• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.149-162
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• 2019

The purpose of this study was to develop an education for sustainable development(ESD) program using community resources in Paju and to investigate the influences on ESD competencies of 6th graders. The community resources used were Unjeong lake park, environmental circulation center, environmental management center, currency museum, butterfly museum, experience center for peaceful unification, Yulgok arboretum, and Jangsan observatory. The newly developed program was related to creative-experience activity and composed of 15 sessions for 6th-grade class in elementary school, including all of the environmental, economic, and social aspects of ESD. Two classes of the 6th grade were divided into the experimental group and the control group. The results to examine the effects of the program were as follows. First, it was proven that ESD program using community resources did not help improving the perception and function competencies of learners except for the thinking abilities. Second, it contributed to the improvement of learners' attitude competencies, especially in self-reflective attitude and other-oriented attitude. Also, according to in-depth interview, the students were constantly developing their values for sustainable development, reflecting their thoughts and behaviors in a reflective way and improving their attitude toward life.

• Journal of Educational Research in Mathematics
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• v.23 no.3
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• pp.335-351
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• 2013

This research assumes that abduction is so important as much as all the creative plausible reasoning to be based upon. We expect it to be deeply appreciated and be taught positively in school mathematics. We are noticing that every problem solving process must contain some steps of abduction and thus, we believe that those who are afraid of abduction cannot solve any newly faced problem. Upon these thoughts, we are looking into the middle school mathematics textbooks to see that how strongly various abductions are emphasized to solve problems in it. We modified types of abduction those were suggested by Eco(1983) or by Bettina Pedemonte, David Reid (2011) and investigated those books to see if, we may regard, various types of abduction be intended to be used to solve their problems. As a result of it, we found that more than 92% of the problems were not supposed to use creative abduction necessarily to solve it. And we interpret this as most authors of the textbooks have emphasis more on the capturing and understanding of basic knowledge of school mathematics rather than the creative reasoning through them. And we believe this need innovation, otherwise strong debates are necessary among the professionals of it.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.611-620
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• 2020

The purpose of the study is to find creativity factors of students in the process of small group modeling and relate them to the types of interactions among students. In order to capture students' detailed interactions, this study was conducted as an 'essential case study' through qualitative analysis. We have developed the modules of nine lessons about terraforming, and they were used in an actual classroom. In order to understand the creativity of the students in the process of modeling, students' discourses and interview data were analyzed using 19 creative factors or abilities. The findings are as follows. Frequently found creativity factors are Elaboration, Evaluation, Visualization, Resist premature closer, Originality, Analysis and Concentration. And students' interactions that affect students' creativity in the process of modeling can be classified into four categories: Suggestion, Agreement, Questioning, Refutation, and Conversion. Through each interaction, students demonstrated the process of expressing and modifying their own thoughts and ideas in the modeling process. The findings of the study suggest that it is important to the teachers to understand types of interactions among students and the relationship between the types of interaction and creativity factors for students' creative modeling in modeling-based learning.

• Cartoon and Animation Studies
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• s.10
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• pp.1-16
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• 2006

This thesis aims to recall the importance of language in comics by studying comic strips in Korean daily newspapers: the comic strips are analyzed for rhetorical puns in its language text as they representatively show the value and role of language in comics. Moreover, Korean comic strips, as they developed into current affairs comics, acquired a stronger media characteristic of communicating information compared to other genres of cartoons. As a result, comics strips have become a genre where language plays an important role and the words needing to be able to convey the meaning quickly and implicitly. Due to tight control of national authority, the language technique developed into an indirect expression rather than a stronger direct imaging technique. The political oppression of the comic strip paradoxically brought on the rhetorical development in the creative techniques. Based on this analysis, the writer studied the rhetorical puns of the texts Korean comic strips by implementing the classification techniques of rhetoric expressions. As a result, through quotes and analysis of actual comic strips, the writer confirmed that Korean comic strips do actually show tremendously vast rhetorical puns in its language application techniques. The writer was also able to conclude that the rhetorical puns in comics were the force entertaining and impressing the readers, and also acting as the creative principle. Concluding this study, the writer emphasizes that language, not only in comic strips, is a combination of words and images and is also an important factor in all cartoons in general. Thus the thesis proposes that the training of humanistic thoughts and linguistic sensitivity are as important as learning to draw in the creation of cartoons.

• (The) Korean Journal of Educational Psychology
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• v.31 no.4
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• pp.745-766
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• 2017

Students' creative ability has become the one of important educational goals recently. Beliefs that students can grow intellectually is a key principle in creativity education. In recently, researchers have focused on learners' failure as a way for promoting creativity in schools. They start look into the ways in which learning failures are connected to creativity. Recent studies such as Kapur(2008) demonstrated that learners' failure experiences enable students to create novel solutions to solve problems to go beyond memorizing facts or knowledge. This paper discussed strategies that students or teachers can utilize learning failures to produce positive educational outcomes and also suggested some caveats when learning failures are introduced to a classroom. Specifically, learners should avoid any pre-existing frames of thoughts to create new alternatives to solve problems. Second, teachers or students should be allowed to explore content areas freely without having any risks of academic punishment. In addition, this paper also discussed possible negative results of early experiencing learning failures regards to negative emotion. Especially, experiencing continuous failures can bring students to learned helplessness. This paper discussed how to avoid this negative consequences. Related with negative emotional effects of failures, teacher or students should be careful in the earlier stage of learning processes to avoid learning failures. Lastly, this paper also suggested that minimizing fears related with learning failures and promoting failure tolerance so that students have motivation to overcome learning failures.

