• Journal of Internet Computing and Services
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• v.20 no.4
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• pp.81-90
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• 2019

Since 2015, the government has been striving to strengthen the software capabilities required for future talent through software-oriented university in Korea. In the university selected as a software-oriented university, basic software education is given to all departments such as humanities, social science, engineering, natural science, arts and the sports within the university in order to foster convergent human resources with different knowledge and software literacy. In this paper, we analyze the contents of basic software education for twenty universities selected as software-oriented universities. As a result of analysis, most of the basic software education which is carried out to the students of the non-majors students was aimed at improvement of problem solving ability centered on computational thinking for future society and improvement of convergence ability based on computer science. It uses block-based educational programming language and text-based advanced programming language to adjust the difficulty of programming contents and contents reflecting characteristics of each major. Problem-based learning, project-based learning, and discussion method were used as the teaching and learning methods for problem solving. In the future, this paper will help to establish the systematic direction for basic software education of non-majors students.

• 대한공업교육학회지
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• v.39 no.1
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• pp.128-142
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• 2014

The purpose of this study was to provide a basis information for the education direction of 'creative engineering design' lesson to highschool students and pre-technology teachers by analyzing pre-experienced the d epartment of technology professors' recognitions, according to the newly opened unit 'creative engineering design' in 2009 revised highschool technology home economics education curriculum. The survey questionnaire was composed of 34 questions and collected from 16 department of technology education professors. The data was analyzed by SPSS program. The results of study were as follows : First, in 'creative engineering design' educational objectives, the highest average level(M) of response was problem solving ability, the opportunity of engineering experience and creativity improvement were followed. In the response about 'creative engineering design' educational contents, the average level(M) of the creative thinking method education was the highest(3.94). and the following important level was the write training education for presentation. Second, in the 'creative engineering design' educational areas, the professors preferred the idea conception, design, and production manufacturing area. In the teaching learning method, the average level(M) of design-based learning method was the first. and PBL, problem solving method were favored Third, in the 'creative engineering design' lesson manage, the secure of practice room and material cost, and the check of the progress situations were needed preferentially. In the education assessments, various and combined assessment preferred such as production, portfolio, and presentation. Fourth, in the pre-technology teachers' lesson of the university course, the product manufacturing level was preferred production to improve uncomfortable thing in life. The major difficulty in product manufacturing was the lack of major knowledge and product conception.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.19-38
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• 2011

The purpose of this study was to analyze the responses and the behavioral characteristics between mathematically promising students and normal students in solving open-ended problems. For this study, 55 mathematically promising students were selected from the Science Education Institute for the Gifted at Seoul National University of Education as well as 100 normal students from three 6th grade classes of a regular elementary school. The students were given 50 minutes to complete a written test consisting of five open-ended problems. A post-test interview was also conducted and added to the results of the written test. The conclusions of this study were summarized as follows: First, analysis and grouping problems are the most suitable in an open-ended problem study to stimulate the creativity of mathematically promising students. Second, open-ended problems are helpful for mathematically promising students' generative learning. The mathematically promising students had a tendency to find a variety of creative methods when solving open-ended problems. Third, mathematically promising students need to improve their ability to make-up new conditions and change the conditions to solve the problems. Fourth, various topics and subjects can be integrated into the classes for mathematically promising students. Fifth, the quality of students' former education and its effect on their ability to solve open-ended problems must be taken into consideration. Finally, a creative thinking class can be introduce to the general class. A number of normal students had creativity score similar to those of the mathematically promising students, suggesting that the introduction of a more challenging mathematics curriculum similar to that of the mathematically promising students into the general curriculum may be needed and possible.

• Journal of Science Education
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• v.45 no.2
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• pp.231-246
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• 2021

The Korean Ministry of Education has emphasized the convergent ability for human resource cultivating the development of science and technology in the future. Based on this, Korean STEAM education aims to enhance students' interest and their understanding of science and technology as well as to develop students' convergence thinking and problem-solving skills. Through the camp for gifted students, students are generally introduced to produce self-directed outputs in order to solve the problem in everyday life. In this study, the author aims to find out whether the gifted high school students' creative leader competency and STEAM literacy changed after they experienced STEAM-based camp. 517 gifted students from 52 high schools in the Metropolitan city region join the camp, which is focused on generating student-centered outputs for problem-solving in daily life context. Before and after the camp, the creative leader competency and the STEAM literacy of participants were tested and compared. From the result, we found that the gifted high school students' creative leader competency and STEAM literacy improved after participating in the STEAM camp. In particular, all the sub-factors except for the social value pursuit domains in the social characteristic area of creative leader competency and the areas of creativity, respect, and communication in STEAM literacy increased. Educational implications will be discussed.

• Journal of The Korean Association of Information Education
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• v.12 no.3
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• pp.323-332
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• 2008

This paper propose to use a new educational programming language, Scratch, to help students' programming study. For this purpose, a course has been developed which consists of (1) strategies to motivate students and (2) Creative Problem Solving (CPS) teaching model to improve their problem solving abilities. We experimented the course with sixth-grade elementary students for 4 weeks and we could observe that the Scratch programming learning helps motivating students and improving their problem solving abilities. Based on this observation, we believe that Scratch programming can be an alternative for current programming education in elementary schools.

• Journal of Creative Information Culture
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• v.5 no.1
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• pp.63-70
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• 2019

In this paper, we analyzed 2015 revised curriculum for elementary school's practical art and middle school's information subject based on core competency. As a result, in 2015 revised curriculum for practical art subject, the ability to use information was well reflected in all achievement criteria and learning objectives. Also, problem solving ability and creativity·convergence ability were well reflected. In 2015 revised curriculum for information subject, the ability to use information was well reflected in all achievement criteria and learning objectives as like practical art subject. However, there were fewer learning elements to develop self-management ability. Therefore, it is proposed in this paper that the learning elements and teaching, learning activities and evaluation contents should be included in the SW curriculum, which can further enhance cooperative capabilities, self-management ability and communication ability.

