• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.441-449
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• 2019

With the introduction of the 2015 revised curriculum, software education became mandatory in elementary school. The practical subject in the content for the software education consists of information ethics, algorithms, programming, and computer science. Especially, elementary school encourages the unplugged activities. Unplugged activities are preferred among the teachers in the education field as a teaching-learning method. However, those teachers pointed out that the lack of suitable unplugged activity materials was the biggest challenge. In addition, it was pointed out that the existing materials were not suitable for achievement standards, and there are many simple playing-oriented educations that are not linked to computing activities. In this study, we developed an unplugged activity-oriented robot that can be used for the elementary students to learn the basic control structure suggested in the achievement criteria SW education and to develop creative problem solving ability through various activities using sensors. The effectiveness was verified through the software class using the developed robot in this study.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.20 no.10
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• pp.1987-1993
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• 2016

The core value of the college of Interdisciplinary & Creative Studies is rely on the supporting system which can develop the learners' practical 'performing' competency. For aiming this, educational process of university constitutes the competencies which can be expected at the local field and develop the competency-oriented extracurricular & its operating system. Defining the creative convergent talent, as 'collaborative creative convergent one, bricoleur' and categorizes core competency named as TX competency. T competency contains humanities and the professionals of each major field needed. X competency consists of creative problem solving, convergent thinking ability, self-oriented learning ability and cooperative leadership. Developing extracurriculum & its operating system learners can be exposured the systemic learning and managing process. They can develop their potential abilities and can accumulate a proper mileage at their learning achievement. This research can be expected as a model of competency-based extracurriculum and its operating system which can develop learners' multiple competency overcoming the limit scope of curriculum.

• The Journal of Information Systems
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• v.11 no.1
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• pp.29-49
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• 2002

Recently the paradigm of business management has changed. The businesses have restored to ERP or BPR to integrate their information system. But now they are trying to find out a new competitiveness in tacit knowledge of individuals. The creative company has come to put much weigh on the value of their employee′s "non-patternized" knowledge. And this trend has seen a development into a theory of knowledge management in which "non-patternized" knowledge, along with explicit knowledge, is also considered as a source of competitiveness. With the hypothesis that the recognition of the knowledge management and the utilization of the information technology will have influence on the integration of the integrating the information system information system into a new phase, this study carries out a research on the effects of knowledge management and information technology on management achievement. According to this study the distribution of knowledge has an effect on the integration of information system and management achievement. The asset of knowledge, however, has little effect on them. This means that the recognition of the asset of knowledge alone can't affect the management achievement, but when combined with the recognition of the distribution of knowledge, it can have influence on the management achievement. Thus, a company has to enhance the recognition of the distribution of knowledge. And with this, a company can have a business management based on management achievement and the integration of information system utilizing information technology and the recognition of knowledge management. A company has to promote it business achievement by integrating the information system utilizing information technology and recognizing knowledge management.

• Journal of Digital Convergence
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• v.14 no.6
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• pp.519-525
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• 2016

The purpose of the study was to develop achievement criteria of Creativity and Personality in Expressive Activity. For the study, a Delphi survey was conducted with the selected Delphi experts including doctors of sports pedagogic, physical education teachers and doctors of dance studies who have more than 10-year teaching experience in the expressive activity. In this way, the following study result was obtained. First, 27 elements of creativity in the expressive activity were suggested such as originality, sensitivity, trust, courage, moderation. Second, 54 achievement criteria which were drawn up based on the 27 Creativity and Personality-elements. Achievement criteria of creativity and personality was presented in a modular fashion that could be applied in the creation, representation, appreciation which was composed of main content in expressive activity. By using these modules, physical education teachers could plan a lesson by choosing a various factors of creativity and personality, depending on the intended educational goals.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.4
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• pp.878-890
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• 2013

The purpose of this study is to apply the PEOE class model that can enhance students' scientific creative problem-solving ability and self-directed learning ability in the middle school science subject and analyze the effects of it on students' long- and short-term retention, scientific creative problem-solving ability, and self-directed learning characteristics. And the paper has gained the following results: First, according to the result of analysis through the pre-test, post-test, and delay test to examine the effects of PEOE-based class on learners' long- and short-term retention, it is found to be statistically significant in the significant level of .05. In other words, the class using PEOE influences learners' short-term retention significantly, but it is even more effective in transmitting the concept that students acquire into their long-term memory. Second, according to the result of analysis through the pre-test and post-test to examine the effects of PEOE-based class on learners' scientific creative problem-solving ability, it is found to be statistically significant in the significant level of .05 in general. However, 'elaboration' and 'originality', the subfactors of scientific creative problem-solving ability, do not indicate significant effects. Third, according to the result of analysis through the pre-test and post-test to examine the effects of PEOE-based class on learners' self-directed learning characteristics, it is found to be statistically significant in the significant level of .05 as a whole. However, 'openness' and 'future-oriented self-understanding', the subfactors of self-directed learning characteristics, do not exert significant effects. Based on the above study results, it can be concluded that PEOE-based class is more effective for learners' academic achievement in science, scientific creative problem-solving ability, and self-directed learning characteristics than lecture-method instruction regarding the middle school science unit of 'The Properties of Air and Weather Change'.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.907-935
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• 2010

