• Journal of the Korean Society of Manufacturing Process Engineers
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• v.15 no.6
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• pp.16-23
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• 2016

This study was carried out to investigate how grade level and experiences when taking courses affect the creativity of engineering students in a Korean college. The sample group consisted of 372 engineering students of which 49.5% were first graders, 15.6% second graders, 22.6% third graders, and 12.4% fourth graders. They conducted self-report measures on a domain-general and domain-specific view of creativity. The engineering creativity test, developed by Kang and Yune (2015), is based on the domain-specific view of creativity and consists of four sub-factors: creative attitude, knowledge research, interest in engineering, and team work ability. The domain-general creativity test consists of three sub-factors. Analysis of the results led to the following conclusions: First, we found significant differences in engineering creativity between students depending on experiences in taking courses and tests; and, second, we discovered significant differences in integrative creativity among students depending on experiences in taking courses and tests, and/or grade level. These conclusions suggest that we should develop and apply appropriate strategies to enhance creativity in engineering education.

• East Asian mathematical journal
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• v.33 no.4
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• pp.381-411
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• 2017

The purpose of this study is to investigate how students' mathematical creativity changes through problem-solving instruction using problem-posing for elementary school students and to explore instructional methods to improve students' mathematical creativity in school curriculum. In this study, nonequivalent control group design was adopted, and the followings are main results. First, problem-solving lessons with problem-posing had a significant effect on students' mathematical creativity, and all three factors of mathematical creativity(fluency, flexibility, originality) were also significant. Second, the lessons showed meaningful results for all upper, middle, and lower groups of pupils according to the level of mathematical creativity. When analyzing the effects of sub-factors of mathematical creativity, there was no significant effect on fluency in the upper and middle groups. Based on the results, we suggest followings: First, there is a need for a systematic guidance plan that combines problem-solving and problem-posing, Second, a long-term lesson plan to help students cultivate novel mathematical problem-solving ability through insights. Third, research on teaching and learning methods that can improve mathematical creativity even for students with relatively high mathematical creativity is necessary. Lastly, various student-centered activities in math classes are important to enhance creativity.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.158-175
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• 2002

In the present study we have compared and analyzed three different measures of creativity in 135 gifted and 161 normal students to understand the nature of creativity and to propose the guideline for measuring creativity. The instruments used to measure creativity in this study are the Torrance Test of Creativity Thinking (TTCT), the Test of Creative Problem solving and Finding in Science (CPFS), and the Creative Behavior Checklist in Science (CBCS). The TTCT is the most widely used divergent thinking test and measures creativity in the aspect of domain-generality. The CPFS and the CBCS were developed for the purpose of this study and measure domain-specific creativity in the area of Science. The findings of this study revealed that gifted students are significantly more creative compared to normal students in all measures of creativity used in the study. The biggest difference between the gifted and normal students was found in the aspect of CPFS. This study implies that creativity, which is considered less useful to identify gifted students compared to achievement or IQ scores, is the important factor to consider for judging giftedness. The low correlations revealed among the TTCT, CPFS, and CBCS imply that the three measures of creativity address relatively different aspects of creativity. The results also suggest that it is essential to consider multiple criteria of creativity not to overlook potential creative students in the area of science. Implications of the study in connection with the identification and educational practices for gifted education program is discussed.

• Korean Journal of Human Ecology
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• v.20 no.1
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• pp.39-55
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• 2011

The purpose of this study was to investigate the implicit knowledge of creativity and education practice of creativity perceived by undergraduate students. Participants were 425 undergraduate students from around the greater metropolitan area of Seoul. The results of this study were as follows: (1) Most undergraduate students considered creativity as creative thinking or creative product rather than creative personality and creative environment. Undergraduate students placed originality as the most important subfactor of creativity. Scientists were ranked as the most creative people, followed by executives, and then artists. Interestingly contemporary Korean undergraduate students recognized and evaluated creativity as positive. (2) Most undergraduate students recognized the needs and importance of creativity-fostered education. These aspects of education have meaningful differences according to gender, as female students viewed creativity-fostered education more important. (3) Undergraduate students considered creative persons to be imaginative, independent, and confident. The most important part of developing undergraduate students' creativity was to make more creative environments. It has been suggested that the benefit of creative environments should be taken into consideration when developing creativity-enhancing programs and education for undergraduate students more generally.

