• Journal of Korean Society of Rural Planning
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• v.16 no.4
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• pp.117-129
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• 2010

This study is to make value estimating system to valuate prototype landscape of rural and to derive itemized importance to select priority preservable object The results of the study are summarized as follows, It is examined value estimating standard by analyzing prototype landscape related previous study, law and order. Also, It is derived conclusive prototype landscape value estimating system by doing attribute assessment of preserving objects while surveying the site and interviewing professionals, Value estimating system is classified into five items of physical value which are integration, harmony, diversity, symbolism and aesthetics, The historical-cultural value are divided into four categories which are religious value, originality, historicity and scarcity, The communal values are divided into three categories which are sociality, continuing and regional locality and also divided into three categories which are rarity, primitiveness and diversity as the ecological value, Relative priority of prototype landscape value estimating system result is derived as historical-cultural value as the superior position and physical value, communal value and ecological value as the priority order. In the subordinate, historical categories are derived to be the most valuable and originality, symbolism, integration, regional locality, continuing, harmony, aesthetics, religious value, primitiveness, diversity of physical values and diversity of ecological value in order of the priority assessment The results of the study have the meaning of practical use in prior selection and preservation plan of preserving prototype landscape as practical alternative plan for systematical preservation of damaging prototype landscape.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.83-103
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• 2014

The purpose of this paper is to find a method of measuring mathematical creativity reasonably. In the pursuit of this purpose, we designed four multiple solution tasks that consist of two kinds of open tasks; 'tasks with open solutions' and 'tasks with open answers'. We collected data by conducting an interview with a gifted fifth grade student using the four multiple solution tasks we designed and analyzed mathematical creativity of the student using Leikin's model(2009). Research results show that the mathematical creativity scores of two students who suggest the same solutions in a different order may vary. The more solutions a student suggests, the better score he/she gets. And fluency has a stronger influence on mathematical creativity than flexibility or originality of an idea. Leikin's model does not consider the usefulness nor the elaboration of an idea. Leikin's model is very dependent on the tasks and the mathematical creativity score also varies with each marker.

• Journal of the Korean Society of Earth Science Education
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• v.2 no.1
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• pp.62-79
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• 2009

In the present study I developed the test for earth scientific creativity level and verified means to measure scientific creativity. I developed 22 test items and after being examined by science education specialist, 11 items were finally established, and these were applied to 104 middle students. Each answer paper was graded according to the standard answer that I developed and the results of analysis are as follows. First, to verify the validity of measuring means I figured out content validity. The content validity about test items and adequacy of evaluation goal was examined by 1 science education specialist and 3 middle school science teachers, 6 education graduate students. As a result of validity verification, the content validity was 82.7% and it showed that the test of earth scientific creativity was valid for evaluation goal and sub-factors of creativity. Second, to verify reliability of measuring means, I analyzed internal consistency of the test sheet of earth scientific creativity after finding correlation coefficient and Cronbach's $\alpha$. Cronbach's $\alpha$, the internal reliability coefficient, was 0.848. Therefore, it was verified that this test sheet of earth scientific creativity is reliable to measure the creativity of the middle school students. The correlation between sub-factors of creativity was statistically significant, and for the relation between the variables related to creativity, the originality was the most significant. This shows that in the procedure of scientific creativity and studying science, originality should be the most important factor.

• Journal of Fashion Business
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• v.15 no.3
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• pp.112-124
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• 2011

Textile and clothing in Ancient Egypt have carried long history and tradition. Especially, Egyptian textile culture, created mostly by the Copt, has the originality of weaving technology and the artistic beauty of the weaving motifs, making the textiles comparable to modern textiles. The purpose of this study is to research on the characteristics of Coptic textile designs of ancient Egypt and the tunic, a basic garment made of Coptic textiles, and offer materials for the development of the textiles and designs with artistic values which can be shared in the modern era, not just for the research of the relics of the past. Therefore, this study will follow the historical background of Coptic textiles and the process of the development, and look into the distinct features under the categories of material, colors and motifs. In addition, the tunic and its weaving technology will be explained and this will help understand the originality of Coptic textiles. The scope of this study is limited to the period of the 3rd to 12th centuries when the Egyptian weaving technologies advanced dramatically and many of the ancient Egyptian textiles discovered from the grave goods dates back, the research methode of the tunic as well as books published at home and abroad, research paper and photograph works. The textiles had developed along the Egyptian history which was influenced by different cultures such as Greek, Roman, pagan, Christian, and later, Islamic. For the textiles, they used a variety of pictorial motifs including Greek goddesses, pastoral scenes related to the Nile River and animals, human figures, geometrical figures and Christian icons. They are symbolic, natural, and mythological characters, and this explains that the world views and religions of the weavers influenced the development of specific motifs. Coptic textiles was used to make a tunic, a simple straight-sided gown without sleeves worn by men and women and was woven in a combination of linen plain weave and woolen tapestry weave for a tunic. Not only the excellence of the weaving technologies and the beauty of the colors used in the textiles, but also the diversity of the textures through weaving, embroidery, and knotting are detected in Coptic textiles.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.51-59
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• 2012

