• Journal of Korean Elementary Science Education
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• v.20 no.2
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• pp.197-215
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• 2001

The science in elementary school has the purposes of having interest and curiosity in nature phenomena and things, of understanding basic concepts of science, realizing experimental know-how for students. And it also intends students to develop self-leading research ability and creative problem-solving ability through looking-in and experience about nature. However, existing science is accepted very hard and no interesting, just bothering to prepare more then a ability-developing or interest. In this report, I will analyze the study problems suggested in science textbook from 3rd to 6th grade, then find a new way for study problem suggesting and adopt it. It would help students have interest, approach problem without tense, understand problem exactly, and stand a concreat study schedule of experiment, observation, rearrangement, result interpretation that have students study by themselves. Because the suggesting way of science study problem statement is important thing to develop students' creativity and problem- solving abillity and to make self-leading attitude, I wish the exiting, veneficial, and waiting-for science class, through apply the newly developed methology suggested in this report.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.441-449
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• 2019

With the introduction of the 2015 revised curriculum, software education became mandatory in elementary school. The practical subject in the content for the software education consists of information ethics, algorithms, programming, and computer science. Especially, elementary school encourages the unplugged activities. Unplugged activities are preferred among the teachers in the education field as a teaching-learning method. However, those teachers pointed out that the lack of suitable unplugged activity materials was the biggest challenge. In addition, it was pointed out that the existing materials were not suitable for achievement standards, and there are many simple playing-oriented educations that are not linked to computing activities. In this study, we developed an unplugged activity-oriented robot that can be used for the elementary students to learn the basic control structure suggested in the achievement criteria SW education and to develop creative problem solving ability through various activities using sensors. The effectiveness was verified through the software class using the developed robot in this study.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.631-638
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• 2017

In the age of the Fourth Industrial Revolution, lifestyle and industrial structures are faced with evolution from IT-based automation to the intelligent stage, demanding talents with software capabilities in various fields. Reflecting these demands, the government has enhanced basic software education for non-majors in elementary and secondary schools as well as universities. In this study, the software convergence education of Non-Majors is proposed to improve the general problem solving ability based on computational thinking and the software convergence ability in the field of their own by developing robot activity. The subjects of this study were 91 students, who were composed of various majors. The class was designed with computing thinking, convergence elements, and creative robot activity. The study was conducted for 13 weeks. To examine the effects of software convergence education through the creative robot activity, this study observed changes in the students' learning outcomes, satisfaction with creative robot activities, and perceptions of other disciplines after class based on pre-diagnosis surveys. The survey asked 12 questions including an understanding of the learning contents, overall satisfaction with multidisciplinary collaborative learning, understanding of other disciplines, and self-evaluation of problem solving ability through creative robot activities, which were compared with that before the class. They answered that their ability was improved.

• Journal of Korean Library and Information Science Society
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• v.46 no.2
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• pp.71-111
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• 2015

This study developed a program suitable for operating an infinite creative space within the public library, and analyzed the effect of promoting participants' creativity through a trial run of the program. To do this, we operated a "picture book making activities" program in the infinite creative space of J library located in Chungbuk. This program was performed for 18 elementary students in grades 3-6. Torrance TTCT (The Torrance Tests of Creative Thinking) tools were used in this study to measure the overall creativity. As a result, first, awareness of the importance and interest in environmental science was improved through the whole program process. Second, participants' problem-solving abilities improved during the program by having to derive a solution for a given problem through brainstorming. Third, storytelling ability improved after the story-creating elements of the program. Fourth, each participants' creativity was improved through creative activities. Fifth, by publishing the results of creative activities of participants as books, the self-esteem of participating children improved as well.

• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.385-394
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• 2007

In order to investigate elementary school students' readiness to write on scientific subject, we analyzed the participants' draft in elementary student section [National Student Science Writing Contest] which is sponsored by a daily press. As a first step, we designed an assessment framework to analyze the students' writing. It is composed of three domains: scientific thinking, logical validity, creativeness. Each domain has three sub-domains. By using the framework, seven raters scored the students' inquiry reports. The findings reveal that the students needed the training for scientific writing. Especially they had great difficulty in the sub-domain of 'suggestion of rational alternative solution' in scientific thinking domain, the sub-domains of 'clearness' and 'coherence' in logical validity domain, and in the sub-domains of 'creative problem solving' and 'creative presentation' in creative domain.

• Journal of Engineering Education Research
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• v.24 no.1
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• pp.53-61
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• 2021

Critical thinking ability based on a sound sense of logic is essential for analyzing a given engineering design problem and assessing it to arrive at the most plausible conclusion. Engineering design classes require students to organize their engineering design experiences through reports, and engineering design reports require detailed specifications of their tasks at each stage. Given the nature of these curriculums, design classes provide writing courses focusing on science and engineering within specialized fields, but there still lies many obstacles for communication education that embraces both general education and major subjects. This study proposes a specified step-by-step writing model for engineering design reports that encompasses critical thinking for the objective of systemizing design experiences from engineering design report writing. For the purpose of the study, the concepts and relationship between critical thinking and creative problem solving have been examined, followed by a proposal of application methods for critical thinking criteria and elements from a case example on engineering design. Furthermore, the study proposes a critical thinking-based assessment rubric for logical decision making at each stage of engineering design as well as a resulting model for engineering design report writing.

