• Journal of Fisheries and Marine Sciences Education
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• v.26 no.2
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• pp.257-269
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• 2014

The purpose of this study was to investigate the change of perceptions of students', parents', teachers' on creativity and character education at the model school for creativity and character education. This study used pre and post tests to examine the effects of creativity and character education on students, parents, and teachers. The results were as follows. Firstly, operating model school for creativity and character education brought about the statistically meaningful changes of students' perception on creativity and character education. However, the changes seemed that the level of their perception on creativity and character education was not rational as the average is about 3.5 point. Secondly, operating model school for creativity and character education brought about the statistically meaningful changes of parents' perception on creativity and character education. However, the changes seemed that the level of their perception on creativity and character education was not rational as the average was about 3.5 point like their children. thirdly, operating model school for creativity and character education brought about the statistically meaningful changes of teachers' perception on creativity and character education. The changes seemed that the level of their perception on creativity and character education was rational as the average was about 4.5 point unlike their students and school parents. Fourthly, it seemed that the perception on creativity and character education showed a difference among students, school parents, and teachers.

• The Journal of the Korea Contents Association
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• v.17 no.2
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• pp.26-37
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• 2017

This study aims to theoretically and empirically establish the characteristics and component factors of creativity character of college students. Putting together preceding researches related to the concept and structure of creativity character through the theoretical approach, the in-depth interview and open survey were conducted targeting 70 specialists in education, education engineering, consultation meeting, and researchers' meeting about creativity character of college students. In the results, as creativity character for college students, creativity was classified into cognitive creativity and affective creativity while character was classified into moral character, social character, and emotional character. Especially, the creativity character of college students emphasized the importance of character more than creativity. Through such results, it aims to suggest a new perspective on creativity character of college students, and moreover to provide basic data to set up the research direction to develop a tool to measure creativity character of college students for follow-up researches. Also, it is considered to establish the theoretical, empirical foundation contributing to the establishment of teaching-learning method and education engineering qualitatively enhanced in the site of college.

• The Mathematical Education
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• v.55 no.4
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• pp.485-501
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• 2016

This study was to explore the factors that mathematics teachers actually need to improve their students' creativity and character to pursue education in the direction of the revised curriculum. We first temporarily extracted the elements to reinforce mathematics teachers' professionalism for creativity and character education through literature review, and then conducted the modified delphi technique and interview by targeting secondary school mathematics teachers. Based on the discussion of previous studies, we divided into five areas for mathematics teachers' professional development of creativity and character education: 1. understanding of creativity and character education, 2. creating an environment, 3. understanding curriculum for creativity and character education, 4. instructional design and apply for creativity and character education, 5. evaluating for creativity and character education. Actually content elements highly required by mathematics teachers were reset 17 items. The results of this study are expected to be used as the basis for teachers' professional development of creativity and character education in mathematics education.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.6
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• pp.1342-1351
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• 2014

The purpose of this study was to analyze qualitatively perception on creativity and character education of teachers who participated in winter training and workshop which the Southeast Regional Center for Creativity and Character Education arranged. The results are as follows. Firstly, it was shown that teachers perceived close corelation between creativity and character and competency necessary for students who will make a living for future society. Secondary, Teachers perceived that creativity and character education will benefit students in their cognitive, emotive, and affective aspects. Lastly, teachers thought that an administrative assistant and financial help such as securing classroom had to be supported so that they were able to freely conduct creativity and character education and teaching materials provided by the Regional Center for Creativity and Character Center were helpful in establishing a whole foundation when they started to conduct creativity and character education.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.6
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• pp.1306-1314
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• 2014

The purpose of this study was to analyze qualitatively implementation in schools through perception on creativity and character education of teachers who participated in winter training and workshop which the Southeast Regional Center for Creativity and Character Education arranged. The results are as follows. Firstly, teachers responded that they used most often a variety of students' experiential and participant activities associated with the subject in practising creativity and character education. Secondary, they showed a wide variety of responses from 'not to able to measure' to 'to practice in every class' for how often to apply to and practise creativity and character education in class. Thirdly, for the question of 'How do you think environment for creativity and character education in your school', while parts of them responded 'sufficient educational environment', some of them did 'poor or not completely supported environment'. Lastly, most of them utilized teaching materials for creativity and character education periodically or in reconstructing according to instructional form in their class.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.297-308
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• 2015

