• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.32-40
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• 2007

The scientific creativity problem solving ability of children has been greatly emphasized in recent years, because it has been regarded as an example of highly developed reasoning and thinking skills. This study aimed to identify the relationships between scientific aptitude, creativity, and scientific creative problem solving abilities in children. The subjects were 100 5th graders residing in Seoul and a small city in Choongnam. Data was analyzed by t-test and by correlation using spss program packages. The main results of this study were as follows: first, a significant difference was found in the scientific creative problem solving ability of children by their respective levels of science aptitude. Secondly, the scientific creative problem solving ability of the children by their levels of creativity was found to be insignificant. Thirdly, no significant difference was found between creativity and scientific creative problem solving ability among the children examined; however there was a significant difference found between the science aptitude and scientific-creative problem solving ability and between science aptitude and creativity in the children who participated in this study.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.1053-1071
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• 2014

Problem posing is used to develop the creativity program and adaption for the gifted, and to screen the gifted students in the selection process. However existing creativity assessment factors(fluence, flexibility, originality) has been recognized to have it's limitation to assess the mathematical creativity. To improve the creativity assessment, we propose new set of assessment factors for mathematical creativity test through problem posing. For this study, we let 19 mathematically gifted students to pose two good mathematical problems for a limited time after solving a certain problem so called a reference problem. A week late, we let the subjects, pre-service teachers, and experts to evaluate the problems posed by the subjects, and leave the reasons for evaluating highest mark and lowest mark. With this date, we propose fluence, flexibility, originality, anti-similarity, complexity, elaboration as the set of mathematics creativity assessment factors.

• The Korean Journal of Community Living Science
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• v.22 no.3
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• pp.395-406
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• 2011

The purpose of this study was to identity the differences of creativity according to levels of attentional abilities in young children. The participants of this study were 204 5-year-old children from the kindergarten or daycare center in Busan. The tests was conducted by using ANT and TTCT for young children. The study used two independent t-tests to find out the differences of creativity between high and low young children of degrees of alertness, orientation and executive control. The results of the study are as follows; first, there was a significant difference in creativity, abstractness of titles, and elaboration between high and low young children of varying degrees of alertness. Second, there was not a significant difference in creativity between high and low young children of orientation. Third, there was a significant difference in creativity; fluency, originality, elaboration and resistance to premature closure between high and low young children of the executive control. Therefore, there was a close relation between attentional control abilities, especially the executive control and creativity of young children.

• Journal of the Korean Applied Science and Technology
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• v.39 no.2
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• pp.246-260
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• 2022

This study was conducted to analyze the creativity education contents of dance activities in physical education textbooks for the 3rd and 4th grades of elementary school. For this purpose, 16 types of textbooks and auxiliary data for physical education in the 3rd and 4th grades of elementary school were collected and analyzed using the creative education content analysis frame of the physical education textbook based on the 4P model. In order to secure the integrity of the research, expert consultation was operated. The results of this study are as follows. First, from the viewpoint of creative person, 'inquiry' was the most common in creative mind, and the rest of the elements appeared relatively evenly. As for the subject of activity, 'individual' and 'colleague (team)' showed similar frequencies. Second, from the viewpoint of the creative process, all activity areas appeared as 'learning', and most of the elements of the activity purpose appeared evenly, and the creative process was explored. Third, from the viewpoint of creative output, physical activity performance was the most common activity method, and two or three activity methods were used together. In the creativity factor, all factors appeared evenly, and sensitivity and sophistication were the most common with 4 factors. Fourth, from the viewpoint of the creative environment, most of the activity spaces were no restrictions, and the activity media consisted of many educational contents using the body. Through this study, it was requested that creativity education in dance activities should be expanded quantitatively and intensified in quality, and the necessity of spreading creativity education contents of dance activities to other areas was explored.

• The Korean Journal of Community Living Science
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• v.23 no.2
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• pp.117-128
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• 2012

This study investigated the manner in which extraversion, openness to experience and creativity related to school adjustment and explored the mediating role of creativity in extraversion-school adjustment and openness to experience-school adjustment relationships. The participants of this study were 258 undergraduate students from around the capital city and Pusan Greater Metropolitan area. The results revealed that extraversion related positively to openness to experience, creativity and school adjustment. Openness to experience related positively to creativity and school adjustment and creativity related positively to school adjustment. Furthermore, creativity was found to mediate the effects of openness to experience on school adjustment. The influence of openness to experience on school adjustment occurred indirectly through the facilitation of creativity. The importance of extraversion, openness to experience and creativity to predict undergraduate student's school adjustment is also discussed.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.473-484
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• 2013

