• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.382-389
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• 2009

The purpose of this study was to examine the instructional effect of problem-based learning on creative problem-solving skills and academic achievement in elementary science classes. Based on the literature review, six stages for problem-based learning were applied: Orientation, Presenting problems and the process of learning, preliminary problem solving, problem solving, sharing results, and wrapping up/evaluating. The subjects were 74 students in two six-grade classes in Gyeonggi province. As a result, the following findings were given: First, the students who were engaged in problem-based learning showed better progress in creative problem-solving skills. Second, science academic achievement of experimental group were better than traditional group. Educational implications were discussed.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.119-132
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• 2014

In recent years, Korea encourages teachers to do STEAM education(Science, Technology, Engineering, Arts & Mathematics), which includes Arts to STEM education to train creative science technology talent. Related to this, we developed a subject substitute STEAM program for the 6th grade students in elementary school and applied it in a field. The STEAM program which substitutes contents in curriculum related to Energy unit was developed and it was taught to twenty four sixth grade students during regular classes. During the classes, all activities of students were observed and they were written in recording notes during the observation. After all STEAM program ended, how students recognize the subject substitute STEAM program compared to general class, understand learning contents and think about the program before and after the STEAM classes were analyzed through questionnaire and interviews. The results were as follows. First, some students had difficulty in reconciling different ideas in group, creative thinking and crafts but most students liked the STEAM classes because many activities are fun and it is easy to understand. Second, learners regarded practical use of knowledge, learning different subjects together and interests as the reasons they can understand learning contents easily during STEAM program. Third, learners recognized STEAM classes are good to understand knowledge, think creative ideas and improve social skills after the STEAM classes while they showed anticipation, worry and fear before taking the classes. It is found that a subjective substitute STEAM program is helpful to increase learners' interests in learning, understand learning contents, increase creativity and have a good personality through a qualitative research.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.208-215
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• 2012

A creative science writing program was developed, and applied to 2nd grade elementary students. Two 2nd grade elementary school classes in Seoul district were selected for the current study. A Pretest-Posttest Control Group Design was applied. The experimental group adopted the creative science writing program and the control group maintained traditional lectures for 12 classes. TTCT(Torrance Test of Creative Thinking) figural test and a scientific attitude test were conducted on both groups. According to the analysis, TTCT score of the experimental group was significantly higher than that of the control group (p<.01). Among several subscales of TTCT, elaboration and resistance to premature closure was especially improved. Also, scientific attitude scale of the experimental group was significantly higher than that of the control group (p<.01). Among subscales of scientific attitude, the creative science writing program was effective on improving students' open-mindedness, critical mindedness, cooperation, voluntariness, and endurance. Gender was not a factor in the improvement of both students' creativity and scientific attitude.

• Journal of Korean Elementary Science Education
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• v.39 no.3
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• pp.338-352
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• 2020

This study analyzed and compared the characteristics in plan and practice of elementary school teachers' science-gifted classes and invention-gifted classes based on pedagogical content knowledge (PCK). To do this, we selected eight elementary school teachers with experience in conducting elementary science-gifted classes and/or invention-gifted classes were selected at the gifted education institutes in Seoul and conducted individual in-depth interviews. The analysis of the results reveal that the teachers tended to organize the science-gifted classes with a focus on the exploration of causes and application activities for scientific phenomena, but tended to organize the invention-gifted classes with a focus on producing creative output based on methodology. They were all emphasizing the enhancement of creativity in planning and practicing both science-gifted classes and invention-gifted classes. However, there were also some differences in the elements of creativity required by each class. They tended to select subjects for science-gifted classes based on regular science curriculum, while selecting subjects for invention-gifted classes focused on creative design rather than considering the practical art curriculum related to invention-gifted education. They tended to pursue and practice STEAM education in both science-gifted classes and invention-gifted classes. In a way that conforms to these class goals and points, they were using experiments and practices, providing feedback to students, and conducting evaluations. However, some shortcomings were also revealed in the processes. Educational implications of these findings are discussed.

• Hwankyungkyoyuk
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• v.19 no.2 s.30
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• pp.147-158
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• 2006

The purpose of this study is to closely examine the changes of food and drink waste amounts, and student's environmental literacy. By using creative methods, discretional activity classes, and programs to dispose of food and drink waste from students schoolmeals, and at the same time conduct and teach environmental education classes. To achieve this, students were given ten class lessons in creative discretional activities. Students were given flowerpots containing earthworms and were instructed to raise them, using food and drink waste from school meals. Four classes who were participating in project were examined for changes from March to July 2005. As a result the environmental education classes through creative discretional activities didn't have any significant influence on the students environmental literacy. However it did make a difference to the student's in-terms of their ecological knowledge. The project using earthworms to dispose of food and waste drink showed a decrease of 15% of the amount of waste food and drink from school meals. Moreover student's environmental literacy had been significantly influenced about environmental sensibility, value and causes. Through this study I found that the project using earthworms to dispose of waste food and drink, and creative discretional activities as a lesson decreased the amount of food and drink waste at the school, and the changes to students concerns and understanding about environmental sensibility, value and the various causes of waste food and drink.

