• Journal of Digital Convergence
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• v.13 no.5
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• pp.79-88
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• 2015

Creative economy has been characterized by ideas popularized commercialization. The commercialization of the idea is to develop a creative economy virtuous circle tool, entrepreneurship and start-ups for this serves as a key driver of the creative economy. Convergence, complex thinking and creative planning ability is always a lot from the 20s came a young man. So young age of entrepreneurship and entrepreneurship education, and is easily capable of founding a new culture is created by the right products and services they lead the more outstanding talent in the way of entrepreneurship creates even young and energetic national economy. Such a wide range of system implementation and curriculum development to complete the creative economy with ecology is also a very critical situation. The development of a systematic entrepreneurship curriculum that promote creative thinking and planning ability for creative convergence of economic times is a top priority. The present study considered that the early stages of convergence entrepreneurship program presents a convergence process of entrepreneurship education through a process-oriented research based on statistics.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.149-160
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• 1998

The purpose of this study was to analyze the 6th national secondary science curriculum and classroom practices to collect the basic data for developing secondary science program focusing on creative problem-solving ability. The creative problem-solving ability was conceptualized as an active process of producing new solutions to problems and consisted of five components: general knowledge, domain-specific knowledge, motivation, divergent thinking and critical thinking. The research questions were generated as follows: (1) Whether creative problem-solving elements-domain specific knowledge(declarative knowledge and inquiry methods) were included or not in the 6th secondary science curriculum, textbooks and teacher's guide? If so, how are they represented? (2) Whether the teachers tried to enhance divergent and critical thinking of their students. Through content analyses, observations and interviews, these research questions were answered as follows: (1) Inquiry methods, which are important to develop creative problem-solving abilities in science, were underestimated in comparison with declarative knowledge. In other words. inquiry methods were regarded only as tools to understand the scientific concepts and principles. (2) It was hard to find the situations which teachers provided opportunities for divergent and critical thinking to their students. Based on these results, the followings were recommended: (1) Inquiry methods should be regarded as a goal not as a tool and be used to acquire inquiry methods themselves. (2) Teachers should not stick to the prescribed inquiry methods prescribed in the textbook, but to give opportunities for thinking various kinds of inquiry methods to improve divergent and critical thinking.

• 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 Gifted/Talented Education
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• v.21 no.3
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• pp.703-718
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• 2011

Team-Based Learning can play an important role in gifted education, because that improve decision making, coordination and problem-solving ability through shapely team activity. So, when a program that founded on Team-Based Learning applied to gifted students, investigated the improved effects of creative problem solving ability. Developed programs consisted of total 10 times and were conducted the lesson for 13student (male 3, female 10) of 4, 5th grade gifted students class in S elementary school, Sancheong-gun. The improved effects of creative problem solving ability were selected as the self-checking tool of creative problem-solving ability. Due to a small number of students, nonparametric test has done with the results of before and after, it showed significantly improvements in significance level of 5%. In particular, there was a significant improvement in the field of divergent thinking, critical logical thinking. Therefore, the programs based on Team-Based Learning are effective for enhance creative problem solving ability of gifted students, they will be used widely in the classroom to require creative problem solving ability or the acquisition of knowledge of gifted students.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.520-544
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• 2021

This study aims to develop a scientific creativity test for exploring the relationship between elementary students' creative process and product. For this, the researcher reviewed the literatures of scientific creativity and developed the items based on the constructs of creative process and product. After a review conducted by nine science education specialists, a pilot test, and additional revision and supplementation of observation test, the test, consisting of two sets-"animals" and "plants"-was finally conducted on 105 fifth-grade students. The test results were analyzed by using statistical analysis software. WinSteps, SPSS, and AMOS. The main findings from this study are as follows. First, when it comes to scientific creativity, creative process consists of science knowledge, inquiry skills, and creative thinking skills (divergent, convergent, and associative thinking skills). Creative product in science is a new and scientifically useful idea realized in a certain form. Second, observation, which was selected as a representative inquiry skill in this research, should not be related to creative thinking skills. Third, among the rest of the items, usefulness had the lowest averages, as it was, perhaps, difficult to satisfy the teachers' criteria for the scientific validity and usefulness. Fourth, the Spearman correlation coefficients between the items of "animals" and "plants" to find out the parallel-form reliability were significant, except for the item of originality. Fifth, the test was satisfactory with regard to the three aspects of construct validity-convergent, discriminant, and nomological. This study concludes by discussing the usefulness of this test, which has the possibility of exploring the relationship between creative process and product and of playing a role as an authentic evaluation tool in school.

