• 한국수학교육학회지시리즈A:수학교육
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• 제42권1호
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• pp.1-9
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• 2003

We examined the relations between Mathematical Creative Problem Solving Ability Test(MCPSAT: Kim etl. 1997) and Torrance Test of Creative Thinking Figural A (TTCT; adapted for Korea by Kim etl. 1999). The subjects in this study were 31 fifth-grade students. In the analysis of data, frequencies, percentiles, t-test correlation analysis were used. The results of the study are summarized as follows; First, we have the correlations between the originality of general creativity and the three elements--fluency, flexibility, and the total--of mathematical creativity (significant at p<.01). Second, We know the correlations between the total of general creativity and the three elements of mathematical creativity(significant at p<.05).

• 아동학회지
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• 제6권1호
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• pp.41-59
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• 1985

The present research investigated the validity and reliability of the Verbal and Figural tests of the Torrance Tests of Creative Thinking(TTCT). Its potential as a basis of normative data, and differences in children's sex and grade in school were also examined. The subjects of this study were 360 children (180 boys, 180 girls) enrolled in two public elementary schools grades 1-6. Pearson's product-moment coefficient and two-way analysis of variance were used for analyzing data collected from these tests. The present research showed a coefficient of concurrent validity of the TTCT-Verbal test of .40. The coefficient of equivalence from reliability between the TTCT-Verbal test and TTCT-Figural test was .65 (p<.01). Regarding the coefficient of interscorer reliability, the total score of the TTCT-Verbal test was .86 and that of the TTCT-Figural test was .95. The coefficient of intrascorer reliability on the total score of the TTCT-Verbal test was .93 and that of the TTCT-Figural test was .96. Generally, score reliability was .86 to .96 in total score but there were great differences in the reliability of sub-factor scores. There were no significant differences between boys and girls in the distribution of scores on the TTCT-Verbal test and the TTCT-Figural test. There were significant differences between grades (p<.01) on the distribution of total scores and subfactor scores of the TTCT-Verbal Test.

• 대한치매학회지
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• 제16권2호
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• pp.48-53
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• 2017

Background and Purpose Torrance Tests of Creative Thinking (TTCT) is a well-known and commonly used measure of creativity. However, the TTCT-induced creative hemodynamic brain activity is rarely revealed. The purpose of this study is to elucidate the neural correlates of creative thinking in the setting of a modified version of the figural TTCT adapted for an functional magnetic resonance imaging (fMRI) experiment. Methods We designed a blocked fMRI experiment. Twenty-five participants (11 males, 14 females, mean age $19.9{\pm}1.8$) were asked to complete the partially presented line drawing of the figural TTCT (creative drawing imagery; creative). As a control condition, subjects were asked to keep tracking the line on the screen (line tracking; control). Results Compared to the control condition, creative condition revealed greater activation in the distributed and bilateral brain regions including the left anterior cingulate, bilateral frontal, parietal, temporal and occipital regions as shown in the previous creativity studies. Conclusions The present revealed the neural basis underlying the figural TTCT using fMRI, providing an evidence of brain areas encompassing the figural TTCT. Considering the significance of a creativity test for dementia patients, the neural correlates of TTCT elucidated by this study may be valuable to evaluate the brain function of patients in the clinical field.

• 한국실내디자인학회:학술대회논문집
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• 한국실내디자인학회 2004년도 춘계학술발표대회 논문집
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• pp.141-144
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• 2004

Cultural analysis is closely related to 'Space' which we live in. This means that the shape of the space is not formed accidentally but is a cultural result from how we live. The approach through cultural analysis of space provides a good standard in order to understand people's values and lifestyles. Today the purpose of sightseeing has changed from just visiting some famous places to experiencing unique culture of other countries. Especially the demand of the sightseers which makes you experience culture through tasting food has been increasing. Yet there are some Korean restaurants that don't show enough Korean culture accurately. The purpose of this study is to research the figural characteristics in Korean interior design with the method of cultural analysis and how they are expressed in the Korean restaurants. In addition, I'd like to suggest that Korean figural characteristics are not old fashioned but are modern things that have grate potential to be reinterpreted.

• 한국실내디자인학회논문집
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• 제13권3호
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• pp.52-60
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• 2004

Cultural analysis is closely related to 'Space' which we live in. This means that the shape of the space is not formed accidentally but is a cultural result from how we live. The approach through cultural analysis of space provides a good standard in order to understand, people's values and lifestyles. Today the purpose of sightseeing has changed from just visiting some famous places to experiencing unique culture of other countries. Especially the demand of the sightseers which makes you experience culture through tasting food has been increasing. Yet there are some Korean restaurants that don't show enough Korean culture accurately. The purpose of this study is to research the figural characteristics in Korean interior design with the method of cultural analysis and how they are expressed in the Korean restaurants. In addition, I'd like to suggest that Korean figural characteristics are not old fashioned but are modern things that have grate potential to be reinterpreted.