• Journal of Creative Information Culture
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• v.5 no.2
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• pp.173-182
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• 2019

Recently, creative teaching methods have received a lot of attention in the university community. Creative teaching methods can maximize the effectiveness of the creative education through the voluntary participation of students. One of the most important skills in creative teaching methods is communication because many students are passive in their real classes. An economic reward system helps to improve students' communication skills because it motivates students to study harder. Therefore, a blockchain media based on an economic reward system can be useful teaching tools. This paper proposes a creative teaching method using blockchain media to improve communication skills. The proposed method consists of eight steps, and it was applied to classes for the last three years. The results show that the proposed method helps students improve their communication skills.

• Journal of Information Technology Services
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• v.10 no.3
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• pp.21-30
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• 2011

Expectation for improvement of creativity and problem-solving capability has increased the creative robotics classes in the form of after-school activity in more than half of total elementary schools. While Ministry of Education, Science and Technology has promoted 'Green IT Guidelines' as a part of 'Eco-friendly Green School Development Project', the Green issues have not been considered enough in those creative robotics classes. In this paper, we would like to address the Green issues, especially in the r-Learning services based on UCR (User Created Robots). First, trend of green IT education, r-Learning services and UCR are reviewed. And the current status of eco-related operations and teachers' perception in the robotics classes of elementary schools is investigated. Examples of Green UCR are also searched and green programs based on the three kinds of UCR, UC-TR, UC-AR, UC-CR, are explored. Finally, we propose action plans to promote the UCR-based r-Learning service reflecting green issues.

• Journal of Creative Information Culture
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• v.6 no.3
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• pp.159-168
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• 2020

Unlike in-person classes, such as classroom classes, various variables affect learning effectiveness in online classes. In online classes, the teacher must recognize various variables of learners in advance, and if there are variables that hinder learning, students can increase the concentration of learning attention by removing them. Therefore, it is necessary to study which variables distract attention. In this study, factors that inhibit attentional attention that may occur in online classes were selected, and factors analysis was conducted through questionnaires. As a result of the study, the factors of class progression, environment and device manipulation were indicated as the factors that hinder the attention in online classes. According to the results of this study, plans to increase attention in on-line classes were suggested.

• Journal of the Economic Geographical Society of Korea
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• v.19 no.1
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• pp.33-50
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• 2016

Hannam-dong, which lies at the eastern part of Yongsan-gu in metropolitan Seoul has been known as one of the affluent area, but actually it is divided into different sub-areas including poor ones. Although it used to be a quiet residential neighborhood, be they rich or poor, some streets (gil) have become the places of creative economy since the late 2000s. The place-making of Hannam-dong is accompanied by taking-place of different creative classes in different sub-areas, and there have emerged contestation, negotiation and clash among them at the contact zone. While the big companies such as Samsung explores their own version of cultural/creative entrepreneurialism in one sub-area, the actors that can be dubbed as 'creative small producer' and/or 'creative underlass' produce Hangangjin-gil and Usadan-gil as artistic-cum-economic communities by deploying cultural capital. All in all, Hannam-dong is an interesting case that different types of gentrifications are produced by different actors in different sub-areas, which results in producing another kind of 'community of strangers' where different (creative) classes share a physical location, but do not have lasting social interactions and communicative networks.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.10
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• pp.610-616
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• 2018

A variety of creative convergence education studies have been conducted around the world, but the study of creative convergence education based on problem-oriented learning is insignificant. STEAM education development research for engineering human resources also recognizes important factors like ethics awareness and consideration, cooperation, leadership, and communication skills. This study developed a model of interdisciplinary classes between marketing and commercial English classes as a way to effectively learn to cultivate the creative and fusion talents required by modern society. A model was developed for the process of convergence classes to be developed for evaluation after class by designing courses, selecting subjects, designing classes, drawing questions, and developing problems, as well as for discussion of pre-convergence courses, class performance, and class evaluation. The Mongolian university discussed in this paper plans to introduce a suitable educational environment by developing a problem for interdisciplinary classes in marketing and business English. Based on the need to nurture talent required by the rapidly changing knowledge-based society, Mongolian universities should continue the strategy of fostering creative convergence talent through the convergence of technology. This is because creativity is the most important thing in the current situation.