• Archives of design research
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• v.20 no.2 s.70
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• pp.103-116
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• 2007

Art education in design has repeatedly stressed the importance of developing creativity. In the digital period, however, which shows rapid change in both forms and contents, it needs to be equipped with more flexible and systematic ways of approaching to the creativity development, especially involved with cultural diversity of the digital world. This paper primarily proposes a maximally efficient, productive creativity learning program in which the integration of expressive media and communication generates a comprehensive network of communicative information in the development of digital technologies, which, consequently, brings forth valuable cultural contents of art. The amalgamation of Won (2006)'s Prism Effect, with distinctive three devices, and the facilitator factors, with two different facilitators such as self-controlled and controlled plays, would function as a catalyst for cultural diversity in the digital forms and contents of art. And this will, consequently, result in producing a number of practices that can be classified and assorted for a later performance. This paper thus suggests a roadmap of how to develop the creativity learning program in which two categories of facilitators based on three thinking devices function to classify four activities. In addition, selected activities are shaped as a creativity learning program by generating learning practices with the formalizing instructional strategy that fit into a specialized educational environment and learners. The samples of loaming practice design show guidelines for practice and the results of learning activity. Therefore, the eventual goal of this paper would be to establish a creativity learning program that constitutes a highly systematized and modularized database to maximize the efficiency and productivity of the creativity development.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.11 no.8
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• pp.4105-4119
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• 2017

Creativity is crucial in an ever-changing e-business environment. The creation of new value is essential for companies to gain the competitive edge and to pioneer new markets in e-business. Hence, many companies in e-business operate virtual teams as they are suitable to generate creativity. Even so, virtual teams possess the inherent weakness of a lack of cohesiveness. Hence, for a virtual team to be creative, team members should help each other and share information. This study emphasizes the importance of information sharing that is supposed to improve creativity and explains how to increase them for virtual teams. To explain these relationships, three dimensions are routinely examined in organizational behavior studies: leaders, teams, and members. As a consequence, and through empirical analysis, authentic leadership, sharing team climate, and psychological empowerment enhances information sharing and creativity through their respective roles, in addition to information sharing directly increasing creativity. To improve creativity and information sharing of virtual team members in e-business, this article has highlighted the importance of the three roles stated prior. Such factors can increase information sharing and creativity, and will help virtual teams and organizations to be more successful in e-business.

• (The) Korean Journal of Educational Psychology
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• v.31 no.4
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• pp.767-794
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• 2017

Creativity is a social byproduct formed in a specific sociocultural context. Although creativity differs according to the level of culture ranging from supranational, national, professional to organizational levels, research studies documented in literature have mainly dealt with creativity in the (super)national level. For example, differences in personal creativity in the East and the West led by collectivism and individualism, respectively have been dominating in the studies about cultural differences in creativity. Consequently, the domain specificity of creativity and the effects of a more micro level of culture, such as domains, occupations, and organizations, on creative outcomes have been dismissed. Understanding the characteristics of domains, and sociocultural and environmental factors leading to creative products is worth investigating considering that the conception of creativity today highly relies on the nature of domains valued in a certain sociocultural environment. This study reviewed a wide range of literature regarding creativity and sociocultural and environmental factors in order to explore how culture and/or cultural factors inspired creative thinking and generating ideas for creative performance and products. Cultural factors were identified either as a value or a practice (custom) and examined on the supernational, national, professional, and organizational levels. For supernational and national cultures, issues on individualism, collectivism, artistic social atmosphere, and multi-cultural experiences were discussed, while the professional and organizational cultures delved topics on the domain of architecture in which both originality and functionality are greatly valued for creativity. The authors concluded that the impact of culture on creative thinking and idea generation varied according to the levels of culture although issues on multifactorial aspects of culture, differences between personal and collective creativity, and the identification of culture either as a value or a practice (custom) should be discussed further for future studies.

• The Mathematical Education
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• v.44 no.3 s.110
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• pp.361-374
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• 2005

I analyzed the effect of problem posing teaching and teacher-centered teaching on mathematical problem-solving ability and creativity in order to know the efffct of problem posing teaching on mathematics study. After we gave problem posing lessons to the 3rd grade middle school students far 28 weeks, the evaluation result of problem solving ability test and creativity test is as fellows. First, problem posing teaching proved to be more effective in developing problem-solving ability than existing teacher-centered teaching. Second, problem posing teaching proved to be more effective than teacher-centered teaching in developing mathematical creativity, especially fluency and flexibility among the subordinate factors of mathematical creativity. Thus, 1 suggest the introduction of problem posing teaching activity for the development of problem-solving ability and mathematical creativity.

• Communications of Mathematical Education
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• v.20 no.3 s.27
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• pp.407-423
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• 2006

The reason why creativity becomes the important subject in 21th century is that it does an important role which solves many problems surrounding our whole life in this internationalization, globalization, knowledge-information age. But scholars who formerly researched the creativity-field explain the necessity of creativity with the internal and fundamental reasons. That is, scholars say that creative activities produce originative products and originality itself. And it is the root of which will be able to discover meaning of life and it -creativity - is successive activities that is demanded when individual life want to obtain important value by expressing one's inner world to the outside using creative resource. Recently, with the trends of present age and the educational needs, research about creativity is actively carried out and it draws out the results that creativity can be developed and enhanced through education and training. So, now many researches have focused on how to develop the creativity. Investigating those researches, we found that the recent issues of researches on creativity were changing and now they focused on creative instruction methods and behavioral factors. Especially, they were selected as the subject related to the creative education - creative instructional method and program, atmosphere in classroom, and factors of teacher. It means that the past researches which were a little bit conceptive have been changing to material ones which will be able to enhance creativity and its effect. So, in this research, we have developed the program for CPS(Creativity Problem Solving) and verified its effect.

