• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.482-494
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• 2008

The purpose of this study was to introduce a practical model to enhance creative and critical thinking skills through hypotheses generating activities for students. The 2007 Science National Curricula stresses the need for the enhancement of creative thinking skills for our students. The definition for the creativity in the narrow sense is the divergent thinking skills. The definition of the critical thinking skills is the strong sense of those skills. This model shows the use of the divergent thinking skills and convergent thinking skills together. The divergent thinking skills has been developed by making three alternative explanations about the causal question within a group of students by active discussion. The following procedure includes the selection of the most provable of the three explanations within a group of students also by active discussions. This process needs convergent thinking skills as well as critical thinking skills. This model can be used easily by exchanging from the one explanation about the causal question in any inquiry teaching strategy to three explanations about one. Although the partial modified strategy shows a small difference from any inquiry teaching strategy, but the effect of the enhancement of the creative thinking skills for our students shows significantly better (p<.05). More detailed study will be carried out in the near future.

• Korean Management Science Review
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• v.32 no.4
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• pp.237-254
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• 2015

The objective of this study is developing a classification scheme of the creative employment and analyzing trends of the creative employment in Korea. Many countries have pursued the creative economy to generate new jobs and tried to estimate the creative employment as a way to measure the creative economy. However, the definition of the creative employment is still ambiguous partly because it depends on the characteristics of diverse industries and the direction of economic policies that each country has. Therefore, we propose a classification scheme of the creative employment, which reflects the creative economy in Korea. Then, we examine how the creative employment changes in Korea. Our results show that the jobs requiring the highest level of creative skills increase stably and steadily over the years.

• Archives of design research
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• v.12 no.4
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• pp.211-220
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• 1999

This study purposed more effective drawing process in practical lecture with students. Researched materials were constitution to a semester of presentation technique curriculum major in industrial design for freshman course. Students exert to entrance examination of university to get a good point in practical test. There did not have creative action in minds. But, design required concept of good idea sketch and creative technique. At study process should make correction a reform to sketch skill by repeat practicing with misunderstand drawing or imitative idea sketch. According to the practical test result & response revised lecture schedule. And then, I had survey to questionnaire paper for feedback by trial result. Besides, I was study to effect use the drawing materials for example, colored pencil, marker pastel. I think important to first use to way understanding materials and basic training. Design education be driven to new creative sketch skill. Design is the creative process to which brings ideas to reality.

• Journal of the Korean Chemical Society
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• v.55 no.5
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• pp.857-874
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• 2011

The purposes of this study were to develop teaching strategy enhancing creative problem solving skills and to examine the instructional influences on studints' creative thinking skills, critical thinking skills, creative personality and academic self-regulation. In this study, a model using inter-disciplinary analogies(PDCA model) was designed and applied to the existing 'Teaching model for the enhancement of the creative problem solving skills'. And it was implemented to preservice science teachers for the one semester. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially in the originality of identifying a problem, making hypothesis, and controlling variables (p<.05). In addition, the strategy contributed to improving critical thinking skills, especially in inquiry process of recognizing problems, making hypothesis, interpreting and transforming of data (p<.05). This strategy also helped students' academic self-regulation (p<.05). But there was no significant improvement in creative personality(p<.05).

• Journal of Engineering Education Research
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• v.15 no.5
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• pp.125-130
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• 2012

This study proposes content and instruction of leadership education based on the results of evaluation and analysis of leadership skill of present levels of students who registered for 'leadership development and training' course which is liberal arts elective course of the 'Accreditation Board of Engineering Education in Korea' and provides best practices to develop leadership skill and to attain academic achievement 2, 4, 6, 7 of 12 academic achievement required by KEC2005. To accomplish a purpose of the study, I divide leadership skill into technical skill, human skill and conceptual skill that suggested by Katz and then measure students' leadership skill. The contents of leadership education to develop and enforce three leadership skills are as follows. First, for developing technical skill, there is a need for systematic education of basic working experience relevant to a major field of study. Second, for developing human skill, there is a need for education of leadership, motivation, conflict management, communication, group dynamics and presentation etc. Third, for developing conceptual skill, there is a need for education of founding vision, business strategy and creative idea etc.

