• 한국기계가공학회지
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• 제15권6호
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• pp.16-23
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• 2016

This study was carried out to investigate how grade level and experiences when taking courses affect the creativity of engineering students in a Korean college. The sample group consisted of 372 engineering students of which 49.5% were first graders, 15.6% second graders, 22.6% third graders, and 12.4% fourth graders. They conducted self-report measures on a domain-general and domain-specific view of creativity. The engineering creativity test, developed by Kang and Yune (2015), is based on the domain-specific view of creativity and consists of four sub-factors: creative attitude, knowledge research, interest in engineering, and team work ability. The domain-general creativity test consists of three sub-factors. Analysis of the results led to the following conclusions: First, we found significant differences in engineering creativity between students depending on experiences in taking courses and tests; and, second, we discovered significant differences in integrative creativity among students depending on experiences in taking courses and tests, and/or grade level. These conclusions suggest that we should develop and apply appropriate strategies to enhance creativity in engineering education.

• East Asian mathematical journal
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• 제33권4호
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• pp.381-411
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• 2017

The purpose of this study is to investigate how students' mathematical creativity changes through problem-solving instruction using problem-posing for elementary school students and to explore instructional methods to improve students' mathematical creativity in school curriculum. In this study, nonequivalent control group design was adopted, and the followings are main results. First, problem-solving lessons with problem-posing had a significant effect on students' mathematical creativity, and all three factors of mathematical creativity(fluency, flexibility, originality) were also significant. Second, the lessons showed meaningful results for all upper, middle, and lower groups of pupils according to the level of mathematical creativity. When analyzing the effects of sub-factors of mathematical creativity, there was no significant effect on fluency in the upper and middle groups. Based on the results, we suggest followings: First, there is a need for a systematic guidance plan that combines problem-solving and problem-posing, Second, a long-term lesson plan to help students cultivate novel mathematical problem-solving ability through insights. Third, research on teaching and learning methods that can improve mathematical creativity even for students with relatively high mathematical creativity is necessary. Lastly, various student-centered activities in math classes are important to enhance creativity.

• 정보교육학회논문지
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• 제24권6호
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• pp.607-614
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• 2020

본 연구에서는 데이터 시각화 교육에 초점을 맞춘 스크래치를 초등학교 예비교사 26명에게 적용하여 창의성 향상에 미치는 효과를 분석해 보았다. 현직 초등교사 60명을 대상으로 실시한 요구분석 결과를 바탕으로, 데이터 시각화의 절차에 따른 스크래치를 활용한 프로그램을 개발하였다. 개발한 교육 프로그램을 초등학교 예비교사 26명에게 총 4개월 동안 42시간의 수업을 진행하였다. 창의성 증진을 살펴보기 위해 창의성 검사를 실시하여 사전·사후 비교 검사를 통해 적용한 프로그램의 효과를 분석하였다. 분석 결과 초등학교 예비 교사를 대상으로 한 데이터 시각화 교육 중심 스크래치를 활용한 소프트웨어 교육은 초등학교 예비교사들의 창의성 하위요소 중 유창성, 정교성, 창의성 평균, 창의성 지수에 유의미한 효과가 있는 것으로 확인되었다.

• 공학교육연구
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• 제12권4호
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• pp.135-141
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• 2009

본 연구는 대학생들의 창의성 향상과 관련하여 대학에서 실용적인 교육환경 제시를 위해 전반적인 창의성 교육환경에 대한 대학생들의 인식조사를 목적으로 하였으며, 서울시내 대학에서 공학을 전공하는 2, 3, 4학년을 대상으로 실시하였다. 대학수업 중 창의성 관련 전공과목 수강과 관련하여, 약 28%의 학생이 수강하였다고 응답하였고, 이중 3, 4학년의 비율이 높았으며, 창의성 향상에 도움이 되었다고 응답한 경우가 60%이상이 되었다. 창의성 관련 수업은 교수와 학생이 모두 참여하는 토론식 방식이 약 39%, 학생발표와 교수논평 방식이 약 29%를 차지한다고 답하였으나, 현재 대학에서 진행되고 있는 수업방식은 교수위주의 이론 주입방식이 대다수를 차지(79%) 한다고 답하였다. 창의성 증진에 영향을 줄 수 있는 수업방식에 대한 질문에, 2, 3, 4학년 모두 토론 및 프로젝트 수업방식을 선택하여 대부분의 학생들은 교수가 조력자로서의 역할을 가지고 함께 참여하는 수업방식을 선호하는 것으로 나타났다.

• 수산해양교육연구
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• 제26권5호
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• pp.1108-1118
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• 2014

The purpose of this study was to spread the education of human creativity program and its possibility of consistency, and its application to school system by exploring the evaluation system that determines the valuable and useful decisions. This study was based on the evaluation system according to CIPP model regarding the program's general ideas and its role. The interest of the education of human creativity was increasing as well as its progress of program, and we searched 13 figures and 55 evaluation index according to increase the program's effectiveness and nation-wise situation of evaluation model. The conclusion of this study was that the human creativity program's evaluation was composed of six compartments. And the context evaluation was composed of three evaluation models and eleven index, and input evaluation was composed of three evaluation model and 15 index, while process evaluation is composed of three evaluation models and thirteen evaluation index. Lastly, output evaluation had four evaluation model and sixteen index.

