• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.223-233
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• 2021

This study is was conducted for 37 first-year students (including 27 males and 10 females) enrolled in the engineering product design class opened as a regular class in the second semester of 2018 at 'A' University in Seoul to examine creative problem solving experiences in class using design_thinking. In this study, creative problem-solving ability was divided into creative personality and problem-solving ability and in the results of examining the difference in pre- and post-creative problem solving abilities through Hotelling's T-square test and t-test, among the creative personality, the tolerance & passion, humor, curiosity, and progressive attitude were found to significantly increase after class. Next, in the results of examining the process of creative problem solving through the reflection journal, in the empathy and prototyping and testing stages of design thinking, more activities for problem solving appeared, and at the stage of problem definition and idea generation, it can be seen that more activities expressing creative personality appear. The results of this study show that creative problem-solving abilities can be improved through design thinking, suggesting that instructional support for effective design thinking should be designed.

• Journal of the Korea Furniture Society
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• v.27 no.4
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• pp.362-374
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• 2016

The ability of 'creative thinking' is one of the most important fact for designers to complete their design process. It is not only the overall concept of the process but also all details related to each steps of the process such as planning product strategies, research, finding ways to solve problems image development, broadening ideas, etc. It is, however, not easy to creative as designers by natural learning through experiences unless they have geniuses for creative designing. Many experienced designers in the field are even in dilemmas being not be able to differentiate from copying other designs. This study is focused on the researches on the works of famous designers, architects and artists who have shown great creativities throw their works or processes. It is aimed to define their ways of thinking which could be fundamental motives for the creativeness, various behavioral methods to solve problems in creative ways, technical approaches to improve creativities, and overall intuition in the design working processes.

• Journal of The Korean Association of Information Education
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• v.23 no.1
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• pp.73-84
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• 2019

Maker movement is emerging as one of the key areas of the fourth industrial revolution in recent years. The maker movement is to create and share what users need using a variety of inexpensive production tools such as open source software and hardware, 3D printers and laser cutters. We think that the effect would be enhanced if design thinking is applied to elementary and middle school (K-12) class. The purpose of this study is to develop a design thinking-based maker education program and to apply it to classroom for clarify the effect on the creative problem solving ability of elementary school students. In order to verify the purpose of the research, students in the 5th-6th grades of elementary school were divided into a controlled group and an experimental group. The general lecture maker class was applied in the controlled group, and our developed design thinking-based maker class was simultaneously applied in the experimental group. The creative problem solving ability test was conducted before and after the test, and its effectiveness was verified using statistical t-test. In conclusion, this study suggests that design thinking-based maker education program has a positive effect on elementary school students' creative problem solving ability.

• Journal of Korean society of Dental Hygiene
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• v.21 no.2
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• pp.109-118
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• 2021

Objectives: This study aimed to investigate the association between interpersonal relationships and the 4C core competencies of dental hygiene students. It also examined how interpersonal competence can be enhanced by the development and application of programs so that the 4C core competencies of university students can be improved. Methods: A survey was conducted from March to May 2019 on students from the Department of dental hygiene in Busan, South Korea, and 177 valid responses were analyzed. The general characteristics of the students were calculated using frequency and percentage, and their degree of 4C core competencies and interpersonal abilities were expressed as means (±standard deviation). Multiple regression analysis was used to analyze the effects of interpersonal competence on the 4C core competencies. Results: The findings revealed the factors affecting the 4C core competencies as; (a) communication ability was affected by interpersonal cognition and confidence building; (b) critical thinking ability was affected by person-oriented, self-expression, and confidence building; (c) creative problem-solving ability was affected by self-confidence, person-orientation, self-expression, and confidence building, and (d) cooperative self-efficacy was affected by person-oriented and confidence building. Conclusions: Based on the above findings, it is necessary to develop systematic program items and education systems that can effectively develop interpersonal competency, and thereby improve 4C core competencies among students.

