• Management & Information Systems Review
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• v.21
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• pp.49-76
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• 2007

The main purpose of this study is to assess the relationship between communication satisfaction and group creativity. To achieve this purpose, this study has two objectives. First, I will identify the relationship between the satisfaction of communication and idea creation. Second, the relationship between communication satisfaction and problem solving activity will be statistically tested. The major findings of the study can be summarized as follows: First, Statistically significant positive relations were found between the communication satisfaction and idea creation. Especially, sub-construct for supervisor communication$({\beta}=0.14,\;p<.05)$, quality of media$({\beta}=0.13,\;p<.05)$, individual feedback$({\beta}=0.36,\;p<.001)$, organizational prospect$({\beta}0.31,\;p<.001)$ showed the statistically significant positive(+) relationship with construct in idea creation. Second, the measurement of communication satisfaction had showed statistically significant relationship with the problem solving activity. Especially, communication with supervisor$({\beta}=0.21,\;p<.05)$, quality of media$({\beta}=0.21,\;p<.001)$, organizational prospects$({\beta}=0.22,\;p<.001)$, and communication with subordinate$({\beta}=0.37,\;p<.001)$ showed the significant positive(+) relationship with problem solving activity construct. These consequences suggest that communication satisfaction of employee is effective in the improving the group creativity in organization. In the conclusion, this study present the satisfaction factor of employee communication as a incremental factor of group creativity.

• Journal of Korea Multimedia Society
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• v.22 no.9
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• pp.1080-1090
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• 2019

The digital informational era of the 21st century requires the fostering of human resource in the field of software with creativity and personality. This paper deals with the educating method in programming course for non-majors which fosters creativity for problem solving ability and personality using cooperative interaction to build communication ability. We also seek to build a model through DEVS methodology for creative problem solving and analyze the effects of programming education for the cultivation of creativity and personality. Our proposed model is expected to be used as a guide to establish creativity and personality for human resource cultivation in programming education.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.527-538
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• 2016

The purpose of this study is to select the factors of 'Group scientific creativity' and to find out how 'Group scientific creativity' turns out in the creative problem-solving process of students. To select the factors that affect 'Group scientific creativity', this research extracted 27 influencing factors on the group creativity from the prior study and organized them according to opinions of education experts. To select factors that affect 'Group scientific creativity' in the creative problem-solving process of students, this research analyzed the group problem-solving process that has been done on 72 gifted students for two days. Main results of the study is as follows: First, nine elements such as scientific thinking, scientific knowledge, scientific information-processing capacity, motivation, challenge, age and gender, existence of diversity, creativity educational experience, and the group cohesiveness were selected as human factors. Four elements such as scientific communication skills, scientific inquiry process, autonomy, and leadership were selected as the combining factors. Also, three elements such as the learning environment, teacher types, and compensation were selected as the Environmental factors. Second, it was possible to find that the group scientific creativity influence factors affecting the creative process by analyzing the gifted students in creative-problem solving process. Based on these results, this study described additional points on the factors improving 'Group scientific-creativity.'

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.401-424
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• 2008

A science program based on constructivism was adopted to 24 preschoolers during 13 classes in a semester. Performance in TTCT and science problem solving tasks were measured before and after the program. When their performance was compared with that of the control group in the same educational centers, it was shown that they outperformed in both creativity measures and science problem solving tasks. There was no gender difference in the effect of this science program.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.289-303
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• 2015

The aim of this study was to examine the short-term longitudinal effect of creativity-fostering programs for pre-early childhood teachers on their problem solving ability and self-efficacy. The participants of this study were 67 pre-early childhood teachers (36 from the experimental group and 31 from the control group) in Seoul, Kyunggi-do, and Chungcheong-do, Korea. Pre-early childhood teachers' problem solving ability and self-efficacy was measured three times. Data were analyzed with a $2{\times}3$ ($group{\times}test$) two-way analysis of variance for repeated measures. The change in problem solving and self-efficacy appeared to be dependent on the group and test. Further statistical analysis of the data indicated that the participation of creativity-fostering programs for pre-early childhood teachers was longitudinally effective on their problem solving ability and self-efficacy.

• International Journal of Advanced Culture Technology
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• v.7 no.4
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• pp.222-228
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• 2019

In recent years, in order to enhance the problem-solving skills required by the industrial field, universities have introduced the Problem-Based Learning(PBL) method to solve the problems caused by the lack of creativity, problem solving ability and self-directed learning. This study applied PBL class methods such as 'learning based on individual specific problems', 'self-directed learning', and 'small-group learning of small members' to practical design of fashion design. To do this, I conducted a questionnaire after conducting research based on the PBL module for one semester in a practical class of fashion design major at P University. As a result of the survey, the satisfaction and achievement of the class conducted by PBL learning method was improved than the existing teaching method. As such, if PBL class is used as a way of solving problems through close communication between professors and learners, it is expected to be established as a learner-centered education method that can improve creativity and professionalism.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.73-84
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• 2017

Cultivating creativity is one of the goals in science education. Previous studies report that students use visualization while they solve the creative science problem and it looks helpful to make them think more. For this study three $6^{th}$ grade students were selected in the consideration of pre-test through the qualitative think-aloud method. The results show that even though students have many ideas in planning stage in problem solving, they appeared to visualize familiar and empirical ideas at first. So if teachers want to watch another creative ideas, they tended to give enough time to visualize many ideas. Students drew lines, circles, "X"marks to select or remove information during their problem solving works. They said these marks seem to be useful to understand question. However, removal marks sometimes turn out to block another chance to re-think. Also students did not have a chance to reflect what they did. It means that they lose the chance to do convergent thinking. The implications of this study include the importance of students' visualization works to facilitate their creative ideas and support their problem solving strategies. In this study, we discuss the meaningful messages for teachers who construct science classroom for creativity.

• Korean Journal of Child Studies
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• v.25 no.3
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• pp.15-26
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• 2004

The problem solving activities developed for this formal assessment program are based on familiar, real life problems. Responses of third and fourth grade subjects to problem solving items were assessed by problem solving ability, reasoning, and imagination/creativity. Reliability of problem solving activities was supported by the results of interrater reliability and Cronbach's alpha. Correlations between problem solving activities and the Naglieri Nonverbal Ability Test(NNAT: 1985) showed that cluster scores on the NNAT were significantly related to each score on the problem solving activities. Problem solving by gender showed that girls were more likely to express ideas than boys. There were also differences related to grade level on some items.

• Research in Mathematical Education
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• v.15 no.4
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• pp.311-325
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• 2011

In this paper I propose that teaching students the most efficient method of problem solving may curtail students' creativity. Instead it is important to arm students with a variety of problem solving heuristics. It is the students' responsibility to decide which heuristic will solve the problem. The chosen heuristic is the one which is meaningful to the students.

• East Asian mathematical journal
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• v.35 no.4
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• pp.407-427
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• 2019

The six core competencies included in the mathematics curriculum revised in 2015 are problem solving, reasoning, communication, attitude and practice, creativity and convergence, information processing. In particular, the problem solving is very important for students' enhancing much higher mathematical thinking. Based on this competency, this study selected the four elements of the problem solving such as problem solving process, cooperative problem solving, mathematical modeling, problem posing. And also this study selected the domain of function which is comprised of the content of the coordinate plane, the graph, proportionality in the seventh grade mathematics textbook. By the subject of the ten kinds of textbook, this study examined how the four elements of the problem solving competency were shown in each textbook.