• Communications of Mathematical Education
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• v.20 no.3 s.27
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• pp.407-423
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• 2006

The reason why creativity becomes the important subject in 21th century is that it does an important role which solves many problems surrounding our whole life in this internationalization, globalization, knowledge-information age. But scholars who formerly researched the creativity-field explain the necessity of creativity with the internal and fundamental reasons. That is, scholars say that creative activities produce originative products and originality itself. And it is the root of which will be able to discover meaning of life and it -creativity - is successive activities that is demanded when individual life want to obtain important value by expressing one's inner world to the outside using creative resource. Recently, with the trends of present age and the educational needs, research about creativity is actively carried out and it draws out the results that creativity can be developed and enhanced through education and training. So, now many researches have focused on how to develop the creativity. Investigating those researches, we found that the recent issues of researches on creativity were changing and now they focused on creative instruction methods and behavioral factors. Especially, they were selected as the subject related to the creative education - creative instructional method and program, atmosphere in classroom, and factors of teacher. It means that the past researches which were a little bit conceptive have been changing to material ones which will be able to enhance creativity and its effect. So, in this research, we have developed the program for CPS(Creativity Problem Solving) and verified its effect.

• Journal of Distribution Science
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• v.16 no.6
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• pp.77-84
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• 2018

Purpose - The aim of this study was to analyze the educational needs of distribution company salespeople in core competencies for convergence and their general perception of convergence education. Furthermore, this study provides basic data on core competencies for convergence needed by them. Research design, data, and methodology - A survey was conducted on 104 distribution company salespeople who worked near Seoul, Korea to analyze the perceptions of their educational needs in core competencies for convergence education, according to their socio-demographic characteristics. The socio-demographic characteristics were gender, age, workplace size, education background, work experience and business category. The questionnaire consisted of demographic factors (7 questions), general perception of convergence education (5 questions), perception of importance of core competency for distribution company salespeople (9 questions), and current perception of distribution company salespeople on core competency of convergence workers (9 questions). Park et al.(2014)'s categorization of convergence core competencies was used: Cognitive convergence (creative thinking, critical thinking and understanding of convergence knowledge), convergence performance (problem solving, communications, collaboration and application of convergence tools) and attitude toward convergence (empathy and responsibility). Data was collected through an independent sample of t-tests and a one-way analysis of variance and the Borich Needs Assessment Model was used to identify the educational needs of distribution company salespeople in the core competencies of convergence education. Results- The results show that the subjects recognized the need for convergence education to be high among the general perceptions. The perception scores for workers of different backgrounds only varied according to the size of the business. Moreover, the results of the educational needs analysis and the ranks of the required core competencies of convergence workers by the subjects were as follows: 1. convergence knowledge understanding competency, 2. creative thinking competency, 3. convergence tool application competency, 3. communications competency, 4. problem solving competency, 5. collaboration competency, 6. critical thinking competency, 7. empathy competency, 8. responsibility competency. Conclusions - This study highlights the necessity of developing university curriculum that can nurture the core competencies of conversion education reflecting distribution company salespeople's requests as well as cultivating qualified convergence workers required by distribution company workers.

• Journal of Engineering Education Research
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• v.19 no.3
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• pp.13-22
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• 2016

The purpose of this study is to analyze middle and high school technology teachers' recognition and educational need about engineering education. For this, we surveyed secondary school technology teachers. The result of this study is as follow. First, most technology teachers perceive that engineering contents are lack in technology education, therefore they recognize the needs of reinforcement of engineering contents. Second, most technology teachers perceive that present technology subject does not give positive affect to students for their own career selection on engineering field. Furthermore, they perceive that if it contained the contents of engineering in technology education, students would experience creative design and problem solving process. Third, most technology teachers perceive that they are able to teach engineering in technology education and they need the change of national curriculum and the development of engineering program contents. Fourth, they perceive that the 7~9 grade is the best grade to start to study engineering in elementary and secondary school. Fifth, they perceive that 'design', 'problem solving' and 'creative thinking' are the priority of educational needs of teaching ability and knowledge about engineering. Sixth, they perceive that the aerospace engineering, the electrical engineering, the electronic engineering, the mechanical engineering, the computer engineering and the environmental engineering are the priority of educational needs of teaching knowledge about engineering fields.

• 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 The Korean Association For Science Education
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• v.33 no.7
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• pp.1285-1299
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• 2013

Nurturing students' scientific creativity is considered an important element in science education in Korea. The study aims to explore patterns displayed by well-known scientists in their quest for problem finding. Each case of scientists' course of problem solving is described in terms of historical background, a process of problem finding, and a process of problem solving. There are five patterns from ten scientists which are as follows: Pattern 1 is that scientists find problems from insufficiencies and/or errors from explanation of theories at the time and the related cases are A. Lavoisier, G. Mendel, and J. Watson. Pattern 2 shows that scientists find a problem because of strange phenomena unexplained by theories at the time, and here important case studies are E. Rutherford and W. R$\ddot{o}$ntgen. Pattern 3 demonstrates that scientists find a problem from analogical reasoning between known theories and unknown science phenomena. The cases include S. Carnot and T. Young. Pattern 4 points to the fact that scientists find a problem while they utilize a newly invented experimental instrument. Here, G. Galilei is an important example. Pattern 5 establishes that scientists happen to find a problem while they conduct research projects. The works of M. Faraday and J. Kepler are prominent case studies related to this pattern.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.18 no.3
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• pp.719-726
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• 2014

