• 한국고분자학회지:고분자과학과기술
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• 제22권2호
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• pp.154-159
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• 2011

• 공학교육연구
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• 제23권1호
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• pp.3-9
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• 2020

The purpose of the study was to develop the Arduino based STEAM instruction materials for creative engineering design class. PDIE model was used in this study. We developed a STEAM lesson plan and a STEAM lesson worksheet for a total of six sessions through the steps of preparation, development, implementation and evaluation. The validity of the instruction materials was evaluated by the 10 experts using a survey. The instruction materials were applied to the class (52 students attended) of the creative engineering designs unit in technology and home economics subject. The class satisfaction and the creative solving-problem ability were examined after the calss. The class satafacition was high as the average of 10 item was 4.57 (out of 5). The paired t-test was conducted to compare the means of the creative solving-problem ability. It was observed that 'understanding and mastery of knowledge, thought, function and skills in a specific domain', 'divergent thinking', 'critical and logical thinking' and ' motivational factors' were significantly increased after the class. The instruction materials develped in this study were successfully designed to enhance the creative solving-problem ability by designing creative tasks and to intrique the interest by adding visual and auditory stimuli with the Arduino.

• 공학교육연구
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• 제25권6호
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• pp.58-68
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• 2022

This paper aims to prepare basic design education materials explaining the design process of egg drop device by incorporating critico(-creative) thinking. To this end, in this paper, by utilizing the creative problem solving process and the elements and standards of critical thinking, 'the five-step creative engineering design education guidelines' have been prepared so that engineering freshmen can effectively participate in engineering design projects without major knowledge. We would like to apply them to the egg drop device design. The egg drop device design, which is experiment to make and drop a drop device that can protect an egg from breaking when it is dropped freely from high places, is an engineering design project that is widely used not only in elementary, middle and high school science events but also in engineering education courses under the name of 'stunt egg'. Perhaps the basic design education material on the egg drop device design incorporating critico(-creative) thinking in this paper will contribute to incorporating critico(-creative) thinking into engineering education, as well as to achieving the educational goals of the basic design subject.

• 공학교육연구
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• 제17권2호
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• pp.25-34
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• 2014

The purpose of this study is to examine examples of college engineering students who utilize a creative workshop that are in line with non-curricular activity support both at a domestic and foreign learning environment. It also seeks the improvements of a non-curricular teaching plan utilizing Tongmyong University's Creative Engineering Center. To achieve the intended goal, it has carried out survey satisfaction levels targeting students who visited the Creative Engineering Center and has suggested the way for sustainable operations of a Creative workshop at Tongmyong university's Creative Engineering Center to perform the development of student projects, the securement of infrastructure and the development of equipment training program in conjunction with the University Specialization.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권1호
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• pp.25-34
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• 2006

In this paper, we focus on the creative attitude in mathematics as one aspect of mathematical creativity. To measure the creative attitude, we first introduce some prior studies and CAS (Creative Attitude Scale) designed by Noboru Saito in Japan. We develop the CAS-K (Creative Attitude Scale-Korea) including 33 items of 7 factors based on CAS which has 27 items. The factors are fluency, appropriateness, positiveness, independency, concentration, convergency, and accuracy. In CAS-K, it is important to give the information about students' creative attitude for each factor. Thereby, CAS-K can be useful sources of creative attitude to foster mathematical creativity. Rather than the total scores, we emphasize applications and results from CAS-K relating to the 7 factors.

• 수산해양교육연구
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• 제28권1호
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• pp.150-161
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• 2016

The purpose of this study was to investigate the relationship among kindergartens' organizational culture, directors' transformational leadership, teachers' creative personality and teaching flow. The participants of this study were 289 kindergarten teachers in Busan. They completed the survey questionnaire composed of kindergartens' organizational culture scale, directors' transformational leadership scale, teachers' creative personality scale and teaching flow scale. The collected data were analyzed by descriptive statistics, Cronbach's alpha, Pearson's correlation, and multiple regression. The results were as follows: First, there were significant relations among kindergartens' organizational culture, directors' transformational leadership, teachers' creative personality and teaching flow. Second, kindergartens' organizational culture, directors' transformational leadership and teachers' creative personality affected teaching flow of kindergarten teachers. From the findings, it can be suggested that kindergartens' organizational culture, directors' transformational leadership and teachers' creative personality are critical variables to improve teaching flow of kindergarten teachers.