• Journal of Creative Information Culture
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• v.6 no.2
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• pp.89-99
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• 2020

The purpose of this study is to statistically analyze the correlation between unplugged activities using SW educational board games and computational thinking ability of elementary school students, and then find a method of SW education through the results. The study was conducted with 40 students in the 5th grade at an Elementary School in Incheon. Students participated at unplugged activities using a board game for SW education with 12 hours of teacher guidance and 10 hours of free activities. After that, a post-test was conducted to analyze the degree of improvement in computational thinking ability. As the results, it was confirmed that the comprehensive computational thinking ability was improved, and that the four areas of the sub-domains of computational thinking ability were improved to a significant level. These results suggest that providing a basic SW education experience by utilizing a board game for SW education helps to improve students' computational thinking ability.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.10
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• pp.4536-4542
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• 2012

The purpose of this study was to investigate the long-term effects of creativity educational program for students. For this study 79 elementary students(the fourth: experimental group) who had been trained creative educational program were compared with 74 elementary students(the fourth: control group) who had not been trained creative educational program. The results of the study were as follows: the creative thinking ability and creative personality are higher in the experimental group compare with the control group in the long-term effect. This study is valuable in that it showed not only the importance creative educational program but also suggestion of effective creativity education program improving continued promoting effects for children.

• School Mathematics
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• v.18 no.3
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• pp.503-526
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• 2016

The study aimed at determining the identity of mathematics essay test in the university entrance examination. For this purpose, a document research was conducted for higher order thinking and mathematics essay ability and it analyzed the goal of assessment and the tendency of problem settings and looked into mathematics essay problems of twenty-five universities. As a result, the study found out that evaluation factors of mathematics essay test requires higher order thinking ability including mathematical knowledge and essay ability such as mathematical knowledge, understanding, problem solving, logical and critical thinking, creative ability, power of expression, argument skills. Also, problems from previous mathematics essay tests were set mainly to assess mathematical knowledge, understanding and problem solving. Based on the findings, the past mathematics essay tests in university entrance examination in Korea that require logical and critical thinking, creative ability, power of expression, argument skills were a rather small percentage of questions.

• The Journal of Korean Association of Computer Education
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• v.13 no.1
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• pp.1-8
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• 2010

In the knowledge based society, it is very important to have an ability to solve problem with knowledge and information. In addition, the number of problems that can not be solved only with existing knowledge are increasing. Therefore, we developed an informatics education program that enhances creative problem solving abilities through systematic collection of information. This program designed to enhance both divergent thinking and convergent thinking. The developed program improves the problem solving ability with learner's internal knowledge as well as new information that is collected from external world. More practical and effective program can be provided through continuous program improvement.

• Research in Mathematical Education
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• v.13 no.4
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• pp.309-330
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• 2009

The article aims to present findings of a study which has examined the ability of elementary school mathematics teachers and of teacher-trainees in other disciplines to solve irregular challenging problems of sequences in general rather than numerical sequences only. The findings show that mathematics teachers succeed to cope with unusual assignments when the requirements of the problems presented to them are analogous to irregular problems. However, when the problems require a change in the thinking procedure in the direction of creative thinking, there is a considerable decrease in performance. Another finding shows that, although teacher-trainees succeed less in solving the presented problems, they give incorrect solutions which do indicate creative thinking. An inevitable conclusion based on the research findings is that teacher training institutions should enhance and reinforce multi-directional. branching out and creative thinking competences.

• Journal of the Korean Chemical Society
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• v.67 no.4
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• pp.271-280
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• 2023

The purpose of this study is to investigate the effect of chemistry program based on metacognitive learning strategies using realistic contents on prospective teachers' creative thinking skills and science core competencies, and their perception. In particular, it was intended to further improve the effectiveness of the program by introducing a strategy to strengthen metacognition. Participants were classified into the experimental group subject to the newly developed chemistry curriculum and traditional group subject to general programs that exclude realistic contents and metacognitive strategies. Both groups were surveyed before and after the application of the program to measure the degree of change in metacognitive competencies, creative thinking competencies, and science core competencies. It also analyzed the impact of metacognitive competencies and science core competencies on creativity thinking competencies. As a result of the study, relevance and rationality among sub-factors of metacognitive competencies and creative thinking competencies of the experimental group were improved, and all sub-factors except for scientific participation and lifelong learning ability among science core competencies were significantly improved. In addition, it was found that metacognitive knowledge among metacognitive competencies, scientific inquiry ability and scientific thinking ability among science core competencies affect creative thinking competencies. Through the results, it was suggested that realistic content that incorporates metacognitive learning strategies is needed to improve creative thinking competencies, and learning models and programs that can utilize them are needed.