• Industrial Engineering and Management Systems
• /
• v.14 no.1
• /
• pp.94-103
• /
• 2015

The purpose of this paper is to provide a review of the background information regarding to the impact of personal control over the physical work environment on satisfaction with work environment and creativity at work. Today creativity has a significant and special place in business especially in innovative organizations which need creative people to generate new, and useful ideas for produce new products, services, work methods, systems etc. Moreover the design and appearance of workspace and individual ability to control the ambient conditions of the workplace have significant effect on their behavior, satisfaction and overall outcome including creativity. So the result of this study will contribute towards enhancing the understanding of the effect of office design to enhance employees' creativity.

• Journal of Families and Better Life
• /
• v.33 no.1
• /
• pp.75-85
• /
• 2015

This study aimed to examine the effects of science activities connected to physical expression on the four-year-old children's creativity. This study conducted an observation of sixty-four children of four years of age attending the kindergartens in the city of Seoul. Thirty-seven were classified in the experimental group and the remaining twenty-seven were in the comparative group. For the statistical analysis of the data collected, the t-test and the analysis of covariance(ANCOVA) were conducted. The findings of this research are as follows. The children of the experimental group who experienced science activities connected to physical expression demonstrated higher score than those of the comparative group in creativity. The result of the research indicates that science activities connected to physical expression, for children, enhances their creativity. Therefore, science activities connected to physical expression can be an effective approach for creativity of young children.

• International Journal of Quality Innovation
• /
• v.6 no.2
• /
• pp.90-104
• /
• 2005

Creativity can be defined as an art, the art of finding new solutions to old and emerging problems. Creativity's driving force may be a structured or a non structured process, though in either case intuition plays a major role. This particular art in this field is the product of employees' thought processes. By its nature, hinking is a free process. In the world of business, creativity is best able to express itself where people do their work with pleasure. Everybody is capable of being creative but organisations can stem the tide of creativity by putting various obstacles in its path. Creative organisations are characterised by particular values, oranisational forms and a conducive internal atmosphere.

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

• Education of Primary School Mathematics
• /
• v.6 no.2
• /
• pp.65-74
• /
• 2002

In this paper, inquiry-oriented mathematics instruction was suggested as a teaching method to foster mathematical creativity. And it is argued that inquiry learning assist students to explore the mathematical problem actively and thus participate in mathematical activities like mathematicians. Through inquiry activities, the students learn mathematical ideas and develop new and creative mathematical ideas. Although creativity is often viewed as being associated with exceptional ability, for mathematics teacher who want to develop students' mathematical creativity, it is productive to view mathematical creativity as a mathematical ability that can be fostered in general school education. And also, both teacher and student have to think that they can develop mathematical ideas by themselves. That is very important to foster mathematical creativity in the mathematics class.

• Journal of Gifted/Talented Education
• /
• v.3_4 no.1
• /
• pp.37-77
• /
• 1994

In addition to exceptional abilities and domain-specific aptitudes, frequently creativity potentials are used to explain high achievements in science and technology. In the Guilford tradition, research focuses increasingly on convergent versus divergent thinking, that is, a suspected dichotomy between intelligence and creativity. Despite important insights from this about relationship of ability and creativity, a number of important questions remain unanswered. These relate not only to conceptualization and measurement problems regarding the hypothetical constructs "scientific ability" and "creativity", but also their diagnosis and nurturance in childhood and adolescence. It would appear that, in view of current research paradigms, the role of ability and creativity needs to be redefinded in order to more reliably predict and explain excellent achievements in science and technology. Advances are mostly expected from synthetic approaches. Thus, I will be presenting new theoretical models and empirical research results. Finally, consequences for the prediction and promotion of mathematical-scientific and technical talents will be discussed including the consideration of sex-related problems.

• Korean Journal of Child Studies
• /
• v.26 no.6
• /
• pp.385-392
• /
• 2005

The current study assumes that the net effect of rewards on creativity is determined by interactions of motivational and cognitive properties conveyed by rewards when rewards are actually delivered. To test this hypothesis, experimental research was manipulated with 81 fourth-grade elementary students in Seoul, Korea, consisted of two sessions separated by a one-week interval. Data analyses pointed out that the changes of the creativity performance cannot be explained by the motivational changes and, in general, supported the hypothesis proposed in this study.

• Journal of the Korean Society of Clothing and Textiles
• /
• v.30 no.3 s.151
• /
• pp.487-496
• /
• 2006

This study examined the pedagogical approaches on the development of creativity in fashion design education for the 21 st century. In this paper, the concept of the creativity was analyzed with the purpose of devising detailed educational methods by investigating into cognitive and pedagogical natures of the constituents of creativity. One of the most crucial aspects of the creativity is problem solving capability and it was reviewed how creative problem solving capability is applied to the areas of arts and designs. This study particularly explored the specific roles intuition plays in the development of creativity. Insights are very important in enhancing and maintaining creativity and it was shown that intuition can stimulate and reinforce the insights. Also it was suggested was that the development stages of intuition are consistent with the development sequences of creativity in arts and designs. Recommendations for further studies were included.

• The Journal of Korean Association of Computer Education
• /
• v.16 no.6
• /
• pp.11-19
• /
• 2013

Recently, the discussion of domain-generality vs. domain-specificity of creativity has been continued. At this point in time, we need to research computer programming activities related to creativity again. While most of existing relative researches have performed TTCT figural tests for evaluating learners' creativity of learning education programming language, our perspective is that verbal creativity is needed on learning education programming language more. In this research, we have developed scratch programming learning based on CPS with the contents using fundamental concepts of computer science from the viewpoint of that programming is a kind of learning required verbal thinking style. This learning program was applied to 17 students of 4th and 5th grade for each 4 classes in 5 days, total 20 classes, this group passed normality test has the result of t-test has found that three subscales (fluency, flexibility and originality) and creativity index (mean of three standard scores) of verbal creativity were improved significantly using the mean of standard scores (100) of TTCT verbal tests as the test value.

• Journal of Korean Elementary Science Education
• /
• v.39 no.4
• /
• pp.506-521
• /
• 2020

This study aims to develop a scientific creativity task which science-gifted elementary students can conduct on a field trip to a botanical garden, and to analyze the results from conducting the task. For this, 38 science-gifted fifth-graders from the Science-Gifted Education Center, located at the Office of Education, participated in a field trip to a botanical garden, as a part of their program. Prior to the program, researchers developed a scientific creativity task for outdoor education program, along with science education specialists and teachers. The tasks were to observe plants, and to create something new and useful, or, in other words, scientifically creative, based on the plants' characteristics. The students could submit at most three ideas. Also, they assessed their own ideas, and selected an idea that they thought was the most creative. The results were analyzed by using the scientific creativity formula. The main findings from this study are as follows. First, it was found that the scientific creativity formula had an upward bias in assessing originality. Second, the students tended to assess the usefulness of their own ideas more generously. Third, the correlation between self-assessment results and scores from the scientific creativity formula for originality was r=.43. Fourth, in formula-based assessments, the correlation between originality scores and usefulness scores was relatively high, at r=.56. Fifth, the correlation between a student's scientific creativity score and the number of his or her ideas was very low, at r=.23. Sixth, when the ideas chosen as the most creative by students were compared with the ideas that had the highest scores in formula-based assessments, it was shown that 8 out of 19 students (42.1%) did not choose the idea that appeared to be the most creative when graded by the formula. This study is concluded by discussing the lessons from the scientific creativity task analysis for primary science education and gifted education.