• Journal of Fisheries and Marine Sciences Education
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• v.27 no.2
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• pp.476-487
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• 2015

The purpose of this study was to analyze students' creative personality within creativity personality model schools and public schools in order to investigate effects on of the management of Creativity Personality Model School. The objects of this study were different 4~6th grade classes in two Elementary schools located in Gyeongsangnam-do G city. The experimental group was composed of 301 students Y Elementary school and the comparative group was composed of 231 students G Elementary school. Before carrying out the study, both groups took the preliminary examination about their creative personality. After three months, the experiment group and the comparison group took the post examination to compare and analyze the results. The results of this study were as follows: It was observed that the management of Creativity Personality Model School would have meaningful effects to improve the creative personality of students. A important factor was that operated a variety program of creative personality, such as 'Rainbow School' and 'Rainbow Experiential learning'. Through this study, it seemed to conclude that the management of Creativity Personality Model School was more effective on improving students' creative personality.

• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.79-91
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• 2015

Future society demands a personal who is equipped with personality as well as creativity. In this study is developed an creativity personality-integrated programing education model combining CPS(Creative Problem Solving) method for creativity and narrative approach for personality. The developed model was applied to the 5th, 6th grade students in elementary school. As a result, there were effects of improvement in cultivating both personality as well as creativity. The result may offer implications in developing a creativity personality-integrated education model and curriculums in computer science education.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.6
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• pp.1704-1716
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• 2015

The purpose of this study was to investigate effects of creative personality education on elementary school students' science-related attitudes and science process skills. The experimental group was composed of 301 students Y Elementary school managing Creativity Personality Model School and the comparative group was composed of 231 students G elementary school in G city, Gyungsangnamdo. Before carrying out the study, both groups took the preliminary examination about their science-related attitudes and science process skills. After three months, the experiment group and the comparison group took the post examinations to compare and analyze the results. The results were as follows. Firstly, the averages of science-related attitudes for whole students, and boy students in experimental group statistically meaningfully higher than that of comparative groups, but made no difference for girl students. Secondary, in the case of science process skills, the averages of science-related attitudes for whole students including boy and girl students in experimental group statistically meaningfully higher than that of comparative groups. In light of these, it was thought that creative personality education positively effected on science-related attitude and science process skills.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.117-134
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• 2012

The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following: First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: 'expansion of hands-on activities for students related to education on creativity and personality'(4.34), 'development of HE classroom culture putting emphasis on creativity and personality'(4.29), 'a proper curriculum on creativity and personality education that goes along with students' developmental stages'(4.27), 'securing enough human resource and number of professors who will conduct creativity and personality education'(4.21), 'establishment of the concept and value of the education on creativity and personality'(4.09), and 'educational promotion on creativity and personality education supported by local communities and companies'(3.94).

• Journal of Gifted/Talented Education
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• v.15 no.2
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• pp.127-151
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• 2005

The purpose of this study is to examine the relationships between process variables, personality traits, intrinsic/extrinsic motivation and their mathematical creativity and how much these factors affect this creativity. These results show the major factor in mathematical creativity as being the gender difference between the gifted male and female middle school students. This also suggests that the education and living guidance of both gifted male and female students should take a different direction in relation to their gender differences in middle schools. In conclusion, all of the normal intellective and non-intellective factors, as well as home process variables, are the basic major data concerned with the effects of mathematical creativity. So, it is with all of this research that the proof for researching synthetically via a new creative research model can be offered.

• Journal of Gifted/Talented Education
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• v.27 no.1
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• pp.97-118
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• 2017

This paper aims to provide reference model for directions and objectives of Software(SW) gifted education. In order to achieve the goals introduced above, we conducted the research in the following steps. First, we selected the concept of ICT-based creative talented person as a base model to establish the concept of SW gifted person. The selected base model composed three core competencies which were 'knowledge and technology competencies', 'synthesizing and creativity competencies', and 'personality competencies'. Second, we developed survey tools, like questionnaires, to investigate participant's recognition of SW gifted person. The survey tools composed three components 'computational thinking', 'entrepreneurship', and 'social responsibility'. Each of the components composed seven elements. Third, after selecting the opinion poll participants as an elementary school teacher, we surveyed opinion polling. By selecting an elementary school teacher as the opinion poll participants, we wanted to identify theirs ' opinions which are thought to be the starting point for gifted education. To survey we developed on-line survey system by using Google functions. Fourth, we analyzed the collected opinion data. To identify we summarized and synthesized participant's opinions that average values and agreement level by using frequency analysis. Also, in order to compare opinions that average values and agreement level based on whether or not participant's various experiences and competencies we computed t-value, F-value, and ${\chi}^2$ verification.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.341-362
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• 2018

The purpose of this study is to develop a STEAM education model on the basis of mathematics curriculum using real life context, and to analyze the effect of the class based on developed model to make applicable pedagogical discussion. For this purpose, STEAM class materials that can be used in terms of recognition, connection, extension, and application of mathematical concepts, principles and laws are considered, taking into consideration the ways in which real life contexts and mathematical learning could be harmonized. As a results of using these materials, it was empirically confirmed that students' cognitive thinking and affective aspects abilities were improved. The STEAM instruction centered on the mathematics curriculum and the mathematics class based on the data developed in this study have a unique identity compared to the conventional general mathematics teaching methods using the textbooks. And it is pursuing the future class model which could present desirable creativity and personality education. The result of this study would provide preliminary data and meaningful implications to the researchers for next curriculum and concomitant instructional materials as well as the mathematics teachers.