• Title/Summary/Keyword: component of creativity

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Exploration About the Component and Definition of the 'Scientific Creativity' in a Domain-specific View of the Creativity (영역 특수적인 입장에서의 과학적 창의성에 대한 정의, 구성요인에 대한 탐색)

  • Lim, Sung-Man;Yang, Il-Ho;Lim, Jae-Keun
    • Journal of Science Education
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    • v.33 no.1
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    • pp.31-43
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    • 2009
  • The purpose of this study is to identify a domain-specificity of the scientific creativity and the component of scientific creativity. Conducted from theoretical study, this study suggests that a domain-specific view of creativity offers a more useful and constructive components of scientific creativity based on the literature associated with the component of scientific creativity. Scientific creativity has a domain-specific component and so there is need to distinguish scientific creativity from creativity in general. As a result, scientific creativity is different from other creativity it is concerned with scientific knowledge, science process skill, creative scientific problem finding and solving and so on. And since scientific creativity is a kind of ability, it is possible to improve through a scientific creativity program.

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Empirical Exploration on the Component Factors of Creativity·Character for College Students (대학생 창의·인성 구성요인에 관한 경험적 탐색)

  • Lee, Ji-Sun
    • The Journal of the Korea Contents Association
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    • v.17 no.2
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    • pp.26-37
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    • 2017
  • This study aims to theoretically and empirically establish the characteristics and component factors of creativity character of college students. Putting together preceding researches related to the concept and structure of creativity character through the theoretical approach, the in-depth interview and open survey were conducted targeting 70 specialists in education, education engineering, consultation meeting, and researchers' meeting about creativity character of college students. In the results, as creativity character for college students, creativity was classified into cognitive creativity and affective creativity while character was classified into moral character, social character, and emotional character. Especially, the creativity character of college students emphasized the importance of character more than creativity. Through such results, it aims to suggest a new perspective on creativity character of college students, and moreover to provide basic data to set up the research direction to develop a tool to measure creativity character of college students for follow-up researches. Also, it is considered to establish the theoretical, empirical foundation contributing to the establishment of teaching-learning method and education engineering qualitatively enhanced in the site of college.

Creativity for the Gifted or for All? My Reflective Points

  • Girl, Tan Ai
    • Proceedings of the Korean Society for the Gifted Conference
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    • 2005.11a
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    • pp.33-49
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    • 2005
  • Creativity since 1950 has become an increasing appealing component of education. This is especially true in many Asian countries including Singapore. Creativity is a necessary but not a sufficient component ofholistic education. Beginning with creativity for the talented, the gifted, and people with high abilities, creativity has gradually become a phenomenon of every society, and a potential competence of every person. This paper presents my views on the evolving trends of creativity in education and challenges my thoughts on who should be given the opportunity to become creative. Is creativity merely meant for the gifted or for all? Some reflective points with regard to answering this question areelicited with reference to the development of Singapore's education.

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A Review of the Cognitive Neuroscience of Creativity (창의성에 대한 인지신경과학 연구 개관)

  • Cho, Soohyun
    • Korean Journal of Cognitive Science
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    • v.26 no.4
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    • pp.393-433
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    • 2015
  • Creativity refers to the ability to generate novel and useful ideas. Understanding the mechanism of creativity and its enhancement is important in order to solve major problems of the modern society and to improve the wellness of mankind. Creativity is a highly heterogeneous and complex ability which should not be conceptualized as a single entity. Thus, the current literature on creativity is based on a component process approach to creativity. The present study introduces cognitive neuroscience research studying the mechanism of divergent thinking, insight, relational thinking and artistic creativity which are the major components of creativity. Based on an expansive review, the early hypothesis of hemispheric asymmetry emphasizing the importance of the right as opposed to the left hemisphere is not supported by scientific evidence. In addition, there is no consensus or consistency on which specific brain region is related to a certain component of creativity. In fact, there is a mixture of studies reporting involvement of various brain regions across all four lobes of the brain. This inconsistency in the literature most likely reflects heterogeneity of the component processes of creativity and sensitivity of the neural response to differences across tasks and cognitive strategy. The present study introduces examples of representative studies reporting seminal findings on the neural basis and the enhancement of creativity based on innovative methodology. In addition, we discuss limitations of the current cognitive neuroscience approach to creativity and present directions for future research.

