• Journal of the Korea Institute of Information and Communication Engineering
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• v.19 no.8
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• pp.1883-1892
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• 2015

TRIZ is a theory of inventive problem solving. Recently the importance of creative capabilities is being emphasized and many successful cases using TRIZ are being introduced, therefore interest in TRIZ has been increasing. But TRIZ is not easy to learn alone compared to other creative thinking tools. Although it is effective to learn TRIZ through various cases, it is not easy for beginners to experience those many cases. Therefore, we developed a software called Do-TRIZ for TRIZ learning. Do-TRIZ provides descriptions and various examples of key concepts to make it easier for beginners to learn TRIZ. Also, the learners can add new cases continuously on Do-TRIZ. Especially, process-based problem solving modules have been implemented on Do-TRIZ, in order to make it possible to solve problems based on technical contradiction, physical contradiction, and IFR(Ideal Final Result). The learners can use the modules to solve their problems and to share the results. Also, we implemented Do-TRIZ Memo app that works with Do-TRIZ.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.107-130
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• 2010

The purpose of this study is to investigate the characteristics that indicate scientifically gifted students by analyzing the verbal interactions in developmental biology inquiry-experimental classes. The subjects were 20 first-grade middle school students who were participating in SNU Science Gifted Education Center. In these experimental classes which were developed based on the CPS Model, we conducted a total of four experimental sessions of small group discussions, and the students' verbal interactions were both taped and video recorded, and observed. From the transcriptions, the patterns of question-answer and the characteristics of scientifically gifted students were analyzed. In the case of question-answer patterns, thinking questions appeared 3~6 times more frequently than the standard information questions. Especially, the case of experimental class I showed 40% more thinking questions as well as standard information questions that the other 3 classes. Through the results of analysing verbal interactions, we were able to find more detailed aspects to creativity that were not identifiable in paper-pencil examinations, as well as affective characteristics such as task commitment and leadership. We believe our findings upon inquiry will be of substantial significance in substituting for the paper-pencil examination in distinguishing and selecting scientifically gifted students.

• Journal of Science Education
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• v.34 no.1
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• pp.155-163
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• 2010

The purpose of this study was to analyze the items that were used in entrance examination for science gifted education center for elementary school students by using content analysis and classical item analysis. In content analysis, objective type items exhibited matter and interpreting data were dominant. And essay type items consisted of creativity items, evaluated creative problem solving ability. Item difficulty and discrimination index, on the whole, were appropriate. Comparing with objective type, essay type has higher discrimination index. In correlation analysis between total score and score of each type of items, total score has the highest correlation with matter items, interpreting data and creativity.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.387-410
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• 2012

The purpose of this paper was to investigate science gifted educational methods based on creativity and character by Delphi study. As a result by a total 3 round Delphi method, the concept of creativity and character education for science gifted students was to promote character development through the effectively interactive communications in the process of creative problem finding and solving. Thus this elicited the consensual agreements of experts about science gifted educational aims, methods, contents, and evaluations etc. As a follow-up research will be developed science gifted educational model based on creativity and character.

• Archives of design research
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• v.16 no.4
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• pp.335-344
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• 2003

Creativity has become a buzzword in the 21s1 century to the extent that it is considered as one of the criteria for a nation's competitiveness. In the cultural industry, one of the industries with the highest growth potential, creativity is the decisive factor Nevertheless, we have to admit that there is a serious lack of this quality in the planning area. Everyone is born with creativity and creative way of looking at things can be developed through training and education. Most of universities now classify digital contents within the realm of design, therefore, emphasizing only the formal or the artistic side of it. However, the study of digital contents requires creative thinking processes that are oriented to problem-solving, for which one needs to put together his/her planning (socio-cultural), expressive (artistic) and technological (scientific) capabilities at the same time. Also, the education of digital contents should be focused not only on acquiring the knowledge and skills, but also on developing individual creativity and learning to increase one's creativity working in a team of an organization. For the environmental aspect, education for creativity should take into account social and cultural specificities of Korea. Therefore, continuous studies must be done to explore more concrete ways of developing creativity on the individual, organizational and environmental levels.

