• Korean Journal of Cognitive Science
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• v.13 no.2
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• pp.47-59
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• 2002

Three experiments were conducted to investigate whether different types (common vs. uncommon) of prior-examples entail different effects in creative problem solving, and whether types/levels (rich or lean. common or uncommon) of background knowledge interact with types of prior-examples. It was found that the example types and the types/levels of background knowledge do interact and have some differential effects on generating novel and useful ideas. In Experiment 1 and 2. uncommon examples had a positive effect - generating many novel and useful ideas. regardless of background knowledge types. while common examples had positive effects, only when the background knowledge was somewhat uncommon In Experiment 3 it was also found that types (irrelevant,. single common. single uncommon, or multiple common + uncommon) of background knowledge seemed to influence differently on the ease of finding solutions: when background knowledge is diverse or not directly related to the task problem, uncommon prior examples produced much greater number of novel ideas than it was with single common or sin91e uncommon background knowledge. Implications of the present study were discussed. in relation to mental sets and fixation.

• Journal of Science Education
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• v.41 no.3
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• pp.405-425
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• 2017

This study aimed to investigate the life and works of Robert Hooke, an ingenious scientist in the era of scientific revolution, and to give some implications of invention education for science education. The publications and critics of Robert Hooke were analyzed to find out the personal setbacks how he showed excellent performances across the fields of science. The research finding showed that he tried to make geometric and visualized reasoning based on the empirical phenomenon, had much interest in the devices and methods for measurement and observation in the experiment, and made technical devices by himself. The ingenuity of Robert Hooke could be revealed by the rich resources in his childhood, his talent of drawing for depiction, and his colleagues and teachers with favors of diverse fields of disciplines and empirical tradition. As well, it was likely that his monistic viewpoint between the reality and scientific theories, led himself to develop interesting instruments for scientific experiments. Thus, this study suggested some implications to combine invention education with science education.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.145-161
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• 2021

This study analyzes the characteristic of elementary science-gifted education winner programs in Gifted Education Database (GED) focusing on scientific creativity. For this purpose, an analysis framework to analyze the programs was developed and a total of 840 inquiry activities from 55 winner programs were analyzed according to the analysis framework. The analysis of the results reveal that 'scientific inquiry skill' of the five scientific creativity components was most frequently included in the activities. 'Scientific knowledge content' and 'creative thinking' were also frequently included. However, 'problem solving ability' and 'common factor' were a little included. In the aspects of integration, the integrations between two or three components with five or eight types were frequently found. No integrations were also frequently included although less than the previous categories. The integrations among four with four types or five components were also slightly found. 'Scientific knowledge content', 'scientific inquiry skills', and 'creative thinking' with other components were more frequently found. However, the integrations of 'common factor' or 'problem solving ability' with the other components were less frequently found. Educational implications of these findings are discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.9
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• pp.290-301
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• 2017

This research aimed to develop problem creating worksheets as a teaching & learning material for problem solving activities and assess its effectiveness. Activity worksheets for creative problem development were established. The effectiveness of the problem-creating classes taught to gifted students in invention was evaluated. In addition, effective strategies for encouraging problem creating and question making in teaching & learning processes were explored. The creative problem identification activity consisted of 5 steps, which are idea creation, convergence, execution, and evaluation. The results showed that elementary and middle school students taught in the classes using this problem-identification worksheet were highly satisfied with the program. This study concluded that it requires an educational environment, government level collaboration, and support to create a mature social atmosphere and educational environment motivating students to keep asking questions and identify problems. Through continual modification, additional ongoing efforts to increase the credibility and the quality of the worksheets as a creative problem solving and learning tool will be needed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.6
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• pp.573-578
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• 2019

This paper applied to the Korean Lesson using PBL(Problem-Based Learning) based on Google Classroom for Mongolians. Recently, Mongolians trying to learn Korean because of Korean wave. This study aims to develop the online problem-based learning model as a way to develop the creative problem-solving ability of Mongolians who want to learn Korean. We applied 3 problems for 9 weeks. This study shows that the participants experienced the effectiveness of Google Classroom and PBL in many ways, 93% of the participants reported that Google Classroom and PBL helped them to learn Korean easily and interesting distance learning model, 90% of the participants prefer to explore Googlish programs and online learning, 85% of them said that increased interaction others in online environment easily. 100% of them said that thankful for learning Korean with Online tutor anytime on Google Classroom. Truly, 86% of them said PBL was hard to generate and understand it because very new instruction for them and working with team in online learning environment. The study showed that members of Korean Lesson experienced various effects such as understanding of learning contents, understanding of cooperative learning, practical experience, creative problem solving ability, presentation skill, communication ability, self - directed learning ability, self - confidence through Google Classroom based PBL.