• Journal of the Korean earth science society
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• v.41 no.6
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• pp.670-683
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• 2020

The purpose of this study was to develop a test tool for convergence problem solving skill. To this end, constructs of convergence problem solving skill were defined in three domains: convergence attributes, convergence thinking, and convergence literacy domains. Thirty-seven pilot items were developed on the basis of the sub-categories for each domain that was defined through intensive literature review; problem solving & convergent thinking and creative thinking for convergence thinking domain, individual and social propensity for the convergence attributes domain, and convergence literacy as convergence literacy domain. Through an exploratory factor analysis, 30 items in the constructs of the test tool were confirmed. A confirmatory factor analysis result showed that the five construct models well captured the covariance between all the items well. Finally a statistical result shows that the reliability of the items and constructs were well established (Cronbach's α value= .963). Thus, the test tool for convergence problem solving skill developed in this study was statistically reliable.

• Journal of Digital Convergence
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• v.18 no.12
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• pp.259-266
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• 2020

The purpose of this study is to develop a extracurricular programs for enhancing creative self-efficacy of college student based on design thinking process, and to examine the effectiveness of the developed program. Since this study is also interested in suggesting the procedure for extracurricular program development and optimizing programs by derivation of improvements, a design-based research method was applied. Results are as follow; first, the procedure for extracurricular program development proceeds in three stages, second, the programs was developed as a 30-hour in-depth program and was conducted twice during winter and summer vacation, and the last, the program was confirmed that it has a positive effect on improving creative self-efficacy. This study contributed to providing a general procedure that can be referred when developing a program that reflects the context of the university, and to present the specific program and the case that use the test tool to confirm the effectiveness.

• 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 Korea Institute of Building Construction
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• v.16 no.4
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• pp.367-379
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• 2016

Although the importance of creative thinking is rapidly increasing in the new century, the generation of creative ideas and its application in the construction industry have been considered relatively difficult. Thus there have been a few studies on the subject that how to apply creative thinking tools with empirical evidence in the construction industry. Value engineering(VE) has been widely applied in the design phase of construction projects due to the government regulation, Brainstorming has been the most prevalent idea generation techniques in the VE activities during the past several decades. Contrary to popular belief, the performance of brainstorming is not so good. It is known as the brainstorming myth. This paper proposes the business creativity codes(BCC) as an alternative idea generation tool in the design phase VE of construction projects. In order to examine the effectiveness of the BCC, 50 successful field cases awarded in the design VE competition of government agency are used. The result shows that the BCC can be used as an effective idea generation tool in the design phase VE construction projects.

• Journal of Gifted/Talented Education
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• v.17 no.2
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• pp.307-337
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• 2007

The purpose of this study is to verify the validity of a creativity measurement tool and to discover the creativity characteristics of creative gifted students by assessing the difference in the creativity characteristics of creative gifted students, who were selected from gifted students in elementary and middle schools through the Torrance Test of Creative Thinking(TTCT), according to school level and the type of the students (gifted student in mathematics, gifted student in science). To this research purpose, creative gifted students were selected by the Torrance Test of Creative Thinking(TTCT) on 594 students, who had applied for super gifted education, from 17 gifted students institutes under the jurisdiction of Jeollabukdo office of education, Then, t-tests and multiple regression analysis were performed to analyze the creativity factors between elementary students and middle school students and between mathematics-gifted students and science-gifted students. From the research, the following results were obtained. Although TTCT is effective in distinguishing gifted students with and without creativity, correlation coefficient values between creativity factors(the correlation coefficients between 'fluency' and 'originality' and between 'fluency' and 'elaboration' were .78 and .50 respectively) suggested the possibility of low uniqueness of creativity factors. In addition, compared with elementary students, middle school students showed significantly lower fluency (circles), elaboration(picture construction, picture completion), and the abstractness of titles(picture structure). In the meantime, science-gifted students displayed significantly higher originality(picture construction), and elaboration(picture construction, picture completion, circles) than mathematics-gifted students. Therefore, continuous study is required to enhance the validity of the test for the selection of creativity gifted students. Besides, efforts should be made to find ways to enhance the creativity of gifted students and to resolve the problem of decreasing creativity with student academic level increasing.