The purpose of this study was to examine the effects of Future Problem Solving Program on creativity and scientific attitude. For this study the 4 grade, 2 class was divided into a research group and a comparative group. The class was pre-tested in order to ensure the same standard. The research group had the science class with FPSP, and the comparative group had the class with teacher centered lectures for 9 classes in 10 weeks. The FPSP was focused on finding problems, finding key problems, creating solutions, selecting the standard of judgement, making alternative solutions, and learning creative steps of solutions consisting of development of action planning. To prove the effects of this study, creativity was split up according to fluency, originality, abstractness, accuracy, and openness. Also, scientific attitude consisted of honesty, patience, curiosity, preparedness, autonomy, criticism, and openness. The results of this study are as follows. First, the science class with FPSP with finding problems, finding key problems, and creating solutions had the effect of developing the scientific creativity; fluency, originality, abstractness of the title, accuracy, and openness. Second, the FPSP had the effect of developing the scientific attitude. Students made ideas and solved the problems through divergent thinking and convergent thinking. During the class it had the effect of developing the scientific attitude; honesty, patience, curiosity, preparedness, autonomy, criticism, and openness. As a result, the elementary science class with FPSP had the effects of developing scientific creativity and scientific attitude. It means the science class with FPSP has potential possibilities and value to develop scientific creativity and scientific attitude.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.21-34
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• 2003

This study aims to show how scientifically gifted students think in terms of Thinking Style Inventory based on Sternberg's theory of mental self-government and to examine the relationships between their thinking styles, intelligence and creativity. Two hundred and sixty-six middle school students (169 boys, 97 girls) who enrolled in a gifted education program participated in this study. Results indicated that scientifically gifted students prefer legislative, liberal, judical thinking styles, in comparison to general students, known to be related to creative and critical thinking rather than executive and conventional styles. There was no significant correlation between any of thinking style sub measures and Raven' Matrices and Scientific Aptitude Test, but some correlations were found among the sub measures of thinking style and TTCT. Whereas liberal students gained high originality scores, conventional students gained low fluency scores. Also, judical thinking style showed significant correlations with originality and flexibility TTCT sub scores. In sum, this study showed the characteristics of thinking styles of scientifically gifted students and provided implications for gifted education based on the findings presented.

• Korean Journal of Child Studies
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• v.1
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• pp.28-39
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• 1980

I. OBJECTIVES The aim of this study lies in examining following items: 1. Difference in creativity between boys and girls 2. Inter correlation of the sub-variables of creativity 3. Correlation between parent-child relationship and creativity 4. The relationship between creativity and number of siblings 5. Creativity and birth-order II. METHODS & PROCED URES 1. Instruments: Standardized Creativity Test and Parent-Child Relationship Test for children 2. Objects: 118 boys and 97 girls enrolled in primary schools in Seoul who were selected by random sampling 3. Procedure: (1) The data of the boy group and the girl group were analized by means of M,t, SD. (2)The relationships between creativity and the number of siblings as well as the relationship between creativity and birth order were analyzed by M. (3) Inter-correlations among the sub-factors of creativity were obtained in boys and girls. (4) Complex-correlations between creativity and parent child relationship were produced. III. RESULTS 1. There were no significant differences between boy and girl in creativity. 2. Inter correlation among the sub-factors of creativity Boy: The highest scores were obtained in fluidity, and adaptability, the lowest in originality and openness. Girl: The highest score were obtained in world scribbling and fluidity, the comparatively low were in originality and a match-problem. 3. Inter-correlation between creativity and parent-child relationship a. Father-son: The positive refusal type has the most significant relation and conflict type, discrepancy type, negative type in turn have significant inter-coorelations. b. Mother-son: Discrepancy type, conflict type, positive refusal type have high correlations, while negative refusal type, anticipation type, and anxiety show significance in 5% level. c. Father-daughter: Positive refusal type shows correlation of 5% level significance, while indulgence type shows negative correlation in 1% level significance. d. Mother-daughter: Discrepancy type shows 5% level significance, while indulgence type shows negative correlation in 1% level. 4. Concerning the number of siblings, it was found that, boys and girls alike, those grown among 3 or 5 showed most creativity. 5. Concerning the birth order, it was found that, boys and girls alike, the first child showed the most creativity, and the youngest showed the next to the most, while the middle showed the least creativity.