The purpose of this study was to develop science and art integrated program to improve the creativity of scientifically gifted elementary school students. This study was to develop science and art integrated program to enhance the creativity of these subjects. This program was consisted of 30 lessons covering 10 topics. It was developed of five stages including the observation stage reflecting the characteristics of the right hemisphere relevant to creativity, the interest and curiosity stage, the experiment design and performing stage, the internalization stage, and the stage of expressing arts. This program was applied to 20 senior gifted students in Y Elementary School in Gyeonggi province. Torrance Tests of Creative Thinking(TTCT) was used in order to investigate and measure the effectiveness of the program before and after its use in class. The results of this study are as follows: First, this program showed results of significant improvement of creativity of scientifically gifted elementary school students after its use in class(p<.05). Second, it was significantly effective in increasing their creativity, especially in the subdomains such as originality, abstractness of title, and territory of resistance on hasty conclusions after its use in class(p<.05). Third, it was significantly effective to increase the Creativity Index that represents creative potential(p<.01). In particular, emotional expression, internalized visualization, unique visualization, and richness of the imagery emerged. This study implies that the science and art integrated program was closely related to the right hemisphere of the features enabling the subjects to create new ideas, new things, and new reactions. In addition, this program is expected to contribute to activate the brain areas of creativity for gifted students in the science field.

• Journal of Digital Convergence
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• v.13 no.9
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• pp.277-286
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• 2015

The purpose of this study is to analyze the effects of creativity instruction activities on academic motivation and career maturity of university students and the relationship between these factors. The subjects of this study were university students who took creativity liberal arts based on NFTM-TRIZ creativity education model for a term. The research scales were the self-efficacy scale and failure tolerance scale of academic motivation tests and the Career Maturity Inventory Attitude Scale. The results of this study were as follows : First, creativity instruction activities had a positive influence on academic motivation and career maturity. Especially the effects on self control efficacy, task preference level, career decisiveness and compromise showed significantly(p<.01). Secondly, academic motivation showed positive relationship with career maturity(p<.05).

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.789-807
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• 2010

This study was carried out in order to explore possibility of artistic activity for strengthening creativity of the gifted children at home by analyzing influence of the gifted children's musical experience and interest level upon creativity. As a result of research, the gifted children's musical experience and interest level were distributed in the mid-lower rank as a whole. The mean in score of creativity was high. Among sub-spheres, originality, abstractness of titles, and resistance to premature closure were surveyed to be especially excellent. And the result of this study was indicated to be high in influence of musical experience and interest level upon creativity. Some conclusions and implications that were obtained through this study are as follows. First, to explore influence of musical experience as artistic activity upon creativity, first of all, the qualitative inspection needs to be given priority to musical activity itself, which is being experienced by the gifted children as the research subjects. Second, there is necessity of paying attention to the musical experience and interest level of the low gifted children. Third, for the gifted children prior to activation of art education, a clear reason why the art education is needed and the usefulness need to be presented.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.4
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• pp.516-527
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• 2012

This study analyzed the programs offered in the youth center located in Gyeongsangnam-do Province in accordance with the domains for creative activity. The creative activity, introduced through the 2009 revised national curriculum, puts an emphasis on the experiential activities to enhance the creativity of students. The creativity activity needs to be operated as intended in order to ensure that the students can grow into adults, who have creativity and good personality, by amassing a variety of experiences. For that, various human resources and physical resources of communities need to be utilized efficiently. Thus, this study explored the measures to achieve the original objectives of creativity activity by analyzing the programs - offered by the youth centers in Gyeongsangnam-do Province - based on the scope of creativity activity. The followings are the results of the analysis of 177 programs offered in 12 organizations that came under the three categories (training facilities operated directly by the Education Office, public training centers, culture center) of the youth centers located in Gyeongsangnam-do Province. Autonomous activity' comprised the highest proportion in the youth center programs of the three categories, followed by club activity. The programs associated with the 'career activity' - which most students have the highest expectations in relation to the creativity activity - comprised relatively low proportion. In conclusion, the programs offered by the youth centers in communities need to become more diversified in order to achieve the intended results of creative activity. In addition, the programs associated with the 'career activity', which student prefer the most, need to be operated in a more diversified manner with greater emphasis. Furthermore, the measures should be explored which may increase the involvement of youth education experts of community in the operations of creativity activity.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1169-1186
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• 2012

The purpose of this study was to investigate the direction of science gifted education based on creativity and character by perception in the gifted education field. Data was collected by in-depth interviews with nine teachers, 10 science gifted students, and their parents, individually or in groups. The results of the study showed that the participants perceived character, creativity, leadership and morality as the important capabilities to have in the future society. Also, they wanted to explore science as much as they wished, form values as a leader, and feel a sense of accomplishment through a collaborative research project. The study suggested that it needed to construct cooperative learning and self-directed scientific investigation for science gifted education based on creativity and character.