• Fashion & Textile Research Journal
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• v.22 no.2
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• pp.149-157
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• 2020

The current study tests the effect of fashion product knowledge and confidence in fashion coordination on innovative fashion product acceptance, mediated by creative fashion consumer efficacy. Creative fashion consumer efficacy refers to a consumers' belief in the ability to consume fashion products in a creative way. The survey was conducted on 474 people between 20 and 40 years of age in a panel of online survey firms. Data was analyzed using reliability analysis and frequency analysis by SPSS 20.0 along with confirmatory factor analysis and structural equation modeling done by AMOS 20.0. The results reveal that creative fashion consumer efficacy consists of original thinking efficacy, usage expansion efficacy, problem solving efficacy, and method variation efficacy that is consistent with the original structure of creative consumption efficacy. In addition, fashion product knowledge and confidence in fashion coordination do not affect innovative fashion product acceptance. The effects of fashion product knowledge and confidence in fashion coordination on innovative fashion product acceptance are fully mediated through creative fashion consumer efficacy. The results of this study demonstrate that people who are knowledgeable, confident and associated with fashion product consumption can have a high level of creative fashion consumer efficacy that increases innovative fashion product acceptance.

• Journal of Korean society of Dental Hygiene
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• v.4 no.1
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• pp.119-132
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• 2004

The purpose of this study was to introduce PBL to dental hygienist education in an effort to raise a question about the inauthentic and inappropriate curriculum. PBL is one of learning methods to enhance the problem-solving ability of learners, and it's attempted to develop a PBL package focusing on dental hygienist roles to lay the foundation for producing competent and expert dental hygienists with a good problem- solving ability. The literature concerned was reviewed from November 2002 through January 2003 to determine whether or not PBL was applicable to dental-hygienist course, and that turned out to be effective for dental hygienist education. And then a PBL package was developed to train students to be knowledgeable and have a knowhow and excellent problem-solving skills. The characteristics of the PBL package could be described as follows: First, that focused on dental hygienist roles to serve the purpose of this study to remedy the current unrealistic and improper curriculum and improve the problem-solving skills of learners. Second, time factor was taken into account. In this four-week course for two credits, there are four classes a week, and it's required to take six or eight weeks to apply the PBL package, which is expected to demotivate students. Therefore, it's planned to conduct more weekly classes to make a proper progress. Third, a wide variety of teaching aids were put to use, and learner would be encouraged to be more interactive and utilize teaching aids properly, and eventually, they could have an opportunity to better express themselves. Fourth, online real-time learner discussion would be attended by this researcher. Learners would have a discussion in real time in the Internet cafe chat room, and different discussion time would be allocated to each team. This researcher would take part in each team's discussion once or more. Fifth, learners would prepare one or more journal(s) about four-hour Internet cafe learning. They have to make it twice a week at least, and it would be a good opportunity for learners to look back on themselves and their teams, and their learning effect would be greater. Specific rules were presented to help them make a successful self-examination. Sixth, there are some spaces in the lower part of objective test sheets to have students describe why they make a particular answer choice. They would be asked to depict the reason of their prior evaluation and lecture assessment especially because their responses would be important for more successful discussion and feedback. Seventh, problem-solving approach was designed to attain learning objectives, stimulate the creative thinking of learners and help them share a more systematic discussion. That would serve as a secondhand guide not to make them digress when they discuss by using information they acquire from a scenario presented in class.

• Korean Journal of Child Studies
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• v.33 no.5
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• pp.91-115
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• 2012

The purpose of this study was to investigate the effects of a writing program and the type of picture book used on the early stages of writing and creative writing in young children. The different stages of writing amongst young children was divided into an early stage of writing for pre-schoolers and creative writing for spontaneous expression and problem solving. The subjects comprised 36 children aged 5 from a child daycare center in Seoul. Among the KISE-BAAT and Creative tests, the writing test and creative writing test were used. The early stage of writing and creative writing were both analyzed by means of both ANCOVA and T-test. Firstly, in the subscale of the early stage of writing(ability to mark, use vocabulary, create sentences and text construction), the early stage writing of the experiment group scored higher than that of the comparison group. Secondly, in terms of the type of picture books, the group using informational picture books had greater effects on the early stage of writing than the group using narrative picture books. Thirdly, the writing program itself had a positive effect on creative writing. In the subscale of creative writing (fluency, flexibility, novelty), the group using informational picture books made greater progress in fluency and novelty than the group using narrative picture books.

• Journal of the Health Care and Life Science
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• v.10 no.2
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• pp.169-178
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• 2022

The purpose of this study was to examine the level of awareness of the importance of work ability and their final school contribution and the difference between them among health care workers', and to explore the direction of the health care training curriculum by analyzing using IPA. As for the analysis data, the response data of a total of 465 health care workers among the original data of the 14th (2020) Youth Panel Survey were used. As a result of the analyzing using IPA, concentrate here area was none, and the keep up the good work area was specialized knowledge, practical knowledge in the field of expertise, communication, ability to cooperate with others, customer response capability, ability to learn for oneself, deliberate lifestyle, ability to adapt to change, good job perspective and business manners, understanding documents. Low priority area was computer literacy, ability to creative problem solving, reading and writing in a foreign language, solving math problems, foreign language conversation, and the possible overkill area was creating a document. Based on the these results, implications for effective curriculum development to cultivate health care workers were suggested.