• International Journal of Costume and Fashion
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• 제15권2호
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• pp.79-91
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• 2015

Creativity is an ever-increasing research area related to fashion design, namely the documentation and dissemination of creative scholarship. The purpose of this project is to apply creative bridge or creative leap theory to the development of an existing designer's garment collection using the creative design process of an architect. A single case study design was used to investigate the phenomenon of design process creative leap using a direct observation. Results indicate the difficult challenge of producing new and individualized silhouettes for the marketability of clothing, it is apparent that new methods of fostering creativity in designers through non-traditional approaches would benefit the education of apparel designers. Through targeted design practice, educators and practitioners can apply the principles of scientific inquiry into design processes to solve a problem, address a challenge, or create based on personal inspirations.

• 대한약학회:학술대회논문집
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• 대한약학회 2003년도 Proceedings of the Convention of the Pharmaceutical Society of Korea Vol.1
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• pp.192.1-192.1
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• 2003

Histamine is found in most tissues of the body and activates polymodal nociceptors via unmyelinated afferent C-fibres. We have demonstrated that bradykinin. acting at B2 bradykinin receptors. excites sensory nerve endings by activating capsaicin receptors via production of 12-lipoxygenase metabolites of arachidonic acid in dorsal root ganglion. Histamine is known to the activator of phospholipase A2- arachidonic acid pathway via a G-protein- coupled H1 receptor. (omitted)

• 한국지역지리학회지
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• 제19권1호
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• pp.60-74
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• 2013

창조도시 담론이 서구 자본주의 국가를 중심으로 진행된 세계화 혹은 탈산업화 사회 속에서 도시 발전 혹은 재생을 위한 정책수단으로 활용됨에 따라 다양한 논의가 진행되고 있다. 현실적으로 세계의 많은 국가의 도시들이 창조도시에 관한 충분한 검토를 결여한 채 도시 발전 혹은 재생 정책으로 채택하여 실천하고 있다. 본 연구는 창조도시, 특히 창조산업과 창조계급에 관한 문헌을 비판적으로 검토한 뒤 새로운 틀로 생성의 로컬리티를 제시하고자 한다. 이 틀은 창조성 혹은 창조도시와 관련된 문화 예술, 창조 행위자, 장소에 토대를 두고 있으며, 기존의 창조도시 논의를 생성하는 로컬리티 측면에서 새롭게 해석하고 나아가 도시 및 지역이 직면한 현실 문제들을 해결하는 데 도움을 줄 것이다. 생성의 로컬리티로서 창조도시는 세 가지 요소가 지속적으로 상호작용하는 관계 속에서 존재한다. 향후 제시된 틀은 다양한 창조도시 이론의 비판적 검토와 사례 연구를 통해 보완되고 정교화될 필요성이 있다.

• 대한화학회지
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• 제53권2호
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• pp.189-201
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• 2009

이 연구의 목적은 고등학교 1학년 과학영재 학급 학생과 일반 학급 학생의 창의적 성격과 창의 적 인지력을 비교함으로써 과학 창의성이 있는 학생이 과학영재로 선발되었는지와 과학영재 학급 수 업을 통해 창의성이 향상되었는지를 알아보는 것이다. 연구를 위하여 과학영재 학급 학생과 일반 학급 학생에 대해 Khatena-Torrance 창의적 성격검사와 Torrance 창의성 검사 중 언어검사 A형을 영재 수업 전․후에 실시하였다. 연구결과, 과학영재 학급 학생이 일반 학급 학생에 비하여 창의적인 성격을 가지 고 있는 것으로 나타났으나, 창의적 인지력 면에서는 유의미한 차이를 보이지 않았다. 과학영재 학급 학생과 일반 학급 학생의 창의적 성격의 하위 요인과 창의적 인지력의 하위 요인 사이의 상관관계가 매 우 낮아, 창의적 성격과 창의적 인지력이 서로 독립적인 것으로 나타났다. 그리고 과학영재 수업 실시 후에 과학영재 학급 학생들의 창의적 성격과 창의적 인지력은 향상되지 않았다. 따라서 과학 창의성이 있는 학생을 과학영재 학생으로 선발하는 방법과 과학영재 학생의 창의성을 향상시킬 수 있는 교수-학 습 방법에 대한 연구와 개발이 필요하다.