• Journal of the Korean Home Economics Association
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• v.50 no.7
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• pp.67-79
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• 2012

This study analyzed the characteristics of morphing in fashion design through the documentaries on morphing and fashion. The characteristics of morphing in fine art, media, and design area were categorized as reversible metamorphosis, sequential dissolve and blurring of interpolation boundaries. The results were as follow in fashion design. Reversible metamorphosis showed an automatic silhouette transformation by remote control, the metamorphosis of folding method by wearer's own movements and the automatic silhouette transformation by the air pressurizing method. It represented the thoughts of omnipotence as in the feeling of the magical world, the human desire for control in life, the rationalization of magical thinking and imaginative power, the creation of a new dress space and the extension of dress function. Sequential dissolve showed juxtaposition in the same area by the time order, juxtaposition in virtual space through the computer graphics, the series of fashion photography by steel cut of the dress making process and the blending of digital film and fashion design. It represented the approach for the storytelling of fashion show, implication of creative fashion design process and the creation of organic forms and the feeling of fantasy through artificial technology. The blurring of interpolation boundary showed an overlay of different fabrics with transparent boundaries, an overlay of different patterns with transparent boundaries and the blending of fabrics through the visual mixing of color. It represented the obfuscation of the object, the connotation of the space order, the connotation of the extensive and various meanings and the integrative property of objects.

• Journal of the Korea Convergence Society
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• v.7 no.3
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• pp.35-44
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• 2016

The purpose of this study is to examine the theoretical background of art make-up and surrealism in depth and shed new light on creative thoughts coming through application of Depaysement and various kinds of expression realized through art make-up, where art and make-up are incorporated. The study method is to conduct prior research followed by a theoretical study of the concept and techniques of Surrealistic Depaysement and theoretical background of art make-up through specialized books and internet sources and then to create 4 artworks representing characteristics of Depaysement technique categorized in dual image, fusion of heterogeneous objects, modification and conversion, and change of space. This examination resulted in first, a foundational ground for fusion and use of art and make-up sectors by creating a realm of expression based on creativity through incorporation of art and makeup and second, a sense of freshness and unfamiliar-ness by creation of an image in a completely unfamiliar space. Therefore, the researcher sets a direction for ways to come up with new ideas and expand the realm of expression and hopes that the art-makeup does not just become an aesthetic tool but turn itself as an art genre.

• Korean Medical Education Review
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• v.11 no.2
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• pp.33-37
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• 2009

Teaching and learning were carried out long before the word "education" was coined. As teaching and learning became more universal, the word "education" was construed as a social promise, and there was a general consensus as to what it denoted. Many university professors will most likely have great confidence and expertise with respect to "teaching" in their area of specialization, and they believe that they are fulfilling a social promise. However, how much expertise do they have in actually making students "learn"? How concerned are professors about enabling students to utilize their potential and talents to cultivate their learning abilities and to adjust to the different demands of various fields? The same issue arises in medical education. To what extent can professors' teaching heighten students' sense of purpose and motivation to learn? With regard to increasing learners' initiatives, the learning model of constructivism presupposes that learners are active and creative, have their own personalities, and possess unlimited learning potential. The PBL being carried out in medical schools today is a form of study that can take advantage of these aspects of learners. They can maximally widen the range of students' development through many intellectual activities and solve difficult problems by either sharing or critiquing the thoughts and ideas of others. The acts of teaching and learning that have been carried out for thousands of years remain difficult to this day and must be ceaselessly deliberated and researched by experts in the field of education. Just as good teachers are required to produce good learners, we must give ourselves room to rethink the basis of education in order to maximize effective and efficient learning.

• Archives of design research
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• v.12 no.3
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• pp.17-26
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• 1999

We use humorous expression in general dialogue. And this humor os especially good methods for expressing more creative and persuasive thoughts. If could not effective data for developing expression techniques, because most of the studies on humor focused on advertising, especially effectiveness for product purchase until now. So, we need the data objectively tested and we can use the data for persuasive, agreeable and effective communication. This study presents new expression methods with humor, classifies the expression type with humor and analyses the specific characters each type. It was as follows. first, which expression types are existing in typography with humor, and how to apply to typography. Second, how to change the propensity to perceive through the communication method and through types of humor Third, what is more effective between typogratphy with humor and typography without humor Miore study based on this must be followed in order to plan objective and agreeable design and improve communication effects.

• Korean Institute of Interior Design Journal
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• v.15 no.5 s.58
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• pp.130-140
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• 2006

The purpose of this study was to compare the houses of Richard Meier and those of Mario Botta to identify the features of their houses. To identify the features of their houses through comparison, it was most important to understand the influences of their masters on them. Based on the lessons they learned from their masters, their houses were compared and analyzed. The findings were as follows. First, both their houses illustrated the principle and language of Le Corbuiser. They extended the principle and language of Le Corbuiser with their own thoughts and ideas and applied those to their houses. Second, the difference between their houses arose from the influence of Louis Kahn and Carlo Scarpa on Botta and the influence of Mies van der Roeh on Meier. Botta who was taught by Kahn and Scarpa was able to develop his expressive and heavy style of brick house, while Meier who was influenced from Mies was distinguished for his cold, transparent, sleek and contemporary style of house. Third, they both showed outstanding abilities to integrate the principles and languages of their masters in their own creative ways, when developing their own styles of houses. While Volume of Corbuiser, skills and languages of Kahn and Scarpa were put together in Botta's house, the Corbuiser's feature of sectional variety and the Mies' feature of sleek and transparency were overlapped in Meier's house. Fourth, while new expression shown in Botta's house was achieved in the process of integrating the languages of Kahn and Scarpa, new expression shown in Meier's house was created mostly in the process of taking and applying materials and languages from contemporary times.