• The Journal of the Korea Contents Association
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• v.17 no.2
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• pp.26-37
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• 2017

This study aims to theoretically and empirically establish the characteristics and component factors of creativity character of college students. Putting together preceding researches related to the concept and structure of creativity character through the theoretical approach, the in-depth interview and open survey were conducted targeting 70 specialists in education, education engineering, consultation meeting, and researchers' meeting about creativity character of college students. In the results, as creativity character for college students, creativity was classified into cognitive creativity and affective creativity while character was classified into moral character, social character, and emotional character. Especially, the creativity character of college students emphasized the importance of character more than creativity. Through such results, it aims to suggest a new perspective on creativity character of college students, and moreover to provide basic data to set up the research direction to develop a tool to measure creativity character of college students for follow-up researches. Also, it is considered to establish the theoretical, empirical foundation contributing to the establishment of teaching-learning method and education engineering qualitatively enhanced in the site of college.

• The Journal of Industrial Distribution & Business
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• v.9 no.7
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• pp.71-82
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• 2018

Purpose - This study examined the effects of intrinsic and extrinsic motivation on employee creativity. Past research has consistently shown that intrinsic motivation is positively related to creativity. Yet conflicting results have been reported about the relationship between extrinsic motivation and creativity. To explore the reason why extrinsic motivation can either help or hurt creativity, we examined the role of contingent rewards as a moderator and tested whether either tangible or intangible rewards contingent upon creative performance significantly impact the relationship between extrinsic motivation and creativity. Research design, data, and methodology - Survey data was collected from employees working for diverse organizations in Korea through online research firm. Only employees who reported their job or organization provided opportunities to use their creativity were allowed to continue the survey. Out of 305 initial responses collected, those with too much missing data were deleted, which finally left 278 responses for statistical analyses. To examine the validity of the measurements, confirmatory factor analysis was first conducted. Next, to test the hypothesized relationships, multiple hierarchical regression analyses were conducted. Results - As hypothesized, both intrinsic and extrinsic motivation had positive effects on creativity. It was shown that contingent rewards did not influence the positive relationship between intrinsic motivation and creativity, but did significantly moderate the relationship between extrinsic motivation and creativity in a way that tangible rewards strengthened the relationship while intangible rewards mitigated the same relationship. Conclusions - This research enhances our understanding on the relationship between motivation type, rewards, and creativity. Intrinsically motivated employees showed a high level of creativity regardless of whether rewards were expected or not. In contrast, extrinsically motivated employees showed more or less creative behavior depending on whether they were expected to have tangible or intangible rewards. As extrinsic motivation is typically associated with tangible rewards such as pay, promotion, etc., tangible rewards were seen to be more effective in promoting creative performance from extrinsically motivated employees than intangible rewards. Our findings make a significant theoretical contribution to reconcile prior inconsistent findings. Furthermore, they provide useful insights for managers and organizations into developing effective strategies for facilitating employee creativity.

• Journal of Korean Elementary Science Education
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• v.39 no.3
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• pp.382-398
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• 2020

This study aims to analyze the relationship between scientific content knowledge of science-gifted elementary students and their expression of scientific creativity, and the characteristics of divided groups according to the levels of their scientific content knowledge and scientific creativity. A science-gifted program was implemented to 33 forth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea. The method of evaluating scientific knowledge was divided into well-structured paper-pencil test (asking specific and limited range of content knowledge of plants) and ill-structured descriptive test (stating all the knowledge they know about plants) to find out which methods were more related to scientific creativity. In addition, in order to find out the characteristics of each group according to the level of scientific content knowledge and scientific creativity, students were required to answer a questionnaire about their own self-perception of scientific knowledge and scientific creativity and how to obtain scientific knowledge. The main results of this study are as follows. First, Both well-structured paper-pencil test (r=.38) and ill-structured descriptive test (r=.51) results of elementary science gifted students were significantly correlated with scientific creativity. Second, As a result of the regression analysis on scientific creativity of science-gifted elementary students, both the knowledge measured by the two evaluation methods have the ability to explain scientific creativity. Third, the students were categorized into four groups according to the levels of their scientific content knowledge and their expression of scientific creativity, and the result showed that the higher the knowledge of science, the higher the scientific creativity. Fourth, the description about self-perception of scientific knowledge revealed that the highest percentage of Type LL students of all 13 students (53.8%, 7 students) answered 'I have little knowledge of plants because I have little interest in them.' Fifth, the description about self-perception of scientific knowledge revealed that the highest percentage of Type HH students of all 15 students (40%, 6 students) answered 'I think my science creativity is high through my experience of scientific creativity. Sixth, the responses to the Questionnaire revealed that 'reading' was the most popular way to obtain scientific knowledge, with 27 out of total 33 students choosing it. In particular, all 18 students from Type HH (high scientific knowledge and high scientific creativity) and Type HL (high scientific knowledge and low scientific creativity) - those with high scientific knowledge - gave that response. On the basis of this research, we should explore practical teaching methods and environment for gifted students to improve their scientific creativity by revealing the nature of the factors that affect scientific creativity and analyzing relationship between knowledge and scientific creativity.

