• Proceedings of the Korea Society of Design Studies Conference
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• 2004.05a
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• pp.228-229
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• 2004

• Education of Primary School Mathematics
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• v.5 no.2
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• pp.71-94
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• 2001

The purposes of this study were to design small group collaborative learning models for developing the creativity and to analyze the effects on applying the models in mathematics teaching and loaming. The meaning of open education in mathematics learning, the relation of creativity and inquiry learning, the relation of small group collaborative learning and creativity, and the relation of assessment and creativity were reviewed. And to investigate the relation small group collaborative learning and creativity, we developed three types of small group collaborative learning model- inquiry model, situation model, tradition model, and then conducted in elementary school and middle school. As a conclusion, this study suggested; (1) Small group collaborative learning can be conducted when the teacher understands the small group collaborative learning practice in the mathematics classroom and have desirable belief about mathematics instruction. (2) Students' mathematical anxiety can be reduced and students' involvement in mathematics learning can be facilitated, when mathematical tasks are provided through inquiry model and situation model. (3) Students' mathematical creativity can be enhanced when the teacher make classroom culture that students' thinking is valued and teacher's authority is reduced. (4) To develop students' mathematical creativity, the interaction between students in small group should be encouraged, and assessment of creativity development should be conduced systematically and continuously.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.388-399
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• 2009

This study was designed to investigate whether applying mind mapping in a biology class had an effect on students' creativity. Participants of this study were 165 1st grade middle school students. The pretest-post test control group design was employed. A control group was instructed with a traditional method and an exerimental group was instructed using the mind-map applied method. The units "Digestion and Circulation" and "Respiration and Excretion" were selected for this study, and each group was treated for 24 class hours. To measure student creativity, the TTCT test was used. For assessing students' level of logical thinking, the compact version of GALT was used. Test results were analyzed by ANCOVA and correlation analysis by SPSS 12.0. The creativity of students in experimental group was significantly improved than the control group (p< .01). Fluency, flexibility, and originality of students in experimental group were improved (p< .01). Students did not show any differences on creativity according to their academic achievement level or gender (p> .05) in the experimental group. Students did not show any differences on creativity according to their logical thinking level (p> .05), either. However, the students of logical thinking level in the experimental group improved their flexibility (p< .05). There was no correlation between students' creativity and their achievement (p> .05), but the creativity shows a lower correlation to performance evaluation (p< .05).

• Journal of Distribution Science
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• v.14 no.7
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• pp.71-81
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• 2016

Purpose - Because creativity, which is an intangible resource embedded within the company, can offer a competitive advantage, most companies have an interest in promoting creativity among their employees and division(e.g., marketing organization). Creativity renders a sustainable competitive advantage to a firm because it is a strategic resource that is valuable, flexible, rare, and imperfectly imitable or substitutable. Although most companies broadly recognize the importance of creativity, the methods for developing creativity remain elusive. Therefore, the present study investigates how to structure incentives to motivate employees to be more creative and how to develop tools to facilitate creativity. In detail, the present study aimed to examine the relationship between the regulatory focus of marketing organizations(e.g., promotion focus vs prevention focus) and creativity of marketing organizations. In addition, the present study set out to examine the moderating role of interaction of financial reward and creative training in addition to investigating the direct relationship between creativity and regulatory focus in New Product Development(NPD) context. Research design, data, and methodology - The data used to test the hypotheses are drawn from a survey of full time NPD project members(including project manager, designer, engineer, and marketer). The present study utilized data obtained mainly from a database compiled by the Korea Investors Service-Financial Analysis System which provides comprehensive corporate and financial information on firms listed on the Korea Stock Exchange. A study population comprising 1,000 South Korean firms was obtained from this database. We selected 864 firms from the database, and the firms have experiences of new product development project. We collected a total of 162 responses, for a 18.8% response rate. After we excluded 14 questionnaire because of incomplete responses, a total of 148 questionnaire remained(final response rate: 17.1%). Working with a sample of 148 responses in South Korea, hierarchical moderated regression is employed to test research hypotheses(

The relationship between promotion focus and creativity of marketing organization,

The relationship between prevention focus and creativity of marketing organization,

The moderating effect of joint influences(interaction between financial rewards and creativity training) on the relationship between promotion focus creativity of marketing organization,