• 산업기술연구
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• 제26권A호
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• pp.29-38
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• 2006

Efficiency and universality which was the spirit of the modern age, had also an enfluence on our living environment. Various types of individual housing unit were developed and mass-produced. However, the exterior space in our city is a place for our social life and intermediate place to connect the private life of each individual to our society. For the people to adapt themselves well to their environment, it should be well organized which means it is clearly divided and integrated in a hierarchical order. To realize these conditions, adequate boundaries to divide each territory and entrances to connect each territory are two essential elements. One of the possible methods to realize these conditions can be found in korean traditional architecture where the exterior space has the same figural quality like buildings and is the center of the whole composition. Buildings, walls and colonnades are the elements to define space. Gates, pavilions, gabs between buildings and posts are the elements to symbolize the entrance connecting each space. Each exterior space is integrated to a whole composition. One is the gradual differentiation along the axis which is unique in korean traditional architecture. The other is the rectangular connection which is also found in the other area in the world. The results of this thesis are as follows. The exterior space in the housing area should have the figural quality. The elements to make boundaries defining exterior space are classified into horizontal elements such as low buildings and walls, and vertical elements such as tower-shape buildings which define space in a different way. The position of openings in a housing block affects the characteristic and openness of a exterior space. Various types of gates are used to decide the relationship between spaces.

• 정보교육학회논문지
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• 제18권3호
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• pp.391-400
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• 2014

본 연구에서는 퍼즐 기반 학습의 교육적 동향과 국내외 연구 사례를 살펴보고 컴퓨터과학의 핵심 개념을 학습 내용으로 하는 퍼즐 기반 학습 내용을 개발하였다. 그리고 이 퍼즐 기반 학습 내용을 예비초등교사 31명을 대상으로 4개월간, 총 32차시를 적용한 뒤 TTCT 언어 검사와 도형 검사를 실시하여 창의성 변화를 측정하였다. 그 결과 언어 창의성의 두 가지 하위 요인과 언어 창의성 지수 및 도형 창의성의 세 가지 하위 요인과 도형 창의성 지수가 유의미하게 증진되었다. 이에 본 논문에서는 검증된 효과를 바탕으로 새로운 컴퓨터과학 교육 형태로서 퍼즐 기반 학습 내용을 제시하고자 한다.

• 대한수학교육학회지:수학교육학연구
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• 제19권1호
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• pp.143-161
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• 2009

본 연구는 기하문제해결에서 시각화 과정을 분석하여 기하추론교육에 시사점을 얻기 위하여 이루어졌다. 이를 위하여 선행연구를 근거로 시각화 과정을 구분하였으며 Duval의 이론을 기초로 시각화 과정 분석틀을 개발하였다. 서울과 경기지역의 중학교 3학년생 2명과 고등학교 1학년생 6명이 이 연구에 참여하였다. 각 학생들에게 평행선, 평행사변형, 닮음비, 닮음도형, 중선, 무게중심, 수직이등분선, 각의이등분선 등 평면도형 과제를 제공하고 각 학생의 문제해결 과정을 질적인 방법으로 분석하였다. 분석 결과 평면도형 문제해결에서 시각화는 도형의 이해를 도와 문제해결에 중요한 통찰을 제공하는 것으로 나타났다. 시각화 과정에서 도형에 대한 담론적 이해와 조작적 이해는 구성 요소들 간의 성질과 성질들 간의 관계를 알게 하고, 도형의 구조를 파악할 수 있게 하는 발견적 역할을 하였다.

• 한국경영과학회지
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• 제27권3호
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• pp.135-144
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• 2002

The purpose of this study is to examine the effects of computer-based creativity training. Four groups of vocational high school students totaling 151 were used as experimental subjects. Two dimensions of treatment were designed. One treatment dimension is the use of computer medium in education： computer based vs. paper-pencil setting of education. The second treatment dimension is the method of creativity training: technique-oriented training program vs. factor-oriented training program. Both a pretest and a post-test were administered to all participated students. The tests were composed of a Creative Figural Test and a Creative Product Test. After the pretest 8 sessions of creative training were delivered as intended in the design of the experiment. The Dost-test was arranged a week after the completion of the training sessions. The results of the study include： First, all the 4 groups showed certain amount of improvements in their scores of Creative Figural Test, while no improvements was observed in the creative product test score. Second, the technique-oriented creativity training was more effective than the factor-oriented under the context of computer-based education, and the factor-oriented training was more effective in the paper-pencil setting. The results suggest that different pedagogical approaches should be employed for computer-based training as compared to the paper-pencil education.

• 한국수학교육학회지시리즈A:수학교육
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• 제49권1호
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• pp.39-51
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• 2010

The purpose of this article is to study students' responses to non-routine problems which are presented by using solely numerals or symbolic figures. Such figures have no mathematical meaning but just symbolical meaning. Most students understand geometric figures more concrete objects than numerals because geometric figures such as circles and squares can be visualized by the manipulatives in real life. And since students need not consider (unvisible) any operational structure of numerals when they deal with (visible) figures, problems proposed using figures are considered relatively easier to them than those proposed using numerals. Under this assumption, we analyze students' problem solving processes of numeral problems and figural problems, and then find out when students' difficulties arise in the problem solving process and how they response when they feel difficulties. From this experiment, we will suggest several comments which would be considered in the development and application of both numerical and figural problems.