• Journal of the Korean earth science society
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• v.24 no.3
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• pp.150-159
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• 2003

This study suggests methods of assessing scientific creativity and developing items, which can be achieved when both earth science knowledge and general creativity are applied at the same time. According to the results of this study, the cognitive ability gaps between creativity and scientific creativity were clearly defined by the terms' operational definition. Four factors in the Subcategory Of Scientific Creativity-fluency, flexibility, elaboration, and originality-were selected, and the possibility of developing items out of these factors was discovered. The operational definitions of the four factors were given and the criteria for assessment and scoring were set. The validity, reliability, discrimination, and difficulty, which were the conditions required for the assessment instruments, were verified through three field trials of inputting the assessment instruments for scientific creativity. The assessment instruments were composed of 8 items with 2items for each factor. The average item fitness index obtained was 0.99, Cronbach , the item inter-consistency was 0.79,the inter-rater reliability of each item was 0.78, the inter-rater reliability of each factor was 0.75, the item discrimination power was 0.19, and the item difficulty was 0.00. Because the results were within the permitted limit of the conditions required for assessment instruments, the assessment instruments developed for scientific creativity in this study can be said to be very favorable.

• Journal of The Korean Society of Integrative Medicine
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• v.9 no.4
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• pp.119-127
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• 2021

Purpose : The aim of this study was to examine the relationships of everyday creativity and self-esteem, with sociality in college students majoring in nursing science and to identify factors that influence sociality. Methods : In the study 209 college students majoring in nursing science in B city were surveyed for the period of July through September 2020. The collected data were analyzed using SPSS statistics 22.0 for Windows to determine the frequency, percentage ratio, average, and standard deviation. Statistical analyses included the t-test, analysis of variance, Scheffe test, Pearson correlation coefficient, and multiple regression analysis. Results : The everyday creativity of the nursing students was 3.65±0.43, self-esteem was 3.70±0.63, and sociality was 3.21±.33. Significant differences were observed for self-esteem according to the participant's grade (F=3.11, p=.027), monthly income (F=2.41, p=.050), health condition (F=4.87, p=.001) and clinical experience (t=-2.17, p=.031). Significant differences were not observed with regard to sociality. A static correlation was observed between everyday creativity and self-esteem (r=.478, p<.001) and between everyday creativity and sociality (r=.342, p<.001). Self-esteem and sociality were also statistically correlated (r=.168, p<.05). Factors that influenced the participants' sociality included monthly income (𝛽=.168, p=.015), health condition (𝛽=.178, p=.022), clinical experience (𝛽=-.161, p=.048), ability to find alternative solutions (𝛽=.245, p=.015), and in dependent nature (𝛽=.224, p=.003); The explanatory power was 15.60 %. Conclusion : More research is needed to understand the relationship between everyday creativity, self-esteem, and sociality in college students majoring in nursing science, Greater efforts are needed to develop programs that nurture the sociality of college student majoring in nursing science.

• Journal of Creative Information Culture
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• v.5 no.3
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• pp.265-273
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• 2019

This study develops and examines the validity of a Creativity Test for children from of 4 to 7. 47 items were constructed through the validity of the literature and expert's content validity. The results of this study consisted of 22 items with three factors. These factors are flow and independence, expansion of thinking, curiosity and openness. The tests scale was examined about item's response distribution, item's discrimination, and construct validity and internal consistency reliability, and it was adoptable. It can be concluded that the test tool developed in this study is suitable for measuring the creativity of Korean children from 4 to 7 years in a simple manner, and it measures relatively well the cognitive and affective characteristics of creativity. Creativity test tool for children from 4 to 7 years in this study will contribute to the active progress of research on creativity for young children and elementary school children.

• Research in Mathematical Education
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• v.12 no.4
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• pp.251-258
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• 2008

This paper deals with factors discriminating mathematically gifted and non-gifted students. Discussion of some characteristics of mathematically gifted students is done in the first session. Several factors distinguish mathematically gifted from the non-gifted students. High mathematical creativity, high intelligence and opinion of teachers are some of the key factors that can be used for discriminating mathematically gifted and non-gifted students. Research studies have revealed that cognitive as well as affective factors will enhance giftedness. In this study the investigator wishes to look in detail about the characteristics of mathematically gifted students and how they can be identified. Anyway, teachers can change environmental factors and maximum outcome of giftedness can be ensured."

• Proceedings of the Technology Innovation Conference
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• 2003.02a
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• pp.201-220
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• 2003

The purpose of this study was to explore the effect of creativity management factors on R&D performance. To do this, the data(885 cases) was collected from 19 Korean Government-supported Research Institutes, and 3 hypothesis derived from model of creativity management(after here CM) were tested. Major findings are as follows: 1) CM factors are grouped into diversity, autonomy, connectivity, redundancy and flexibility factors; 2) The factors that can explain R&D performance are connectivity, autonomy, diversity and flexibility factors; 3) All CM factors have significant relationship with satisfaction of the employees; 4) Flexibility and connectivity factors give effects on turnover intention of the members. This study has some limitations in model building and empirical testing. But this study provided the theoretical and managerial implications about CM and R&D management, especially Government-supported Research Institute.