, Inverse pyramid model of convergent thinking and Diamond model of divergent-convergent thinking. And the teaching materials was implemented to 120 students in middle school over 10 weeks. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially in fluency and flexibility(p<.05). Also the teaching materials contributed to improve critical thinking skills, especially in inquiry process of recognizing problems, making conclusion and generalization(p<.05). Moreover, academic achievement was improved(p<.05). But, there was no significant improvement in creative personality(p<.05).