Prototype of Educational Game for Development of Creativity (창의력 계발을 위한 학습게임의 프로토타입 제시)

  • Ahn, Seong-Hye;Song, Su-Mi
    • The Journal of the Korea Contents Association
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    • v.8 no.7
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    • pp.112-119
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    • 2008
  • Today, changing to knowledge information society, creativity education is thought important in each educational institution according as the importance of creativity is emphasized more. But it focused on development of intelligence that put special stress on scholastic subject. Therefore, this paper wished to present direction of development of educational game that can develop creativity and synthetic ability to solve problem through learner's voluntary interest and participation. As a result, the researcher drew element of fun and component of storytelling of educational game that was based on design of leaning for development of creativity, a previous research, that was based on the concept of creativity and theory of multiple intelligence, and presented a development example with storyboard, interface design and element of graphic for the production of prototype of educational game, after design game structure.

A Comparative Analysis of Student Self-, Teacher-, and Objective Assessments of Elementary Science-Gifted Students' Scientific Creativity (초등과학영재학생의 과학창의성에 대한 자기 평가, 교사 평가, 객관적 평가의 비교 분석)

  • Kim, Min-Ju;Lim, Chae-Seong
    • Journal of Korean Elementary Science Education
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    • v.37 no.4
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    • pp.440-454
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    • 2018
  • This study aims to compare student self-, teacher-, and objective assessments of elementary science-gifted students' scientific creativity. A science-gifted program on the topic of Hydraulic Machine was implemented to 40 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The products of the students' activities were assessed by three types of 'Student Self-Assesment', 'Teacher-Assesment', and 'Objective Assessment using Formula'. Based on two essential components of creativity, the scientific creativity is divided into two parts of originality and usefulness. Ideas that satisfy both components can be counted as scientifically creative. The main results of this study are as follows: First, the scores of each week and the average of the overall four-week scores on scientific creativity were significantly correlated. Student self-assessment (r=.687), teacher-assessment (r=.715), and objective assessment (r=.724) appeared consistently over instructional periods. Second, the average scores of student self-, objective, and teacher-assessments were 73.15, 35.72, and 26.60, respectively. The result of student self-assessment on scientific creativity tended to be higher than those of formula and teacher. Third, among the three types of assessment on scientific creativity, a strong correlation appeared between teacher- and objective assessment (r=.974), but neither between student self- and objective (r=.161) nor between student self- and teacher- (r=.213). Fourth, the scores on originality component had a positive correlation between teacher- and objective assessment (r=.713). The scores of student self- and teacher-assessments had a significant correlation too (r=.315), but not between student self- and objective assessment (r=.279). Fifth, the scores on usefulness component did not have a significant correlation between student self- and teacher-assessment (r=.155). Sixth, there was no significant difference on scientific creativity between student self- and objective assessment [${\chi}^2$(1, n=40)=1.667, p<.197]. Not between student self- and teacher-assessment either [${\chi}^2$(1, n=40)=1.616, p<.204]. On the contrary, there was a significant difference between teacher- and objective assessment [${\chi}^2$(1, n=40)=32.593, p<.000]. Seventh, the students were categorized into four groups according to the levels of their scores by student self- and teacher-assessment. The result showed that factors influencing student self-assessment are inherent in the personality traits of gifted individuals, such as self-esteem and perfectionism. The findings suggested that there are challenges for the educators to make efforts to construct consistent assessment methods for scientific creativity.

