• Knowledge Management Research
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• v.13 no.3
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• pp.105-125
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• 2012

Previous studies have focused on individual and organizational learning. Amid an increasingly complex business environment, a team system designed to improve flexibility and adaptability constitutes the most basic part of an organization. Still, team learning has rarely been discussed. In addition, team learning behavior, despite being an important part of a team process, is often mentioned as a team-level outcome variable. Given that team learning behavior involves constant changes in thinking and behavior, a shared belief among team members is needed in order to positively influence innovative performance of a team. In spite of that, there has been only limited discussion of it. Besides, few domestic studies have dealt with R&D teams that can clearly demonstrate team learning behavior and team innovative performance. This study is an empirical analysis of the impact of team efficacy on team innovative performance and the mediating role of team learning behavior based on materials collected from team leaders and their immediate subordinates in 268 R&D teams. The analysis showed that team learning behavior actually has a positive effect on team innovative performance. Team efficacy also turned out to have a positive influence on team learning behavior. Lastly, the study found that team learning behavior played a mediating role in the relationship between team efficacy and team innovative performance. Based on those results, the study has identified implications and suggested directions for future research.

• Korean Journal of Child Studies
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• v.36 no.2
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• pp.75-94
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• 2015

The main purpose of this study was to examine the various aspects of logico-mathematical thinking and its development by observing a block building activity undertaken by infants and toddlers. The subjects comprised 73 young children from between the ages of 12- to 41-months-old. The interviewee was individually asked to build "something tall", making use of 20 blocks. The results of this study were, first, a regular increase by age is seen in congruence, the vertical use of flat blocks, and innovative ways of using triangular blocks. Second, many types of logico-mathematical thinking processes, such as classification, seriation, spatial relationship and temporal relationship, were shown during the block building activities on the part of the 12- to 41-months-olds who took part in this study.

• Korean Institute of Interior Design Journal
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• v.22 no.1
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• pp.124-131
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• 2013

The innovative designer and structural engineer, Cecil Balmond is co-representative of Ove Arup and has been co-worked with world-famous architects and has been influenced so much on architectural thinking. These days he extended his career as an architect. Moreover, he has been noticed through a few publishing by his own architectural thinking. He is describing the World with his unique insight based on structural perspectives, which have much common grounds with that of Deulezian philosophy. It is especially valuable to study the relationship between his thinking of Interior-Exterior Ring and Deleuzian thinking of Virtual Circulation for understanding more clearly about structural and compositional principle how world is composed of. The Ring is circulationg from interior to exterior which is similar with Deleuzian concept that the Smooth and the Striated is circulationg mutually. Seamless flight line would be ceaseless creative virtual process to actuality.

• Journal of The Korean Association of Information Education
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• v.22 no.2
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• pp.251-262
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• 2018

In this study, we conducted to derive some implications by analyzing the computer education framework proposed by K12CS in the United States in order to organize the software curriculum and conceptualization of computational thinking in Korea. First, we discussed the use of the term Computational Thinking as a Computing Thinking in Korea and compare it with the concept presented in the US curriculum. we derived that Computing Thinking and Computational Thinking are different in the focus and scope of problem solving. Second, considering the fact that Korean software curriculum does not consider the hierarchy according to the school and the grade, we reconstructed the curriculum based on the core practices and concepts which were suggested by the organization of K-12 Computer Science in the United States.

• Fashion, Industry and Education
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• v.15 no.1
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• pp.59-65
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• 2017

Fashion professionals these days agree that changes in the fashion business are essential and highly value creativity as a genuine source for generating new ideas in fashion products as well as fashion business practices. As fashion professionals deal with problems of which solutions do not exist or that need innovative solutions for brand or product differentiation in the fast-paced environments, interest in creativity and creative problem solving in the field has increased; therefore, fashion educators have realized that there has been an increasing need for incorporating creativity or creative problem solving into the fashion curriculum. In this study, the researcher intended to review previous research on the use of creative problem solving in classrooms in various disciplines including the field of fashion education to provide insights and suggestions for fashion educators to integrate creative problem solving into the fashion education curriculum. Previous attempts to apply creative problem solving to solve issues in fashion classrooms have mostly limited to promoting divergent thinking techniques. It is suggested for fashion educators as well as fashion students to consider creative problem solving as a process consisting of the four distinct stages in which both divergent and convergent thinking techniques should be properly utilized stimulating various thinking strategies.

• Korean System Dynamics Review
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• v.17 no.3
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• pp.145-173
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• 2016

This study aims to develop strategic diagnosis framework of performance by identifying and analysing the dynamics of the technology commercialization ecosystem in innovative region. To achieve the purpose of this study, the systems thinking approach is used. The systems thinking approach connects feedback structure and behavior more explicitly to diagnosis vicious feedback loop in the regional technology commercialization ecosystem. In terms of an ecological point of view, it will be possible to explore dominant feedback structure and find leverages to overcome the limitations of regional technology commercialization performance. The diagnosis of reenforcing and balancing feedback structure is based on the statistical analysis of the survey data which has been collected in a cluster random sampling method, targeting on the 200 firm located in the Pangyo and Daeduk region. The results from this research showed that the regional technology commercialization ecosystem was immature and faced limit to the growth. An important finding of this study was that regional technology commercialization ecosystem need to activation of startups and reinforcement of virtuous feedback structures of technology commercialization market systems.