• Proceedings of the Safety Management and Science Conference
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• 2012.11a
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• pp.253-268
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• 2012

Recently, creative innovation has become a major topic in management innovation and due to this, various researches on its need and methodologies are being performed. According to previous studies on ambidexterity, explorative innovation is closer to divergent and right-sided brain, while exploitative innovation is closer to convergent and left-sided brain. Topic was to identify preceding element which affects Ambidextrous Innovation. For this topic, 129 Six Sigma projects from 19 different companies were collected. Ambidextrous index from preceding studies was used. This index represents the degree of ambidextrous activation and can be calculated by multiplying cumulative usage of exploitative tools with that of explorative tools. In the project characteristics, simple linear regression result showed leadership degree, team's vitalization degree and leader capability degree have effect in positive direction.

• International Journal of Computer Science & Network Security
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• v.21 no.3
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• pp.21-30
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• 2021

Economic transformations have led to an increase in the role of creative assets and their central role in public life. Changes in creative activity have led to a change in the organization of the work of institutes engaged in the training of specialists, in particular teachers of labor education. Methods and approaches to training determine the development of creative industries, being the basis for models of professional training of future teachers of labor training. The purpose of an article was to develop a modern model of professional training of future teachers of labor training based on the concept of creative economy. The methodology is based on the concepts of holistic craft and creative economy. Based on the integration of pedagogical learning models "Craft as design and problem-solving", "Craft as skill and knowledge building", "Craft as product-making" and "Craft as self-expression" developed and experimentally confirmed the conceptual model of professional training of future teachers of labor training. The proposed model forms a practitioner with professional, technical, digital and creative skills who is able to transfer the experience to students. The training course "Creativity and creative thinking" has been developed. The model provided for the development of a course based on the strategy of developing professional creativity, flexibility, improvisation, openness, student activity, joint practice, student-oriented approach. The practical value implies the adaptation of the developed model of professional training of future teachers of labor education during the training of teachers in higher education, which is confirmed in the experiment.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.847-866
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• 2010

Enhancing creativity is possible to offer systematic education programs and several conditions as variable thinking, experiment lesson, opened-situation. We developed CNP model as program for enhancing creativity. The CNP model emphasizes that parts of problem finding, embodying and solving ability and includes scientific problem finding tool, Integrated Process Skills and Science Writing Heuristic. The CNP Model is comprised of six step. We developed teachers' guide and student's worksheets for application. Result of applied CNP model to students of scientifically gifted education center in K University, students were able to enhanced originality and fluency and had solved problems by creative way. And creative problem finding, embodying and solving ability were increased. Therefore, the CNP model was effective in enhancing the creativity of scientifically gifted.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1259-1272
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• 2013

The purpose of this study was to investigate the effects of Science Writing Heuristic (SWH) laboratory class on the creative thinking and critical thinking of middle school students. Science writing heuristic programs were developed based on SWH strategies developed by Keys et al (1999). This study was conducted on 63 students from two classes as the comparative group and 63 students from two other classes as the experimental group. The cognitive level of the group as a homogeneous group was similar, and the program was applied to a total of 18 periods based on nine topics from March to July 2011. Evaluation instruments used in pre-test and post-test were the creative and critical thinking tests. To consider the score for creative and critical thinking. the SPSS 20.0 program was used. The study made use of technical statistics and ANCOVA. The result of this study showed that creative problem solving skills were improved by SWH in laboratory class. Therefore, persistent presentation of SWH teaching strategies and developing various experiment topics are required.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1007-1018
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• 2015

In the 21st century, in a Knowledge-Based Information Society, systems thinking is a very important human resources skill in science and technology, which is required in STEAM education in order to understand and solve complex problems. The purposes of this study are: (1) to develop a STEAM education program based on systems thinking; (2) to investigate the effects of the program on students' systems thinking. The systems thinking-based STEAM education program was developed on the basis of 'ADBAS' model (Park & Lee, 2013), and focused on the theme of watermill. A total of 60 high school students participated in this study. The results of this study showed that quantitatively as well as qualitatively, systems thinking skills improved after the treatment. In conclusion, the program we developed in this study can contribute in improving high school students' systems thinking skills and creative problem-solving abilities. The findings of this study may provide useful insights into cultivating human resources with systems thinking skills and creative problem-solving abilities.