The Components of Korean Creativity from the a Comparison Between the College Students in the US and Korea (한국과 미국의 비교를 통해 본 한국적 창의성 구인 연구)

  • Sung, Eun-Hyun;Ha, Joo Hyun;Han, Soon Mi;Lee, Jeong Kyu;Ryu, Hyung Seon;Han, Yun Yung
    • Korean Journal of Child Studies
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    • v.29 no.3
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    • pp.319-338
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    • 2008
  • This study aimed to develop the components of Korean creativity and to examine differences between responses of Korean and US students. Seven experts were interviewed to establish components of Korean creativity. College students in Korea (1,210) and college students in the US (514) responded to the questionnaire. Analysis was by principal component analysis, independent sample t-test, and qualitative analysis. Results were: (1) five factors of Korean creativity consisted of elaboration, redirection, novelty, understanding-the-new-by-exploring-the-old (UE), and freethinking. (2) Korean students scored higher on elaboration and UE, and American students were better at redirection, novelty, and freethinking. (3) Each of the seven interviewees identified five factors of Korean creativity, but the factors varied according to their fields of expertise.

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Development of the Evaluation Criterion for Mathematically Gifted Students Creative Product in View of Mathematical History (수학사에 근거한 수학영재의 창의적 산출물 평가 준거 개발)

  • Kim Sun Hee
    • Journal for History of Mathematics
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    • v.18 no.2
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    • pp.75-94
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    • 2005
  • This study is intended to develop the criterion for evaluating the creative products that mathematically gifted students produce in their education program to enhance the development of creative productive ability. 1 distinguish the mathematical creativity with the creativity in the general domain, and make the production model of the creative mathematical product grounded on the mathematicians' work through the mathematical history. The model has the following components; the mathematical knowledge, the mathematical thinking and the mathematical inquiry skill, surrounding the resultive creative product. The students products are focused on one component of the model. Thus the criterion for the creative products is grounded on the each component of the model. According to it, teachers could evaluate the students'work, which got the validity and the reliability.

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Effect That Layout Component of Wrapping Advertisement gets in Brand Attitude: To Center on Bus Wrapping (래핑 광고의 레이아웃 구성 요소가 브랜드 태도에 미치는 영향: 버스 래핑을 중심으로)

  • Lee, Kwang-Sook
    • Journal of the Korean Graphic Arts Communication Society
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    • v.30 no.1
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    • pp.71-81
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    • 2012
  • A research framework and hypothesis were established for analysing layout-factors of bus wrapping which influence on brand attitude. 130 questionnaire were distributed and 123 copies were retreated at metropolitan area. SPSS 12.0 was used for frequency analysis, factor analysis, and reliability analysis. For testing hypothesis multi-regression analysis were utilized. Attention, readability, explicitness, formativeness, creativity are partially significant to establish brand attitude. Attention and readability are insignificant, while explicitness, formativeness, creativity are significant to establish brand attitude. The most effective independent variables are creativity, and explicitness and formativeness are followed. In particular sensual, original, fresh layout of bus wrapping are highly significant.

Design and Implementation of Creativity Improving System to Support Humanity Education (안성교육을 위한 창의성 계발 시스템의 설계 및 구현)

  • Song, Tae-Ok;Jung, Sang-Wuk;Kim, Tae-Young
    • The Journal of Korean Association of Computer Education
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    • v.3 no.2
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    • pp.1-10
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    • 2000
  • Humanity education is very important and essential part of education from the viewpoint of education. Further, it is valuable to utilize the advantages of computer system for systematic humanity education. In this paper, we designed and implemented Creativity Improving System(CIS) for improving student's creativity as an integrated component of Humanity Education System (HES) which will be developed in the near future. CIS is easy to maintain, repair and extend itself, since it is implemented based on Object-Oriented Development Method (OODM). By using 3-dimensional graphic technology, the contents of 3D-world in space is realistically expressed for improving the interest and effect of learning in the part of the maze game.

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