• Korean Journal of Child Studies
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• v.35 no.2
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• pp.103-115
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• 2014

This study explored the creative thinking styles of children according to cluster analysis and examined group differences in the gender of children. The participants consisted of 250 elementary school students living in Seoul, Korea. Data were analyzed by means of cluster analysis and ${\chi}^2$ test. The results from the cluster analysis based on the scores on the sub-factors of TTCT(Torrance Test of Creative Thinking) suggested the existence of four clusters('Non-creative', 'Divergent creative', 'Elaborate creative, 'Multiple creative'). Additionally, four clusters were found to be differentiated according to gender.

• Proceedings of the Safety Management and Science Conference
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• 2011.11a
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• pp.219-224
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• 2011

The research reviews the logical approach based on the creative thoughts. The two logical approaches, including deductive convergent and inductive divergent are discussed with why-why techniques and how-how techniques. While the deductive thinking is vertical logic for interconnected hierarchical and deep domains, the inducive thinking is horizontal logic for mutually exclusive and collectively exhausted frameworks. The creative thinking comes from the reversing the logic and lessening the premise of convergent and divergent approaches.

• The Journal of Industrial Distribution & Business
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• v.10 no.11
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• pp.71-80
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• 2019

Purpose: The purpose of this study is to design the curriculum of Basic College Software Programming to develop creative and logical-thinking. This course is guided by algorithmic thinking and logical thinking that can be solved by computing for problem-solving, and it helps to develop by software through basic programming education. Through the stage of problem analysis, abstraction, algorithm, data structure, and algorithm implementation, the curriculum is designed to help learners experience algorithm problem-solving in various areas to develop diffusion thinking. For Learners aim to achieve the balanced development of divergent and convergent-thinking needed in their creative problem-solving skills. Research design, data and methodology: This study is to design a basic software education for improving algorithm-thinking for non-major. The curriculum designed in this paper is necessary to non-majors students who have completed the 'Creative Thinking and Coding Course' Design Thinking based are targeted. For this, contents were extracted through advanced research analysis at home and abroad, and experts in computer education, computer engineering, SW education, and education were surveyed in the form of quasi-openness. Results: In this study, based on ADD Thinking's algorithm thinking, we divided the unit college majors into five groups so that students of each major could accomplish the goal of "the ability to internalize their own ideas into computing," and extracted and designed different content areas, content elements and sub-components from each group. Through three expert surveys, we established a strategy for characterization by demand analysis and major/textbook category and verified the appropriateness of the design direction to ensure that the subjects and contents of the curriculum are appropriate for each family in order to improve algorithm-thinking. Conclusions: This study helps develop software by enhancing the ability of students who practice various subjects and exercises to explore creative expressions in various areas, such as 'how to think like a computer' that can implement and execute their ideas in computing. And it helps increase the ability to think logical and algorithmic computing based on creative solutions, improving problem-solving ability based on computing thinking and fundamental understanding of computer coding and development of logical thinking ability through programming.

• Archives of design research
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• v.19 no.3 s.65
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• pp.143-154
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• 2006

The primary purpose of this study was to investigate the influence of Cognitive Factors (CF) on the Creative Abilities (CAs) in design. We set up a model of Cognitive Design Process (CDP), which consists of four domains: Concepts, Experience, Five Senses (FS), and Thinking Modes (TM). Here, experience is first perceived by the five senses, and then recognized by intelligence. We regard design as a transforming process from concept to experience. For this study, two major Sensory Modalities (Visual and Kinesthetic), four Thinking Modes (Brain Dominance Profile), and four Creative Abilities (Fluency, Flexibility, Originality, and Elaboration) were reviewed. We hypothesized that idea generation is influenced by different Sensory Modalities (Visual Sense vs. Kinesthetic Sense) and Thinking Modes, and that these have a close relationship with the attributes of CAs. Firstly, we have examined the cognitive thinking model in design. Then, we adapted the Test of Creative Abilities of Design Thinking (TCADT) for measuring CAs. We surveyed the CAs under CF in particular. Finally, we have investigated the influences of the different Sensory Modalities (Visual Sense vs. Kinesthetic Sense) on CAs. It was found that a close relationship between Brain Dominance and CAs, and Sensory Modalities (SM) have different influence on these creative abilities. As a result, a tool for the Test of CAs and a framework for creative idea generation with the effective CF will be presented. These provide the basis for a new approach to creative idea generation in Experience Design.