• Korean Journal of Cognitive Science
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• v.13 no.4
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• pp.80-80
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• 2002

The main thesis of this article is that the decisive point of creativity education is the cultivation of critical thinking capability. Although the narrow conception of creativity as divergent thinking is not subsumed under that of critical thinking, the role of divergent thinking is not so crucial in the science context of creative problem-solving. On the contrary, the broad conception of creativity as focusing on the reference to utility and the third conception of creativity as a process based on the variation and combination of existing pieces of information are crucial in creative problem-solving context, which are yet subsumed under that of critical thinking. The emphasis on critical thinking education is connected with the characteristics of contemporary knowledge-based society. This rapidly changing society requires situation-adaptive or situation-sensitive cognitive ability, whose core is critical thinking capability. Hence, the education of critical thinking is to be centered on the learning of blowing-how and procedural knowledge but not of knowing-that and declarative knowledge. Accordingly, the learning of critical thinking is to be headed towards the cultivation of competence but not just of performance. In conclusion, when a rational problem-solving through critical and logical thinking turns out consequently to be novel, we call it creative thinking. So, creativity is an emergent property based on critical and logical thinking.

• Korean Journal of Cognitive Science
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• v.13 no.4
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• pp.81-90
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• 2002

The main thesis of this article is that the decisive point of creativity education is the cultivation of critical thinking capability. Although the narrow conception of creativity as divergent thinking is not subsumed under that of critical thinking, the role of divergent thinking is not so crucial in the science context of creative problem-solving. On the contrary, the broad conception of creativity as focusing on the reference to utility and the third conception of creativity as a process based on the variation and combination of existing pieces of information are crucial in creative problem-solving context, which are yet subsumed under that of critical thinking. The emphasis on critical thinking education is connected with the characteristics of contemporary knowledge-based society. This rapidly changing society requires situation-adaptive or situation-sensitive cognitive ability, whose core is critical thinking capability. Hence, the education of critical thinking is to be centered on the learning of blowing-how and procedural knowledge but not of knowing-that and declarative knowledge. Accordingly, the learning of critical thinking is to be headed towards the cultivation of competence but not just of performance. In conclusion, when a rational problem-solving through critical and logical thinking turns out consequently to be novel, we call it creative thinking. So, creativity is an emergent property based on critical and logical thinking.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.872-877
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• 2018

STEAM is an acronym for Science, Technology, Engineering, Arts, and Mathematics. It is considered important to equip students with a creative thinking ability and the core competences required in future society, helping them devise new ideas emerging from branches of study. This study is about the convergence of instructional design in private finance for the life sciences, which aims to foster talent through problem-based learning (PBL). Skills like collaboration, creativity, critical thinking, and problem solving are part of any STEAM PBL, and are needed for students to be effective. STEAM projects give students a chance to problem-solve in unique ways, because they are forced to use a variety of methods to solve problems that pop up during these types of activities. The results of this study are as follows. First is the structured process of convergence lessons. Second is the convergence lesson process. Third is the development of problems in the introduction of private finance and the life sciences for a convergence lesson at Dornod University. Learning motivation shows the following results: understanding of learning content (66.6%), effectiveness (63.3%), self-directed learning (59.9%), motivation (63.2%), and confidence (63.3%). To make an effective model, studies applying this instructional design are to be implemented.

• Journal of Korean Elementary Science Education
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• v.35 no.4
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• pp.426-441
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• 2016

The purpose of this study was getting the information for successful application to the national curriculum and students' core competencies enhancement, through investigation about competencies discussed in 2015 revised national curriculum development process and analysis about perception of 150 elementary school teachers in study. The results were as follows : Communication skill is considered to be the most important. Thinking ability what has been important traditionally is the middle of the rankings. Elementary school teachers think that a competency is specific to a subject. From this point of view, Creative/Scientific Problem-Solving Ability is the most important in science. They think that the enhancing of the ability of inquiry performance is highlighted in current science class. On elementary school teachers' awareness, inquiry model is the most effective in enhancing of scientific thinking and the ability of inquiry performance. And STS instruction model is in the other. PBL learning model and experimental inquiry model is the most effective in enhancing a competency has the highest feasibility like scientific thinking or the ability of inquiry performance.

• The Journal of the Korea Contents Association
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• v.15 no.4
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• pp.530-544
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• 2015

We live in the modern society which is called as Knowledge-Information society. The national and social goal is to raise the creative person for preparing the rapidly changing society. Thus, the schools and families concentrate on and effort to enhance the creativity and problem solving ability. Specially, the school is pushing forward the STEAM education and Software education for raising the creativity person and enhancement of national competitiveness. In this study, we suggested for STEAM education the way how we utilize the App Inventor which was supported by MIT and came up as a computer programming language for Software education, and we verified and evaluated through professional group verification. We completed STEAM instructional design according to the results from the professional group verification, and we suggested the authentic instruction for STEAM education. In addition, we suggested the further prospects of Software education and instructions through going through the characteristics and application plan of App Inventer in terms of educational computer programming language.