The purpose of this study was to suggest the earth science lesson model based on the creativity character education. To conduct this study, the curriculum revision in 2009 was analyzed by the causal mapping method. One after another, the creativity character education and earth system education were analyzed by the same method. Through as mentioned above, the key words which have relating concepts each other were picked out. Lastly, the key words were connected and compounded for the earth science lesson model based on the creativity character education. The model indicates that the earth science lesson based on the creativity character education requires the reconstructs of the processing and contents of the lesson. In other words, the teaching/learning must be progressed as corresponding between scientific facts and mental recognition, scientific concepts and compounding thinking skill, scientific laws and reconstructing thinking skill. In contents were reconstructed as relating to knowledge, creativity, characters and guidance counseling. The results of this study suggested the earth science lesson model based on the creativity character education needs developing and applying teaching/learning materials and managing discussing and cooperative learning.

• The Mathematical Education
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• v.56 no.1
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• pp.41-62
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• 2017

The purpose of this study is to propose the possibility of integrating creativity and character education and its need in mathematics education by developing and validating a testing tool assessing students' perceptions of mathematical creativity and character. For this purpose, we developed sixty questions in total to extract factors of mathematical creativity and character based on a literature review. Then, questionnaire data were collected for 1258 middle school students. After the collected data were randomly divided into two (n1=615, n2=643), the first group of data was used for exploratory factor analysis and the second one was employed for confirmatory factor analysis. As a result, 45 problems showing nine factors were extracted. The cognitive components of creativity includes divergent thinking, convergent thinking, imagination/visualization, and reasoning, whereas its affective components are interest, motivation, and openness. The character components contain participation, communication, responsibility, and promise. In addition, it is concluded that the developed testing tool, in which character in the model of this study impacts creativity meaningfully, has a measurement consistency which is not affected by gender and grade differences. These results have implications for a guide to curriculum development promoting creativity and character at school by showing objective and practical foundations of helping how to integrate creativity and character education.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.5
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• pp.1096-1107
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• 2014

The purpose of this study was to investigate teachers' recognition on field practice and effectiveness of creativity and character education. This study used post tests to examine the effects of teacher training for creativity and character education on 451 teachers. The results were as follows. Firstly, the average in satisfaction of teacher training for creativity and character education was 4.65 for elementary teachers and 4.35 for secondary teachers in summer, and 4.55 for elementary teachers and 4.42 for secondary teachers in winter. Secondly, effectiveness of teacher training on creativity and character education was showed highly as more than 4.0 and was higher in winter than in summer. Thirdly, in the case of field practice and effectiveness of teacher training for creativity and character education, the average of elementary teachers(3,66) was higher in respect of educational environment than that of secondary teachers(3.20) and the averages of elementary teachers and secondary teachers were 3.85 and 3.42 in respect of subject activity, respectively. In practising creativity and character education, it was analyzed that both elementary(ave. 3.89) and secondary(ave. 3.84) teachers went through some difficulties for curriculum reconstruction, development of instructional model, program development, and human and physical supports.

• The Journal of Sustainable Design and Educational Environment Research
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• v.17 no.1
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• pp.12-22
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• 2018

The purpose of this study is to suggest a space planning direction that can more effectively support creativity and character education in elementary school. In order to do this, we investigated the current state of space creation and the space utilization of schools that operate creativity and Character Education programs. In addition, we surveyed and analyzed the user satisfaction and demand for school space in terms of creativity and character education. The results of this study are as follows: First, 23 design criteria were drawn for each main space in which creative and character education programs are conducted. Second, we investigated the priority and satisfaction of the space that is frequently used in the school for creativity and personality education. Third, we surveyed the types and priorities of new spaces needed to cultivate students' creativity and character. Fourth, 14 concrete space planning directions for creating creativity and character education were suggested.

• The Journal of Sustainable Design and Educational Environment Research
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• v.12 no.1
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• pp.1-14
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• 2013

This study focuses on the criteria for lessons that develop secondary students' creativity and character in mathematics classes. Literature used in this study is related to the future direction of education (e.g., Core competencies, Information and Communication Technology, Constructivism education) and intent of the revised mathematics curriculum. Lesson criteria for developing students' creativity and character include educational content associated with the real-world contexts, use of tools and resources, active participation and interaction, problem-solving skills, teachers' attitudes, and the classroom environment. This study suggests ways to implement mathematics lessons that build students' creativity and character.