• Journal of Distribution Science
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• v.18 no.8
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• pp.65-74
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• 2020

Purpose: The purpose of study is to examine the effects of design thinking-based programs on creative potential, creativity and innovation behavior, as well as the mediating effect of creative potential and creativity. Research design, data and methodology: The study was conducted through a four-step process. First, the previous studies were investigated. Second, a total of three experts were reviewed to improve and supplement the program. Third, a workshop-based design thinking program was conducted four times. Fourth, the effectiveness of the program was reviewed through data analysis. Results: The design thinking-based program was found to have a statistically positive effect on creative potential, creativity, and innovation behavior. As another hypothesis of this study, by applying the design thinking-based program, it was statistically confirmed that creative potential has a direct, indirect effect, and a mediating effect on innovation behavior. Conclusions: These results provide usability for design thinking in terms of direction for creativity-based creative problem solving and innovation. Finally, design thinking can be used to develop and utilize new services and discover new ideas, especially improve the competitiveness of the company. In addition, it means that the level of innovation action can vary depending on the level of the individual's creative potential.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.310-321
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• 2022

This study aimed to find out how creative education programs using AR/VR affect student's creative problem-solving skills and class satisfaction. For this purpose, a total of 179 students in 7 classes of the first grade of J High school located in the chungbuk region were the subjects of this study. The data were analyzed by performing two-dependent samples (t-test) based on the difference between the pre- and post-scores of creative problem-solving ability test, and the value of class satisfaction was analyzed and interpret using descriptive statistics and interview. The results of this study are as follows. First, except for 'execution', 'problem discovery and analysis', 'idea generation', 'execution plan', 'conviction and communication', and 'innovation tendency' showed statistically significant results. Second, in terms of class satisfaction of the creative education program, it was an average of 3.75 and it was difficult for learners to derive creative ideas, outputs, and results through groups within a given time in regular class, but generally showed a positive response. Therefore, it was confirmed that the creative education program using AR/VR increased student's learning motivation and interest in the process of generation or expanding ideas to solve problems like educational effect of STEAM.

• Journal of Science Education
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• v.45 no.2
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• pp.231-246
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• 2021

The Korean Ministry of Education has emphasized the convergent ability for human resource cultivating the development of science and technology in the future. Based on this, Korean STEAM education aims to enhance students' interest and their understanding of science and technology as well as to develop students' convergence thinking and problem-solving skills. Through the camp for gifted students, students are generally introduced to produce self-directed outputs in order to solve the problem in everyday life. In this study, the author aims to find out whether the gifted high school students' creative leader competency and STEAM literacy changed after they experienced STEAM-based camp. 517 gifted students from 52 high schools in the Metropolitan city region join the camp, which is focused on generating student-centered outputs for problem-solving in daily life context. Before and after the camp, the creative leader competency and the STEAM literacy of participants were tested and compared. From the result, we found that the gifted high school students' creative leader competency and STEAM literacy improved after participating in the STEAM camp. In particular, all the sub-factors except for the social value pursuit domains in the social characteristic area of creative leader competency and the areas of creativity, respect, and communication in STEAM literacy increased. Educational implications will be discussed.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.18 no.2
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• pp.201-219
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• 2023

ESG (Environment, Social, Governance) is becoming the core of the interest of today's entrepreneurs concerning about the earth crisis. Numerous studies are going on these days about the importance of ESG, but most of them seem confined to the introductory level. This study concentrates on "ESG education" that will teach the learners how to put various ESG ideas into practice, knowing that the earth crisis would not be overcome without actual practice of those ideas. First, elementary and junior·senior high school, professors in university and educational consultants in the field designed educational programs and related content materials under "ESG entrepreneurship education" integrated with ESG and Entrepreneurship education, which have been implemented previously. Participatory learning methods are converged with the program. The researcher analyzed the learning effects in depth after implementing the programs in the education field. Thus, this study first examined the effects of key variables of ESG educational program i.e., ESG entrepreneurship education, student participatory learning, and team-based learning on creative problem-solving and social value recognition with an essential variant of ESG educational programs and identified the relations to creative problem-solving and social value recognition. Besides, this study investigated the moderating effects of school atmosphere, and teachers' enthusiasm, regarding traits of educational programs and social value recognition. Findings indicate that sub variants of the traits of educational programs i.e., ESG entrepreneurship education, student participatory learning, and team-based learning significantly affect creative problem-solving skills and social value recognition and that creative problem-solving impacts social value recognition. In addition, teachers' enthusiasm has moderating effects between traits of educational programs and social value recognition. This study provides content-program learning methods that can be practically applied in education, emphasizing practice in ESG in elementary and junior·senior high school education. Implications suggest that ESG entrepreneurship education and active participatory learning affect social value recognition and that teachers' enthusiasm plays a significant role in education.