• Journal of Gifted/Talented Education
• /
• v.17 no.1
• /
• pp.123-143
• /
• 2007

In this study, intelligence and creativity of students selected for the mentorship program at the Science-gifted Education Center were tested and those levels were related to the examination for the mentorship program. Diverse psychometric tests(WAIS, RAPM, TTCT-verbal, TTCT-figural) were administered to the students in both courses(biology course: n=19, physics course: n=21) at the Science-gifted Education Center. Students selected for the mentorship program had high intelligence scores(WAIS IQ>98%). On the other hand, their creativity scores were not as high as their intelligence scores. In the correlation analysis between those scores and examinations for the mentorship program, examination for the biology program was correlated with WAIS and TTCT-verbal, whereas that for the physics program was correlated with RAPM. These results show that students for the mentorship program have higher score in intelligence than in creativity and the examination for the mentorship program tests mainly intelligence. Thus, educational effort should include an emphasis on the assessment of creativity.

• The Journal of Art Theory & Practice
• /
• no.1
• /
• pp.71-92
• /
• 2003

This study examined the condition of an educational discourse, relating the concept of creativity, culture, culture-centered, and critical thinking, to explore Culture-based Art Education(CBAE). In particular, art education practice was examined using interpretations of creativity and critical theory positions from the field of education. Discourse analysis was used as the research method to contextually situate and analyze the ways in which art education theory and practice of creativity and of critical studies encoded meanings. The study helped build an understanding that creativity was formed as a modernist discourse in the humanistic stance. In education, creativity became the fundamental concern for progressive educators who pursued innate ability of individuals. The way to enhance creative potential of students was to induce their motive, as was the same case in art education, while in artist training, free expression was its main method. In this way, as creativity was intimately connected with the concept of expression, in art education art making is the only course for enhancing creativity. However, because creative process cannot intelligently be regarded as logically distinct from the creative product, and creativity can only be said by product, it seems valid to think that creativity is the quality not to be achieved by teaching. Furthermore, its emphasis on art making resulted in unbalance of art making and art appreciation in art education. It was the late sixties when several alternatives for creative education were made their appearance. Critical studies in art adopted critical theory as its theoretical background has developed as an alternative of creative art education, when research and theory for creativity could not be adequate to deal with the problem of practice. Critical theory is a broad and diverse field of theory and practice drawing on aspects of the modernist perspective of the later Frankfurt School, feminism, Freirean pedagogy, postcolonial discourse as well as postmodernism to construct a practical approach to education. It is very this eclectic nature to provide the mosaic that need to experience cultures from different perspectives in a pluralistic society. Because one's personality is formed by multiple aspects of culture which is very complex and is made up of what we do and value, creativity cannot make part of educational discourse with the philosophy of culture centered. On the other hand, critical studies, as a school art program of critical theory, can perform the role of CBAE, because it would have to deal with the investigation of social and cultural issues form multiple personal, local, national, and global perspectives.

• Advances in nano research
• /
• v.13 no.2
• /
• pp.175-186
• /
• 2022

This study is a randomized pretest-posttest design that aims to investigate the effect of early entrepreneurship education on cognitive and non- early entrepreneurship education, non-cognitive skills, creativity, self-efficacy, Bizworld cognitive skills of male sixth-grade primary school students. A total of 45 students were selected by multi-stage random sampling method and were assigned randomly to experimental, active-control and control groups. The experimental group received entrepreneurship education based on the Bizworld entrepreneurship program. The results indicate that early entrepreneurship education had an effect on non-cognitive skills (such as risk taking propensity, creativity, self-efficacy, persistence and need for achievement. It seems that early entrepreneurship education is a proper strategy to develop children's non-cognitive skills in late years of primary school. These skills will affect children's individual, educational, social and occupational future and can have long term benefits for students, families and society.

• The Research Journal of the Costume Culture
• /
• v.8 no.5
• /
• pp.629-637
• /
• 2000

This paper focuses on the development of a fashion design educational program that will foster the talent and aesthetic consciousness of fashion design students. The goal of progressive educational methods with cutting edge technology is to elevate educational efficiency, and ultimately rear creative designers. To fulfill its objective, this paper presents a courseware program on fashion design education utilizing hyper media that include animation, photographs, pictures, sounds and characters. By the utilization of such comprehensive source of information media, a hypermedia courseware was developed for elementary education in fashion design with the following conclusions : 1. The program enables the students to customize their fashion design education. The students of fashion design education programs are able to choose and adjust their own programs to suit their requirements and intellectual level. 2. The program effectively motivates. Much like a constant sequence of various images on a screen that can provoke profound heart-felt emotions and inspire creativity, the program can stimulate and motivate the students. 3. The program provides a consistent education. To advance the overall quality of fashion design education, the problem of dissonance in educational content should be resolved and possible individual errors in delivery rectified. The present program will solve such problems, and establish coherent standards that will withstand the test of time regardless of time or place. 4. The program is cost effective. Since the present program frees the teacher from the time consuming drudgery of preparing various texts and lesson plans, have the materials delivered and handled, it reduces the time and cost previously required. 5. The program has the capability to be upgraded. The accumulated know-how of teachers and the total experience of the program can be linked with other programs for limitless expansion.