• Journal of Korean Elementary Science Education
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• v.36 no.4
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• pp.379-393
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• 2017

This study analyzed the relationship between self-directedness of science-gifted elementary students and their expression of scientific creativity in science-gifted class. A science-gifted program on the topic of Hydraulic Machine was implemented to 34 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The self-directedness of the gifted students was divided into three types of 'General, Scientific, and Topic-Related Self-Directedness'. The products of the students' activities were assessed by using a scientific creativity assessment formula. Qualitative research, such as analysis of observations and interviews, was also conducted in order to identify characteristics that were not apparently revealed by quantitative data. The main results of this study are as follows: First, science-gifted elementary students' general self-directedness and their scientific creativity were significantly correlated (r=.373). Second, the students' scientific self-directedness and scientific creativity did not have a significant correlation (r=.294). Third, there was a positive correlation between the students' topic-related self-directedness and their expression of scientific creativity. Their self-rated scores (r=.420) for the topic-related self-directedness and the number of activity types associated with the topic had a positive correlation (r=.350). Fourth, the students were categorized into four groups according to the levels of their self-directedness and scientific creativity, and the result showed that Type HH (high self-directedness and high scientific creativity) was the most common type (15 students, 38.5%), followed by Type LL (low self-directedness and low scientific creativity) (11 students, 28.2%). Eight (20.5%) and five students (12.8 %) belonged to Type LH (low self-directedness and high scientific creativity) and Type HL (high self-directedness and low scientific creativity) respectively. Fifth, the classroom observation of the students in groups revealed that groups with more number of Type HH demonstrated better cooperation and performance. Sixth, the analysis results of the observation were almost matched to the results of the self-directedness and scientific creativity tests. The students with higher self-directedness demonstrated active class participation and good cooperative skills. The students with higher scientific creativity had a tendency to generate creative ideas more frequently in given situations. Seventh, dynamic activities were perceived as enjoyable and exciting by 76.9% of the students, but static activities that require creativity were regarded as interesting only by 23.1% of the students. Among the students who were satisfied with both the creative and static activities, Type HH accounted for the largest proportion (55.6%). In conclusion, factors such as students' interests, initiatives, and attitudes displayed through voluntary participations originated from their own daily life can predict the degree of scientific creativity associated with the topic. Also, when students were categorized into four types according to the level of self-directedness and scientific creativity, there was a tendency of active behavior in class, cooperative skill, and activity satisfaction. This suggested that we should consider self-directedness and scientific creativity in selecting the gifted, grouping them in class, and designing and executing programs for science-gifted elementary students.

• Science of Emotion and Sensibility
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• v.10 no.3
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• pp.433-441
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• 2007

Creativity has very important significance to children. Although active researches and educations on other studies (for instance, mathematics, science, logics, music, etc) are being done, evaluation or development on children's creativity in design is very inadequate. Therefore, this study is a basic research to develop evaluation to judge design creativity of children as an incipient stage of educational method development to develop children's creativity in design. Evaluation categories (originality - novelty/fun, practicality-function/possibility) that can evaluate design creativity of children were drawn out based on documentary records, and as the results or performing experimental research to figure out correlativity between creativity of idea and design creativity targeting children in second grade of elementary school, subordinate provinces of idea's creativity related to design creativity were fluency and elaboration. However, it does not mean that fluency and delicacy are the only subordinate provinces of idea's creativity related to design creativity, but they are more influential compared to other provinces (creativity, abstractness of title, and resistance to premature closure) This study is to prepare basic framework of educational method to improve design creativity education of children, and has its meaning to complement what are lacked in design creativity through the educational method.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.557-580
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• 2017

The purpose of this study is developing the manifestation process model of group creativity among mathematically gifted students. Therefore, I designed the manifestation process model of group creativity by researching the existing literatures on group creativity and mathematical creativity. The manifestation process model of group creativity was applied to mathematically gifted students' class. By analyzing students' response, the manifestation process model of group creativity was improved and concretized. In conclusion, the process of a combination of contributions was concretized and the major variables on group creativity such as a diversity, conflict, emotionally supportive environment and social comparison were verified. In addition, some reflective processes was discovered from a case study.