• Journal of Service Research and Studies
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• v.7 no.3
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• pp.71-91
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• 2017

The purpose of this study is to suggest directions for enhancing competitiveness of corporate management by examining how individual creativity and organizational members' value innovation culture perception affect innovation behavior and knowledge sharing, and how innovation behavior and knowledge sharing affect organizational innovation performance and management outcomes In order to achieve these research objectives, the measurement variables of each variable were extracted through previous research and 423 valid samples were analyzed using SPSS 22.0 statistical package program and LISREL 9.1 to verify a hypothesis. As a result of this study, it was found that the creative thinking skills of the individual creativity, the meaningful tasks of the value innovation culture recognition, and the risk - taking culture have a significant influence on the innovation behavior. Only the meaningful tasks of organizational members' value innovation culture perception affect knowledge sharing. Innovation behavior has a significant effect on knowledge sharing and innovation performance, but not on business outcome. In addition, knowledge sharing has no significant effect on innovation performance but has a significant effect on business performance. Finally, we confirmed that innovation performance has a significant effect on management outcome.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.15-29
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• 2010

We developed the novel coursework of 'NIE community activity teaching-learning plan' in the unit of 'Clothing Life' of the 7th 'Technology-Home Economics' curriculum and applied it to classes in the middle school. The educational themes of 'Textile and Cloth', 'Purchase, Usage and Storage of Clothes', 'Laundry of Clothes', Recycling and Disposal of Clothes' were extracted from ten kinds of textbooks. And eight lessons of NIE community activity teaching-learning plan were developed. Ninety-seven students at second grade in 3 classes of the middle school were randomly enrolled in this study. After learning, their environmental recognition and educational interest and attitude on the class of NIE community activity were investigated. The general environmental recognition of most students was improved via NIE community activity, which is emphasizing on the analysis of articles of newspapers, the critical and creative thinking, and the mutual discussion. The environmental recognition related to 'Textile and Cloth', 'Purchase, Usage and Storage of Clothes', 'Laundry of Clothes', Recycling and Disposal of Clothes' was significantly improved. Educational interest and attitude on the class of NIE community activity were also improved of great significance. The novel contents and methods of NIE community activity were evaluated to help students understand the class better and enhance their environmental recognition higher. With these results, NIE community activity teaching-learning plan might not only improve the educational interest and attitude, but also enhance the environmental recognition of the students.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.507-515
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• 1999

This study is to develope the performance scoring rubrics for the inquiry-based experiments of general chemistry course in the college of education. Two types of analytic scoring rubrics have been developed for nine different experiments. The first one is to assess scientific process skills from the written experimental reports. These analytic scoring rubrics include seven process skills selected from the Lawson's 'creative and critical thinking skills' and other known process skills. The second one is to assess the individual manipulative skills and experimental attitudes through direct observations by the teacher. The content validity of all scoring rubrics was testified by six science educators. Also the inter-scorer reliability of analytic scoring rubrics administered on the students' experimental reports was examined. The correlation coefficient between the scores obtained from the experiments and those of the written test for theoretical knowledges was found to be r=.663(p <.01). From the variance($r^2$=.440), we would say indirectly that the 56% of this experimental assessment does not overlap with the theoretical knowledges test and assesses students' science process skills, manipulative skills, and attitudes.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.542-559
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• 1999

The purpose of this study was to develop the teaching-learning materials for students' creativity in elementary school science class. For this, we asked some questions to both teachers and students: 25-item- questionnaires were given to 122 teachers in charge of 5th graders and 6th graders in elementary schools located in Seoul, Inchon and Kyonggi province, and 20-item-questionnaires to 825 students of 5th grade and 6th grade in the same schools. The results of this study are as follows: most of teachers admitted the need of creativity education, but they taught class mostly with textbook only. The lack of students' divergent thinking and creative scientific activities in science class made it difficult to develop students' creativity. Besides, teaching-learning materials for whole brain learning were not enough. In case that the students did not make experiment in class, they liked VCR tapes or TP materials Students thought that the most effective materials for class are VCR tapes and next were worksheets. Not a few students answer they do hard only interesting experiments. Most of students wanted worksheets including various interesting activities like games, quiz, experiments, drawing, etc.

• Journal of The Korean Association For Science Education
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• v.30 no.2
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• pp.192-205
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• 2010

We have investigated the recognition for the gifted science education program of middle school students being educated at the local center for the gifted. We developed a questionnaire that includes items for contents of the program, learning environments, participation attitude, effects of the program and improvements, and consists of it5-point Likert items and related descriptive items. 161 students at the local centers for the gifted responded to the questionnaire. The total score was 3.70 on a 5-point Likert scale. The score of effects of the program was highest, learning environments was the lowest. Most of the students referred that the participation of the programs help their schoolwork because of schoolwork preparations & review, learning the process of the solving problem and principle. On the contrary, difficult contents and long lesson hours interrupted their schoolwork. Students recognized that the programs are mainly composed of students' self-activities and the role of teachers is subsidiary. The programs have a good effect on them to increase interest in science and creative thinking. It is necessary that the program be improved in lesson hours, contents of the program, school facilities, and full service.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.708-717
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• 2013

The new paradigm of the 21st Century science education explores a wide range of possibilities that can foster students' interest toward science and creative convergence thinking. In this study, through the analysis of programs that were developed in 'STEAM leader school' and 'STEAM teacher association for research' supported by the 'Ministry of Education, Science, and Technology,' we analyzed the linking frequency with each of STEAM education's fields and teachers' perception for the convergence strategy of technology and engineering. The results of this study show that linking frequency of technology and engineering is lower than the field of arts and mathematics in elementary school, but higher in middle and high school. 'Introduction technology contents in lives' in technology and 'crafts activity' in engineering are the most used teaching and learning strategy in STEAM education. But, although 'crafts activity' is engineering's major way of learning, many teachers understand and use it as a technological teaching learning strategy. It is important to understand that each of STEAM education's field has a unique nature and educational implications, for the effective settlement of STEAM education, we need to consider teaching and learning strategy in various way.