The purpose of this study was to investigate the effects of using open-ended problems in ability-level activities in mathematics instruction and to draw some informative conclusions in order to improve the practice of teaching and learning mathematics in the elementary school. To fulfill the purpose, the research questions were established as follows: 1. Is there any difference between the academic achievements of the experimental group(doing ability-level activities using open-ended problems) and the control group(doing general ability-level activities)? 2. Which sub-group(grouped by achievement score in pretest) get affected most by ability-level activities using open-ended problem in the experimental group? 3. What kinds of responses do students show in their ability-level activities using open-ended problems? By applying t-test and analysing the response, the conclusions were drawn as follows: First, using open-ended problems in ability-level activities has positive effects on the academic achievement of the experiment group. The mean of posttest scores of the experiment group was statistically meaningfully higher(p<.05). Second, using open-ended problems in ability-level activities affect most to the achievement of lower sub-group in the experiment group. The mean of posttest scores of lower sub-group in the experiment group was statistically meaningfully higher than that of control group(p<.05). Third, students showed various and creative response in their ability-level activities using open-ended problems.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.399-408
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• 2023

This study developed and applied a maker education program for an elementary school's science unit on 'Animal Life'. It examined the program's impact on students' academic achievement and creative problem-solving ability. The theme of the maker education program was 'creating a robot virtual reality (VR) exhibition hall mimicking animal characteristics'. It explored scientific concepts and creatively created a robot VR exhibition hall in accordance with the TMI maker education model. Findings revealed that the program significantly improved students' academic achievement and creative problem-solving ability (p<.05). This study provides evidence for the effectiveness of maker education in elementary school science classes and suggests that using maker education can increase students' interest in and engagement with science learning. To implement maker education more actively in elementary school science classes, stakeholders should develop various topics and programs. Additional research investigating the effectiveness of maker education in different age groups and various other areas of elementary science education is required to generalize the results of this study. Moreover, educational and teacher capacity building is required for educators to utilize maker education effectively.

• Journal of Labour Economics
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• v.38 no.4
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• pp.31-56
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• 2015

This study compares the relative effectiveness of private tutoring and self-directed learning on the formation of cognitive (academic achievement on Korean, math, and English) and noncognitive skills (friendship, self esteem, creative personality, and motivation) of primary and secondary school students in Seoul. The results show that private tutoring has positive but diminishing effects on cognitive skill formation with no effects on noncognitive skill formation, while self-directed learning has positive effects on both cognitive and noncognitive skill formation.

• Journal of Engineering Education Research
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• v.22 no.4
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• pp.71-77
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• 2019

Capstone design is a very important college course that enhances students' creativity and skills. However, in most universities, the operation of capstone design is operated by the experience and intuition of the advisor, and it is somewhat lacking in the generation of useful results such as patent rights and technology start-up from the capstone design result. In this study, we proposed a performance - based capstone design operation model through patent linkage so that the capstone design class can create creative and useful results. The proposed operating model includes support for research on prior art of patent information utilization, patent right of idea, and technology commercialization. The proposed operating model was directly applied to the capstone design class in the university, and it was confirmed that useful results such as expansion of the scope of the research achievement and technology start - up were created compared to the existing operation model.

• Journal of Engineering Education Research
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• v.22 no.2
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• pp.36-45
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• 2019

Capstone design is a subject taught in a setting where students gather in a team, decide on their own selected topic, and collaborate with one another to perform a project. A fair assessment is very important in a team project-based capstone design course for students. Many instructors agree that harmonizing creative evaluation and outcome assessment is hard in capstone design class. In also, it is not easy to assess students' individual efforts and achievements fairly in accordance with team-based assessment practices. To resolve this issue in this paper, we have surveyed various engineering design education methodologies, and have modelled existing evaluating elements into a modified creative process and outcome assessment framework for team project assessment. In particular, we focused on a method of fairly assigning credits by combining team based and individual-level assessments. Analyzing students' achievement and grade evaluation and verifying the validity of the proposed method was performed.