• Journal of the Korean Society for Library and Information Science
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• v.26
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• pp.53-74
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• 1994

Creative thinking in education is a common assumption to be accomplish in this information age. Information education can contribute to build the ability to think creatively. The Author explored how information education conduces the creative thinking ability that is necessary to the development of independent and competent study for students themselves. The writer also expressed the integrated education makes students think synthetically and synthetic educational experience derives creative thinking. She based her arguments upon the theory of the psychology of memory and the Piaget's cognitive structure. To increase the effects of information education, it is necessary to integrate the curriculums and learning method of the information education and those of other areas of learning, i,e., languages, literatures, social sciences, sciences, mathematics, etc. Here, author asserted that the teaching of information skill within classroom curriculums for all subject areas can make the integrated effects on various classroom curriculums. On the basis of the findings of this study, the author recommended that every school needs to prepare enough books and other media for the students to drill information skill. Consequently, to build creative thinking ability for He students, librarians, classroom teachers and school principals who have influence on the information education, have to cooperate to initiate integrated information education for the student.

• Journal of Labour Economics
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• v.38 no.4
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• pp.31-56
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• 2015

This study compares the relative effectiveness of private tutoring and self-directed learning on the formation of cognitive (academic achievement on Korean, math, and English) and noncognitive skills (friendship, self esteem, creative personality, and motivation) of primary and secondary school students in Seoul. The results show that private tutoring has positive but diminishing effects on cognitive skill formation with no effects on noncognitive skill formation, while self-directed learning has positive effects on both cognitive and noncognitive skill formation.

• Journal of the Korean Chemical Society
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• v.58 no.5
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• pp.478-489
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• 2014

The purposes of this study were to develop teaching strategy enhancing the activity to explore variables and to examine the instructional influences on students' creative thinking skills and critical thinking skills. In this study, a model using listing-excluding-controlling variables (DPAS model) was designed and applied to the existing 'Teaching model for the enhancement of the creative problem solving skills'. And it was implemented to preservice science teachers for the one semester. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially in recognizing problems, making hypothesis, controlling of variables and interpreting & transforming of data (p<.05). In addition, the strategy contributed to improve critical thinking skills, especially in making hypothesis and making conclusion & generalization (p<.05).

• The Mathematical Education
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• v.40 no.2
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• pp.253-263
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• 2001

Developing mathematical thinking skills is one of the most important goals of school mathematics. In particular, recent performance based on assessment has focused on the teaching and learning environment in school, emphasizing student's self construction of their learning and its process. Because of this reason, people related to mathematics education including math teachers are taught to recognize the fact that the degree of students'acquisition of mathematical thinking skills and strategies(for example, inductive and deductive thinking, critical thinking, creative thinking) should be estimated formally in math class. However, due to the lack of an evaluation tool for estimating the degree of their thinking skills, efforts at evaluating student's degree of mathematics thinking skills and strategy acquisition failed. Therefore, in this paper, mathematical thinking was studied, and using the results of study as the fundamental basis, mathematical thinking process model was developed according to three types of mathematical thinking - fundamental thinking skill, developing thinking skill, and advanced thinking strategies. Finally, based on the model, evaluation factors related to essential thinking skills such as analogy, deductive thinking, generalization, creative thinking requested in the situation of solving mathematical problems were developed.

• Journal of The Korean Association For Science Education
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• v.31 no.3
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• pp.429-439
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• 2011

The purpose of this study was to analyze the Jeju beach science camp program and to survey the participating students'' preference levels for the activities included therein. The camp programs were analyzed on the basis of the standards set for the HASA curriculum. The program's "manipulatory skill" area included many manipulatory and creative activities while the "inquiry area" included many basic and integrated inquiry activities. It was also indicated that the "knowledge area" included many activities appropriate for understanding concepts and principles while the "attitude area" included many activities appropriate for stimulating curiosity and enjoyment. Thus, it could be seen that the areas stipulated for the HASA curriculum were considerably consistent with the purpose of the science camp. The participating students showed preference for manipulatory and creative activities included in the program. They also preferred basic, inquiry level activities included under the area of "inquiry skills." It was identified that the students most preferred the conceptual stage included under the area of "knowledge" where they were required to grasp the common characteristics of events, things, and phenomena, as also the enjoyment stage included under the "attitude" area, where they were required to participate in pleasant science activities. These findings indicate that science camp programs should be composed of manipulatory and creative activities as well as activities that aim at basic research and the understanding of concepts.