• Journal of the Korea Convergence Society
• /
• v.8 no.10
• /
• pp.173-183
• /
• 2017

The purpose of this study is to develop students' creativity and artistic sensitivity by developing a convergence education program that links various subjects, including mathematics, science, and art based on design. Design is done in almost every human activity that pursues beauty and implements cultural value through patterns and images. We have developed three programs for elementary school students and two programs for middle school students, taking into consideration the achievement standards and curriculum content appropriate for the 2015 revised curriculum. It was assessed by a panel of five educational experts during the development and demonstration courses to evaluate the feasibility of the development program. The development program can enhance the design literacy and design sense of elementary and junior high school students and can be used convergent educational contents that can be applied in the free-semester system activities of junior high school. Through this program, adolescents who will lead the future design society will be able to acquire the sense of design, literacy, and design ability as design consumers and producers.

• The Journal of the Korea Contents Association
• /
• v.13 no.8
• /
• pp.474-481
• /
• 2013

The purpose of this study is that pre-service teacher are able to design creative instruction based on NFTM-TRIZ for building up their continuous creative thinking and promoting their creative instruction activities. NFTM-TRIZ is a educational technology system to form and develop creative thinking from child to adult continuously based on TRIZ theory. TRIZ is the thinking technique of creative problem solving that can be the tool of inventory solutions by finding and get over the key of contradiction that is necessary to obtain ideal final results of suggested problems. The subjects for this study were 90 pre-service teachers who are attending third and fourth graders of Teachers' College in G university and are taking 'Curriculum and Educational Evaluation'. The creativity program for this study was carried out for ten minutes at the end of lectures. The verification for this study results were performed two faces. First, pre-service teachers presented teaching and learning plan for one time used 8 Steps' Teaching and Learning Model based on NFTM-TRIZ. Second, researcher got feedback from them about this creative program.

• Journal of the Korea Convergence Society
• /
• v.10 no.6
• /
• pp.129-138
• /
• 2019

The trend of maker education has been mainly focused on program using digital devices, but maker education programs that can make students' creative ideas instantly in various shapes and make them by hand is insufficient. Therefore, in this study, we developed a maker education program using cement and molds and analyzed Effect on the convergence ability for creativity of students. In the preparation stage, educational use cases about cement and molds and the study objects and contents were extracted through the literature review. In the development stage, teaching-learning materials were developed and validity and evaluation tools to measure convergence ability for creativity were selected. In the implementation stage, the expert validity test on the teaching-learning materials and convergence ability test for creativity was evaluated, In the evaluation stage, the effects of the whole area and sub-area of the convergence ability for creativity was analysed. As a result of the t-test for the whole area of convergence ability for creativity, the students who took the maker education program showed a significant change. The test results on the teaching-learning materials showed a positive response to the communication, cooperation ability, knowledge and humanism.

• Archives of design research
• /
• v.13 no.3
• /
• pp.17-28
• /
• 2000

According to the learning situation, the industrial design request is to diagrammatic creativity. The question of this study is to discover how to develop creative idea. The purpose of this study is to provide standardization-training program that could develop students'creative idea at Design College. For this purpose, we tested college students, who was divided into experimental group applied the training program and control group without it. And standardization creativity paper was used for the result to verify. The model of this study was selected 2 universities and 3 technical colleges with 352 persons in ail. The three hypotheses are made to achieve the direction of this study - training effective and different of an educational system, creativity effect. As the result of this study, the use of a training program has an affirmative in fluency (the creative idea) on the diagrammatic creative, and result of the goodness on the training effect.

• Journal of Fisheries and Marine Sciences Education
• /
• v.26 no.5
• /
• pp.1096-1107
• /
• 2014

The purpose of this study was to investigate teachers' recognition on field practice and effectiveness of creativity and character education. This study used post tests to examine the effects of teacher training for creativity and character education on 451 teachers. The results were as follows. Firstly, the average in satisfaction of teacher training for creativity and character education was 4.65 for elementary teachers and 4.35 for secondary teachers in summer, and 4.55 for elementary teachers and 4.42 for secondary teachers in winter. Secondly, effectiveness of teacher training on creativity and character education was showed highly as more than 4.0 and was higher in winter than in summer. Thirdly, in the case of field practice and effectiveness of teacher training for creativity and character education, the average of elementary teachers(3,66) was higher in respect of educational environment than that of secondary teachers(3.20) and the averages of elementary teachers and secondary teachers were 3.85 and 3.42 in respect of subject activity, respectively. In practising creativity and character education, it was analyzed that both elementary(ave. 3.89) and secondary(ave. 3.84) teachers went through some difficulties for curriculum reconstruction, development of instructional model, program development, and human and physical supports.

• Journal of Science Education
• /
• v.33 no.1
• /
• pp.122-132
• /
• 2009

This study aimed at designing an effective earth science instruction which would help to improve students' scientific creativity using the questioning strategies. The developed questioning strategies were applied to 153 students of $10^{th}{\sim}11^{th}$ grades from March, 2004 to February, 2006. The Reaction Evaluation of Educational Program was used for students' reponses on these questioning strategies. And the Creativity Test developed by the Korea Institute for Aptitude Test was used for the changes of students' scientific creativity. The students responded that these questioning strategies improved students' scientific creativity, and those did not promoted interaction between the teacher and the students. After implementing these questioning strategies, students' analogical ability of language was evaluated the largest score among the 6 categories of scientific creativity. The survey about students' scientific creativity showed that there are meaningful differences between before and after implementing these questioning strategies : analogical ability of figure, analogical ability of language, reading comprehension ability.