• Journal of Engineering Education Research
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• v.21 no.5
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• pp.10-19
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• 2018

The need for integrating the arts and literature into the engineering education has been emphasized to cultivate the creative talent in recent years. However, there have been few studies to investigate how the arts and literature can be linked with nurturing creative talent in the engineering fields. In this paper, it is examined that inventive thinking principles for creative ideation in the engineering fields can be applied to the arts and literature. For the purpose, creative works in the arts and literature, which can be explained by the five thinking tools of SIT(Systematic Inventive Thinking), are collected. The result shows that engineering and the arts share common thinking patterns.

• Journal of Korea Multimedia Society
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• v.17 no.11
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• pp.1345-1353
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• 2014

In a situation where the demand for creative talent creating new values and ideas is increasing day by day in the 21st century, students dealing with technology in the IT field have quite insufficient communication skills of materializing ideas and logically visualizing them. Therefore, the importance of systematic means of expression and methodology that can convey ideas more effectively and sensitively in the IT field is increasing. In this study, we recognized the importance of idea visualization education in the IT field by reviewing the relevant theory and examining creative thinking system cases and sought a more systematic visual communication method by investigating the awareness on creative thinking and expression. The results obtained in this study are considered to not only provide academic value as basic research in building new education programs in the IT sector in the future but be an opportunity for further research associated with creative talent training.

• Fashion, Industry and Education
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• v.15 no.1
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• pp.59-65
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• 2017

Fashion professionals these days agree that changes in the fashion business are essential and highly value creativity as a genuine source for generating new ideas in fashion products as well as fashion business practices. As fashion professionals deal with problems of which solutions do not exist or that need innovative solutions for brand or product differentiation in the fast-paced environments, interest in creativity and creative problem solving in the field has increased; therefore, fashion educators have realized that there has been an increasing need for incorporating creativity or creative problem solving into the fashion curriculum. In this study, the researcher intended to review previous research on the use of creative problem solving in classrooms in various disciplines including the field of fashion education to provide insights and suggestions for fashion educators to integrate creative problem solving into the fashion education curriculum. Previous attempts to apply creative problem solving to solve issues in fashion classrooms have mostly limited to promoting divergent thinking techniques. It is suggested for fashion educators as well as fashion students to consider creative problem solving as a process consisting of the four distinct stages in which both divergent and convergent thinking techniques should be properly utilized stimulating various thinking strategies.

• KIPS Transactions on Computer and Communication Systems
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• v.10 no.4
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• pp.107-116
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• 2021

In the 4th Industrial Revolution situation it is essential to need the high quality of software in diverse industrial areas. In particular current software centered schools attempt to educate the creative thinking based coding to non-major students and beginners of computer. But the problem is insufficient on the definition and idea of the creative thinking based software. In addition in a aspect of coding education for non-major and new students we recognize to have no relationship between creative thinking methods and coding. In other words we should give them how to practically code and design through learning the creative thinking. To solve this problem we propose the codification of design thinking mechanism without the knowledge of software engineering through mapping creative thinking with software development process. With this mechanism we may expect for students to have some coding ability with the creative design.

• Archives of design research
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• v.14 no.3
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• pp.77-85
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• 2001

This paper focuses on the idea development as a creative thinking process for design innovation. The process of thinking has the thinking structures of abduction and transformation. After we had studied the design thought, we found a structure of a thinking system, and created a creative thinking model with this. Using job analysis, we examined the duster of design jobs, which form the design process, and verified the thinking model. The findings suggest that our idea development has the creative process not only of divergent thinking and convergent one, but also of transformation in design. In same time, the design thinking shows their pattern of transition from abstract concept to concrete object. Between the design jobs, idea development shows higher difficulty than other jobs - marketing, product planning and follow-up. Combining the D-T-C (Divergent-Transformation-Convergent) thinking with abstract-concrete thinking, we designed a DFD(data flow diagram) for an early model of computer mediated thinking system (CMTS). This has implications for design support.

• Journal of Engineering Education Research
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• v.24 no.2
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• pp.61-67
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• 2021

The creative problem-solving becomes one of the most important cognitive skills in the engineering education. As AI and automation technology(of 4th Industrial Revolution) penetrate our everyday life, its role as a human ability is highlighted. In this paper, we examine the relation between the creative problem-solving and the critical thinking, and the usefulness of the latter in the engineering education. To sum up, the critical thinking is the pre-conditon of the creative problem-solving.