The moderating effect of joint influences(interaction between financial rewards and creativity training) on the relationship between prevention focus creativity of marketing organization). SPSS 18.0 and AMOS software were used in the data analysis. Results - The empirical study confirmed that promotion focus of marketing organization is positively related to creativity of marketing organization. Also, prevention focus of marketing organization is positively affected to creativity of marketing organization. In addition, the interaction between financial rewards and creativity training moderated the relationship between regularity focus(e.g.), promotion focus vs prevention focus) and creativity of marketing organization. These results suggest that managers can improve the performances of their creative efforts by providing the use of financial rewards and creativity training in combination. Conclusion - Based on results of this study that examine the effects of regulatory focused creative efforts on creativity of marketing organization, promotion focus is helpful with marketing organizations to enhance their service innovation and performance. Prevention focused organization should allow monetary rewards and creativity training to increase their creativity for innovation of new products.

• 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 Educational Research in Mathematics
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• v.26 no.1
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• pp.1-22
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• 2016

This study aims to design an exemplification task to facilitate the students' creative thinking, and to investigate mathematical creativity which emerges from exemplification. In particular, we aim to identify the ways to design exemplification tasks which encourage creative thinking, and characterize mathematical creativity fostered by exemplification. The findings showed that the students' creative thinking related to fluency, flexibility, elaboration, and originality emerged through exemplification.

• The Research Journal of the Costume Culture
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• v.11 no.5
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• pp.683-696
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• 2003

In the post-modern society, creativity is redefined as a capability which collects a wide range of information and recombines them in diverse manners. With a such trend, the characteristics of collage - a method of making a creative image by combining pieces which have no relevance - is becoming prevalent in the post-modern culture. The purpose of this research is to develop a model which generates ideas in fashion design by use of collage techniques. With regard to research methodology, a literature survey was undertaken to find out and understand characteristics of collage. Analytic and positive studies were also done on the styles of fashion design of the 2003 SS collections to which collage techniques applied. In order to generate ideas in fashion design, the following mechanism using collage techniques can be used. Above all, pluralism is realized by collecting incoherent elements. Secondly, deconstruction is made by changing scales and configuration. Lastly, relativity is attained by using parts of ready-made goods and respecting their independency.

• International Journal of Costume and Fashion
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• v.16 no.1
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• pp.1-16
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• 2016

The purpose of this study was to explore fashion design and merchandising students' perception of creativity and the copyright protection of apparel design. A survey with open-ended questions was developed and distributed to a total of 100 fashion major students with specializations in apparel design and merchandising from three different universities located in a northwestern state of the United States. A majority of respondents showed their awareness that copying apparel design is ethically wrong and counterfeiting is legally wrong. They were able to distinguish between copying and interpreting and were aware that incorporating limited elements from inspirations was ethically acceptable. However, many of the students look for design inspiration from secondary sources, such as existing designers' works which they observe over the Internet, magazines, fashion shows, and store shopping, which may pose them to the temptation to copy such ideas. Although fashion copyright protection law has yet to become enacted, a majority of respondents support passage of fashion copyright protection law. The results give support to the needs for addressing the creative problem-solving processes and ethical decision-making jointly within apparel design and merchandising curriculum.

• The Journal of the Korea Contents Association
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• v.7 no.9
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• pp.1-9
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• 2007

Recently, the primary school training courses requires creative human being who is able to solve problem in accordance with rapidly changing society. Accordingly, it needs development of edutainment contents that can develop creativity and heighten educational effect as attracting learner's interest. This paper intends to design educational game which can develop creativity. Method of research is based on the concept of creativity and theory of multiple intelligence. First, I pulled out educational elements of edutainment game which can develop ability to solve synthetic problem and then drew interest elements of edutainment game by combined game with form of cartoon. Secondly, creativity studying area set the 5 learning area of verbal, visual, mathematical, logical and analytic creativity and then, a course of learning was designed to have each 3 details of 5 teaming areas of creativity. Finally, it presented production direction of educational game by combined with 4 elements of the interest that is an avatar, achievement of a mission, a time limit and win a point.

• Journal of Engineering Education Research
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• v.16 no.4
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• pp.3-8
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• 2013

This study was conducted to investigate the relationships among team individuality-relatedness, cognitive flexibility and team creativity. A total of 313 engineering college students who organized 64 teams were assessed on individuality-relatedness scale, cognitive flexibility scale, and team creativity. Relatedness and cognitive flexibility had significant main effects on team creativity. There was a significant interaction between individuality and cognitive flexibility to explain team creativity beyond individuality alone. Finally, limitations of this study and suggestions for future studies were discussed.