TRIZ, the theory of inventive problem solving, is widely used in traditional engineering fields such as mechanical, electrical, and electronic engineering and generated good results. Yet there are few examples in software field. But software field requires creative problem solving capabilities more than any other fields and we expect that we can get remarkable results by applying TRIZ in this field. In this paper, we try to break the psychological inertia that TRIZ is difficult to use in software area through development of new software, the Smart Clicker, by applying TRIZ. And we present an approach how to apply TRIZ in software field.

• East Asian mathematical journal
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• v.30 no.2
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• pp.173-195
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• 2014

This study, utilizing several features about plane figures covered in the current secondary curriculum of mathematics and reviewing two solutions to cube duplication problem presented by Menaechmus, proving the solution by Nicomedes and visualizing solutions based on Apollonius' 'Conics' by medieval Islam geometricians such as Ab$\bar{u}$ Bakr al-Haraw$\bar{i}$, AbAb$\bar{u}$ J$\acute{a}$far al-Kh$\bar{a}$zin, Nas$\bar{i}$r al-D$\bar{i}$n al-T$\bar{u}s\bar{i}$, Y$\bar{u}$suf al-Mu'taman ibn H$\bar{u}$d, introduce to teachers and students in the field where the question of cube duplication problem comes from and which solving method has developed it and suggests new methods for visualization using dynamic geometry program as well so that the contents reviewed can be used in the filed. The solving methods to cube duplication problem in this paper are very creative and increase the practicality, efficiency and value of Mathematics, and provide students and teachers with the opportunities to reconfirm the importance and beauty of basic knowledge in the secondary geometry in the process of visualization of drawing figures using dynamic geometry program.

• Journal of the Korean Chemical Society
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• v.64 no.3
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• pp.159-174
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• 2020

The purpose of this study is to examine 'Design Thinking' based Chemistry Class program as an education strategy for core competence of creative convergence talent. The program stages were modified and supplemented into eight stages, including 'Knowledge Understand', 'Empathy', 'Sharing perspective', 'Ideate', '1st Prototype', '1st Test', '2nd Prototype', and '2nd Test', so that the 'Design Thinking Process in Science Education' can be applied to the chemistry class. Considering the linkage between the 2015 and 2009 revised national curriculum, the achievement criteria were selected, and the lesson plans and student activity sheet were developed according to the themes to be met. Four thematic educational programs were developed and applied to Chemistry I for the second grade of high school students from March to August. The results were verified through qualitative data analysis of the class scene and pre- and post-test based on inventories of 'Empathy' 'STEAM educational competence', 'Problem solving process'. As a result of applying the developed program, 'empathy' showed a significant improvement in empathy with others and empathy with the problem situation. In 'STEAM educational competence', there was a significant enhancement in science and design competence. In the 'problem finding process', the problem definition, problem solution design, and problem-solving review were significantly improved in the 'problem-solving process'. The results of this study provided implications for the applicability of design thinking - based chemistry classes and its educational effect.

• Communications of Mathematical Education
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• v.20 no.4 s.28
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• pp.551-559
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• 2006

Pattern Recognition measures the ability of learners to distinguish between two sets of shapes or figures. Locating similar patterns on either side of the presented problem determines a learner's capacity or aptitude for science over general studies. At Ajou University's Institute for Scientifically Enabled Youth, we conducted research using a sample composed of middle school students with general and scientific backgrounds. The result proved that Pattern Recognition measures a different creative talent other than problem solving. In our opinion, Pattern Recognition would be a method better suited to elementary learners over those in middle or high school.

• Journal of the Korean earth science society
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• v.23 no.4
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• pp.324-333
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• 2002

Recent studies have indicated that boys show better scientific achievements compared to those of girls. It is also a general conception that boys would be better than girls in terms of scientific creative performances and potential, although there have been few studies to support the general opinion. As the gifted education in Korea is progressing very rapidly, the importance of understanding the creative characteristics of gifted boys and girls has been increased. In the present study, we have compared and analyzed three different measures of creativity utilizing 135 gifted students (77 boys and 58 girls) to provide an empirical evidence for the different degrees of creative performances between gifted boys and girls. The instruments used to measure diverse aspects of creativity include the Torrance Test of Creativity (TTCT), the Test of Creative Problem-solving and Finding in Science (CPFS), and the Creative Behavioral Checklist in Science(CBCS). The results of the study indicate that girls, rather than boys, showed better creative performances, demonstrating moderately higher average scores on the three creative measures used in the study. The results are in contrast to people's general conception that boys would be more creative than girls. Implications of the study in connection with identification and educational practices for gifted education program have been discussed.