• Korean Journal of Child Studies
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• v.10 no.1
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• pp.1-10
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• 1989

This study compared the effects of open and directed teaching styles on creativity and mathematical achievement. The subjects were 32 three- and four-year-old children enrolled in the Home Economics Laboratory Nursery School at the University of Arkansas during the fall semester of 1987. In this study, the open teaching style was a child-oriented method of teaching with the help or guidance rather than the actual instruction of teacher, while the directed teaching style was a teacher-oriented method of teaching with actual instruction of the teacher. Forty-eight activities and materials relevant to mathematical concepts appropriately designed for the subjects were used. The nursery school children were divided into morning and afternoon groups. Utilizing a Latin square design, the children in the morning group were taught by the directed teaching style for four weeks followed by a three week period of no planned mathematical activities, then taught by the open teaching style for four weeks. The children in the afternoon group followed the same schedule except the open teaching style was first. At the end of the two four-week sessions of mathematics experiences Thinking Creatively in Action and Movement and selected items of Tests of Basic Experiences 2: Mathematics were administered. The scores of each of the two tests were analyzed using a t-test of dependent measures for the two teaching styles, the sex, and the age of the children. Children taught using the directed teaching style showed a significantly higher originality and mathematical achievement scores than those taught using the open teaching style. Differences for sex and age revealed that the directed teaching style was a significantly better method of instruction to foster the originality for boys and the mathematical achievement for four-year-old children.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.67-106
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• 2010

This paper tries to analyze how effective the problem posing method through Brainwriting can be on mathematical problem solving and creativity as a way to seek a new pedagogy to enhance student problem solving levels and creativity in mathematics. The findings of the study can be summarized as follows: First, the Brainwriting problem posing method improved students' abilities to alter problems, suggest new problems from multi-perspectives, and solve them. All procedures for such were obtained through discussions among group members. Second, the Brainwriting problem posing method resulted in positive effects on fluency and originality among components of creativity, but not on flexibility. That is, studying mathematics with this method helped students develop creativity levels not in terms of flexibility but of fluency and originality. Third, the interest rate in mathematics learning rose for those who studied mathematics by adopting the Brainwriting problem posing method. Finally, this study caused the Brainwriting problem posing method to be more deeply understood and appreciated from a new perspective.

• Journal of Korea Trade
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• v.25 no.2
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• pp.111-133
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• 2021

Purpose - Although remittance payment in international trade settlements has played a bigger role in recent years, scant research is being done. This study is to zero in on analyzing determinants of international trade payments focused on remittance by constructing a payment prediction model. Design/methodology - This study categorizes the types of trade payments into advance remittance, post remittance, linked remittance, letter of credit, and mixed payment, and analyzes these after constructing a logit model. For empirical analysis, 147 survey data were collected for export manufacturers in Korea, and binominal logistic regression analysis was used to analyze the type of payment method the exporter chooses for trade transactions. Findings - The likelihood of choosing advance remittance increased as the exporters had non-recovery experiences with payments, and decreased as the market power of importers increased. The possibility of post remittance increased when the export amount was large and the character of the buyer was reliable. In the case of linked remittance, it was highly likely to be selected when payment efficiency was important in trade settlement. In addition, when competition among companies in the global market is intense and market uncertainty is high, the possibility of using a letter of credit decreases. It was also found that the greater the export amount, the greater the possibility of choosing advance remittance, and even if the transaction period was longer, exporters using a letter of credit continued to use it. Originality/value - Despite the high proportion of remittances in international trade settlements, it has been hard to find studies that reflect the practical characteristics of remittances. This study classified the types of remittance into advance remittance, post remittance, and linked remittance, and built a trade payment prediction model by adding a letter of credit and mixed payment. In addition, the originality of this study is recognized in that a logistic model was constructed and meaningful results were derived.