• 정보교육학회논문지
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• 제21권4호
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• pp.381-391
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• 2017

본 연구는 초등 SW교육에서 성별에 따른 컴퓨팅 사고력, 창의성, 학습흥미의 차이를 검증함으로써 효과적인 SW수업 설계를 위한 교수-학습 전략을 제안하고자 하였다. 이를 위해 1년간 SW교육을 받은 A초등학교 5학년 86명을 대상으로 설문조사를 실시하였으며, 연구대상은 남학생 49명(57%) 및 여학생 37명(43%)으로 구성되었다. 성별에 따른 컴퓨팅 사고력, 창의성, 학습흥미의 차이를 검증하기 위해 독립표본 t-검증을 실행한 결과, 초등학교 SW교육에서 성별에 따라 창의성과 학습흥미에 유의한 차이가 있음이 확인되었다. 남학생에 비해 여학생의 창의성 평균이 더 높았지만, 남학생은 여학생에 비해 학습흥미 평균이 높은 것으로 나타났다. 반면, 성별에 따른 컴퓨팅 사고력의 차이는 유의하지 않았다. 본 연구는 최근 확산되고 있는 SW교육에서 효과적인 수업의 설계 및 적용을 위하여 성별의 차이를 고려해야 함을 규명하고, 이를 위한 기초자료를 제시하였다는 점에서 의의를 지닌다.

• 한국초등과학교육학회지:초등과학교육
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• 제32권1호
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• pp.60-70
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• 2013

As the necessity of creative and convergent people who will lead the future society is emphasized, STEAM education is becoming an issue as new science education method. The purpose of this study was to verify the effects of science lesson applying STEAM education on the creativity and science related attitudes of elementary school students. In this study, the science lesson applying STEAM education meant integrated lesson included 'Creative planning' and 'Emotional experience'. The study subjects were four classes of the 4th grade of D elementary school in Busan. Two classes including 43 students were experimental group and the others including 40 students were comparison group. For the purpose of study, 'The state change of water' unit in the 4th grade elementary science text book was analyzed and recomposed applying STEAM education. And the recomposed unit was applied to experimental group, whereas comparison group was taught traditional science lesson. The results of this study were as follows. First, the science lesson applying STEAM education influenced significantly the improvement of the creativity of elementary school students. Second, the science lesson applying STEAM education influenced significantly the improvement of the science related attitudes of elementary school students.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제8권3호
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• pp.183-202
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• 2004

The former study results demonstrate that differences between people of creativity and non-creativity lie in differences of the self-efficacies rather than those of cognitive aspects and a man of higher self-efficacy has a tendency to set up a higher goal of achievement and higher self-efficacy influences his or her achievement results as well (Zimmerman & Bandura 1994). Using the method of mathematical creative responses of open-ended approach (Lee, Hwang & Seo 2003), difference of mathematical self-efficacies has been surveyed in the study. Results of the survey showed that some students of a high mathematical self-efficacy even had bad marks in the originality or creativity but, in some cases, some students of a low mathematical self-efficacy rather had good marks in the fluency. Therefore, the response results mathematical creativity ability may be a special ability and not just a combination of self-efficacy ability. The fluency of the mathematical creative ability may be a combination of mathematical motivation ability that have been surveyed in the study suggest that not only cognitive components but also social and emotional components should be included in a development process of new creative method for teaching and learning mathematics.

• 한국가정과교육학회지
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• 제10권1호
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• pp.171-183
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• 1998

The purpose of this study were to see the concept of creativity for the application to the home economics subject and to analyze the home economics textbooks required by the 6th curriculum in a viewpoint of the development of creativity. To achieve these purposes, the learning unit of making necessaries of 8 different home economics textbooks for middle school were compared in the point of titles of learning unit, learning objectives, contents of learning unit, study problems, and exercises. The results of this study were as follows : 1) For the learning objectives, most of home economics textbooks were focused on the basic knowledge and basic skills education rather than the creative thinking and creative problem solving. 2) For the contents of the textbooks, all of home economics textbooks were fixed by the materials and making steps for education of basic skills. So, it was found that the creativity of students could not developed. 3) For the study problems, most of home economics textbooks had some posibility of developing the creativity of students, relatively. 4) For the exercises, most of home economics textbooks had limited posibility of developing the creativity of students.

• 디자인학연구
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• 제16권4호
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• pp.335-344
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• 2003

21세기에는 창의성이 국가경쟁력이라고 불리울 만큼 창의성이 중요한 화두로 떠오르고 있다. 특히, 성장 가능성이 가장 많은 분야 중의 하나인 문화 산업의 경우에는 창의성이 성공여부를 가름하는 가장 핵심적인 요소임에도 불구하고, 창의적인 기획력 부재를 절감하고 있는 것이 현실이다. 창의성은 누구나가 가지고 있는 특질이며, 창의적인 사고의 태도를 훈련함으로서 개발되어질 수 있다. 대부분의 대학에서 디지털 컨텐츠 분야를 디자인 분야로 분류하면서 조형적인 측면의 창의성이 강조된 교육이 주로 이루어져 왔다. 그러나 디지털 컨텐츠 분야는 인문사회적인 기획력, 예술적인 표현력 그리고 과학적인 기술력의 결합을 통해 문제해결중심의 창의적인 사고를 필요로 하는 학문이다. 단순한 지식과 기술의 습득을 넘어 교육을 통한 확산적 사고 그리고 창의적인, 비판적인 사고를 개발하고 나아가 창의적인 문제해결적 사고를 개발하여야 한다. 또한 개인의 창의성뿐만 아니라 팀웍 또는 조직에서의 창의성을 향상시킬 수 있는 사고 개발이 교육을 통하여 이루어져야 한다. 환경적인 측면으로는 한국적인 사회, 문화의 특성을 고려한 창의성 교육이 이루어져야 할 것으로 보인다. 따라서 향후에는 개인, 조직 및 환경의 다각적인 측면에서의 보다 구체적인 창의성 개발을 위한 연구가 지속적으로 이루어져야 할 것이다.