• International Journal of Computer Science & Network Security
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• v.22 no.12
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• pp.116-124
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• 2022

Information and communication technologies used in the social sphere are born due to the development of computer technologies. The main task of the distance learning process in higher education institutions is not to provide information, but to teach how to obtain and use it. The purpose of the article: to identify innovative approaches in the training of specialists in higher education institutions in the context of distance learning. Various innovative approaches to organizing the work of students of higher educational institutions in the context of distance learning are considered. Based on the conducted research, it is concluded that each of the approaches described by us outlines the study of the phenomenon of professional training of a specialist in the condition of distance learning. All the described approaches significantly contribute to the improvement of professional training of specialists, encourage students to self-improvement, professional development and enrich their professional competence in modern conditions. The emergence and spread of innovative technologies means not only a change in the activity itself and its inherent means and mechanisms of its implementation, but also a significant restructuring of goals, value orientations, specific knowledge, skills and abilities. Therefore, the current stage of the development of civilization, scientific and technological progress requires the emergence of such specialists who would have broad humanitarian thinking, would have good psychological training, would be able to build professional activities according to laws that take into account the relationship between economic productivity and creativity, as well as the desire of the individual for constant renewal, self-realization. Only such qualities will help you master the specifics of innovative technologies well. We see the prospects in the study of innovative approaches to training specialists in higher education institutions in the condition of distance learning in foreign countries.

• The Mathematical Education
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• v.63 no.2
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• pp.233-254
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• 2024

This paper delves into the symbiotic integration of coding and mathematics education, aimed at cultivating computational thinking and enriching mathematical problem-solving proficiencies. We have identified a corpus of scholarly articles (n=38) disseminated within the preceding two decades, subsequently culling a portion thereof, ultimately engendering a contemplative analysis of the extant remnants. In a swiftly evolving society driven by the Fourth Industrial Revolution and the ascendancy of Artificial Intelligence (AI), understanding the synergy between these domains has become paramount. Mathematics education stands at the crossroads of this transformation, witnessing a profound influence of AI. This paper explores the evolving landscape of mathematical cognition propelled by AI, accentuating how AI empowers advanced analytical and problem-solving capabilities, particularly in the realm of big data-driven scenarios. Given this shifting paradigm, it becomes imperative to investigate and assess AI's impact on mathematics education, a pivotal endeavor in forging an education system aligned with the future. The symbiosis of AI and human cognition doesn't merely amplify AI-centric thinking but also fosters personalized cognitive processes by facilitating interaction with AI and encouraging critical contemplation of AI's algorithmic underpinnings. This necessitates a broader conception of educational tools, encompassing AI as a catalyst for mathematical cognition, transcending conventional linguistic and symbolic instruments.

• Journal of the Korean Geographical Society
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• v.45 no.6
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• pp.820-844
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• 2010

This study investigates the effect of GIS-integrated lessons on spatial thinking abilities and geographical skills using discourse analysis along with a comparative three-case case study method. A series of curricula were designed and implemented in an 8th grade classroom for a semester. The data collected consist of the dialogue transcripts of six consecutive GIS-integrated lessons. The transcripts were analyzed to identify the moves (speech acts) used by each student and to classify discourse content of spatial thinking and geographical skills. Based on three individual case studies, a cross-case study was performed to uncover any relationship between the phenomenon and the contexts. The empirical evidence from discourse analysis demonstrated that students were able to generate appropriate terms representative of spatial thinking and geographical skills although students appeared to possess primarily lower-order spatial abilities, followed by a moderate-level of spatial abilities. Considering that the unit was implemented in a biology class rather than a geography class the result reflected the fact that the student's spatial thinking and geographical skills were attributable to the GIS-integrated lessons. Thus, the results have a great implication for GIS-integrated lessons and geography education as an innovative tool for improving student's spatial thinking and geographical skills.

• Fashion & Textile Research Journal
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• v.22 no.2
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• pp.149-157
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• 2020

The current study tests the effect of fashion product knowledge and confidence in fashion coordination on innovative fashion product acceptance, mediated by creative fashion consumer efficacy. Creative fashion consumer efficacy refers to a consumers' belief in the ability to consume fashion products in a creative way. The survey was conducted on 474 people between 20 and 40 years of age in a panel of online survey firms. Data was analyzed using reliability analysis and frequency analysis by SPSS 20.0 along with confirmatory factor analysis and structural equation modeling done by AMOS 20.0. The results reveal that creative fashion consumer efficacy consists of original thinking efficacy, usage expansion efficacy, problem solving efficacy, and method variation efficacy that is consistent with the original structure of creative consumption efficacy. In addition, fashion product knowledge and confidence in fashion coordination do not affect innovative fashion product acceptance. The effects of fashion product knowledge and confidence in fashion coordination on innovative fashion product acceptance are fully mediated through creative fashion consumer efficacy. The results of this study demonstrate that people who are knowledgeable, confident and associated with fashion product consumption can have a high level of creative fashion consumer efficacy that increases innovative fashion product acceptance.