• 대한공업교육학회지
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• v.38 no.2
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• pp.68-88
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• 2013

This study is to analyze teacher's recognition and needs of STEAM education in specialized high schools for technical fields. For this study, survey using questionnaire was applied to teachers in specialized high schools for technical fields. This study includes the recognition and the needs on STEAM education of general and industrial subject teachers in specialized high schools for technical fields. In order to carry on this study, 655 questionnaires were collected from teachers of 16 specialized high schools for technical fields in the whole country. Practically, 611 questionnaires (257 of normal subject teachers and 398 of industrial subject teachers) were used for this study. As a result, it is known that the needs of STEAM education is larger to industrial subject teachers than general subject teachers. But it is disclosed that STEAM education is more difficult to general subject teachers than industrial subject teachers. In requirements of teaching-learning, general subject teachers only required reference materials, but industrial subject teachers needed STEAM lesson under the same subjects and data sharing system as a priority. General and industrial subject teachers also considered education program development for creative thinking skills and problem solving abilities as a priority. Finally, in the administrative and financial requirement, both of them demand to reduce administrative tasks as a priority.

• Journal of Korea Multimedia Society
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• v.7 no.7
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• pp.944-955
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• 2004

The modern society as a high-level information-oriented society lays a great emphasis on lifelong education. It emphasizes all the learners' creative learning ability and various teaching-learning methods as well. We need the self-directed learning to meet these requirements, and one of the solutions is the self-directed teaching-learning process employing the web. Though many educators, so far, developed a number of teaching materials, they are no more than web-based teaching materials for simple learning activities or simple item-bank systems. So, this paper suggests an problem-solving based and self-directed learning system on web in order to overcome such simplicities, and it shows design and implementation of the system. Suggested learning system enables learners to get thinking skill though self-directed control of learning level after they learn the basic concepts and principles on the web as self-directed learning. For example, the system was applied to mathematics education for a middle school students. It supports a test of questions chosen from the item bank in a self-directed way, and helps learners to understand their learning levels for themselves and to solve their questions through on-line discussions with their instructor. The system can also be helpful in improving the learners' learning effects by sharing mutual information through the data room or the Q&A between learners and learners or between learners and instructors.

• The Journal of Information Systems
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• v.24 no.3
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• pp.133-154
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• 2015

Purpose This study re-analyzes Jung 2012's data using the time interval based analysis to examine if the process of idea generation is in good currency throughout the ideation sessions. In this way, the relationship between extraversion-introversion personality trait and ideation performance in the context of computer-mediated idea generation can be better understood. Design/methodology/approach A $2{\times}4$ factorial design was used, crossing personality differences (extraversion and introversion) with the degree of stimuli (0, 20, 40, and 80 high-quality ideas). Participants were randomly assigned to one of eight treatment conditions. The group simulator is used to measure individual level performance. The number of unique ideas generated by individuals and the exact time stamp when each idea was submitted were analyzed to compare performances. Findings The results show that introverts' performances significantly drops after about the middle stage of the ideation session, whereas extraverts do not seem to feel time constraints throughout the ideation session, resulting in superior divergent thinking, which is a major key to understand creative productivity in the problem-solving process. Since extraverts tend to yield a larger pool of ideas, another interpretation is that group composition with extraverts compared with introverts may create a logically larger group, which is important to improve the performance of idea generation group.

• Journal of the Korean Society of Costume
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• v.58 no.2
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• pp.78-92
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• 2008

The mutual relationship between fashion and architecture and the similarities in their form and structure have been continuously debated over the decades, considering that both spheres are objects used in human life. Both spheres bring about the creation of three-dimensional space structures that are completed by the human body and material, based on a design targeted for people. The similarities between fashion and architecture in terms of form and structure have been debated by western architecture scholars focusing on the support that holds the garment's shape, the tailoring of a men's suit and also the material. The debate originates from the discussion of F. Th. Vischer, Kritische Gnge, and Gottfried Semper during the nineteenth century on the similarities between crinoline and the form of architecture and also the similarities between sewing and architecture. However, architects always regarded fashion as the inferior creative process that follows architecture in viewing the relationship between fashion and architecture. During the mid to end of the twentieth century, contrary to previous decades, the sense of fashion in architecture stood out, as an issue and a different approach was taken in discussing architecture that incorporates fashion. Accordingly, in the mid 1990's, architecture scholars such as Deborah Fausch and Mark Wigley began to conduct close observation of the mutual relationship between fashion and architecture from a more equal point of view. Notwithstanding, their point of view was still biased towards architectural standards. Commencing the Millennium, fashion has become the primary work of creation which leads style in all spheres, and under these circumstances this point of view has transferred from architecture to fashion when thinking about relationships between these spheres. The discussion on fashion and architecture form fashion's point of view is currently concentrated on the post 1990's phenomenon and illustrates the environment that is related to architecture. In general, the discussion is limited to determining a work of an individual designer as 'being architectural' when explaining the sculptural form of fashion. Therefore, this research aims to renew the discussion on twentieth century fashion design, which was neglected in any studies on observing architecture and fashion. The aim of this research is to classify the architectural paradigm of twentieth century fashion design and to observe the architectural forms of the respective eras. It is necessary to have a close observation of the architectural paradigm in twentieth century fashion design where support tools such as the crinoline was avoided and the form and functionality of the garment itself was emphasized. I will conduct this research by considering the architectural form shown in fashion as a practical three-dimensional creation that exists in space.