• 한국과학교육학회지
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• 제24권2호
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• pp.375-386
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• 2004

과학적 창의성은 창의적 사고만으로 발현될 수 없으며, 과학지식내용과 과학적 탐구기능이 함께 사용되게 마련이다. 따라서, 본 연구에서는 과학적 창의성을 위한 사고, 과학지식내용, 과학적 탐구기능의 3 요소로 구성된 인지적 측면에서의 과학적 창의성 모델을 제안하였다. 그리고 모델의 공통요소로 가치, 독창성, 정교성을 포함시켰다. 최근에는 발산적 사고가 곧 창의적 사고라고 보기보다는, 과학적 창의성에 여러 가지 다양한 사고가 필요하다고 강조해왔다. 본 연구에서는 이러한 논의들에 기초하여, 과학적 창의성을 위한 사고로 발산적 사고, 수렴적 사고, 그리고 연관적 사고를 제안하였다. 인지적 측면의 과학적 창의성 모델에 기초하여 구체적인 과학적 창의성 활동 예시를 제시하고, 어떻게 활동자료가 개발될 수 있는지에 대한 제언을 하였다. 앞으로 연구에서는 구체적으로 다양한 과학적 창의성 활동유형을 정의하고, 유형별 학습지도자료를 개발하게 될 것이다.

• 한국수학교육학회지시리즈A:수학교육
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• 제46권3호
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• pp.293-302
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• 2007

In this paper, we review definition and concept of mathematical creativity. A couple of criteria have established for perspectives in mathematical creativity, The first is specific domain(mathematics) vs general domain(creativity) and the second is process(thinking process) vs outcome(divergent production). By these criteria, four perspectives have constructed : mathematics-thinking process approach(McTd), mathematics-divergent production approach(MctD), creativity-thinking process approach(mCTd), creativity-divergent production approach(mCtD). When mathematical creativity is researched by the specific reason and particular focus, an appropriate approach can be chosen in four perspectives.

• 대한지구과학교육학회지
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• 제7권1호
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• pp.34-42
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• 2014

The purpose of this study was to examine the effects on the effects of science lessons using six thinking hats techniques on creativity and science academic achievement. To verify the research problem, the subject of this study was fourth-grade students selected from four classes of an elementary school located in Busan. For ten weeks, the experimental group of 40 students was taught using the six thinking hats techniques. The comparative group also of 40 students, was taught in normal classes which used a Text-book. Children were given a creativity test and academic achievement test in science to measure the effects on six thinking hats techniques. Likert scales were used to gather students feedbacks on creativity and science academic achievement. Through these procedures, the following results were obtained: First, the six thinking hats techniques had a more effect on creativity than the normal classes, where a text-book was used. Second, the six thinking hats techniques could be seen to be effective in improving the student's academic achievements in science than the normal classes which used a Text-book. Third, the result of the student recognition investigation, we could know that the students showed lots of interest in the science lessons using six thinking hats techniques, and they were able to understand the scientific theories. As a result, the elementary science class with six thinking hats techniques had the effects of developing creativity and science academic achievement. It means the science class with six thinking hats techniques has potential possibilities and value to develop creativity and science academic achievement.

• 정보교육학회논문지
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• 제25권2호
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• pp.377-385
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• 2021

본 연구는 디자인 사고를 적용한 피지컬 컴퓨팅 SW교육 프로그램을 개발하고 적용하고자 하였다. 제작한 SW교육 프로그램 제주시 소재 J, B 2개 초등학교 5, 6학년 22명의 학생을 대상으로 적용하였다. 창의성과 컴퓨팅 사고력 사전검사를 실시하고 총 5회기 20시간에 걸쳐 디자인 사고를 적용한 피지컬 컴퓨팅 SW교육을 진행한 후 창의성과 컴퓨팅 사고력 사후검사를 실시하였다. 검증 결과, 디자인 사고를 적용한 피지컬 컴퓨팅 SW교육 프로그램이 초등학생의 창의성과 컴퓨팅 사고력 향상에 효과적인 것으로 나타났다.

• 아동학회지
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• 제26권1호
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• pp.247-259
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• 2005

The present study researched Sternberg's(1997) definition of Thinking Style as interactive and reciprocal mental self-government and explored its relationship to creativity in preservice kindergarten teachers. The Thinking Style Inventory(Yoon, 1998) and the Creativity Test(You, 1996) were administered to 210 subjects. Data were analyzed by Pearson's correlation and multiple regression analysis using the SPSS/WIN 10.0 program. Thinking style profiles of preservice kindergarten teachers were confirmed by a trilateral correlation among legislative, executive, and judicial functions and a positive correlation among monarchic, hierarchic, oligarchic, and anarchic forms. There was a negative bilateral correlation between liberal and conservative tendencies. All sub areas of thinking styles were related to the creativity of preservice kindergarten teachers.

• 한국의상디자인학회지
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• 제19권3호
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• pp.143-158
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• 2017

The purpose of this study is to analyze the expression characteristics of creative fashion illustration based on the theory of creativity by using the conceptual ideas related to visual expression in the theory of creativity of R. Bernstein. The contents of the study were theoretical basis of creativity theory and R. Bernstein's creative thinking tool. A specific checklist applying 13 creative thinking tools was developed to analyze individual cases and characteristics of creative thinking tools applied to visual arts and fashion illustrations. As a result, the application of a creative thinking method by the utilization, transformation and integration of R. Bernstein's thought tool yielded creative thinking about fashion illustration and the value of improvement creativity that can expand expression areas.

• 패션비즈니스
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• 제27권3호
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• pp.150-165
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• 2023

The purpose of this study is to propose a fashion design creativity convergence education program based on creative thinking that can be effectively used to create a creative fashion design in the fashion education field, and to verify the suitability of this program and its effectiveness in improving creativity. To this end, a fashion design creative convergence program combining divergent thinking and convergence thinking was designed, and an experimental study was conducted among college students in the fashion design department. Creativity evaluation was conducted by evaluating students' creative ability and creativity of fashion design results. In addition, an open survey was conducted to collect learners' opinions on the suitability of the program and the convergence process of divergent and convergent thinking. As a result of this study, it was found that the fashion design creative convergence education program based on creative thinking improves the creative competency of major learners of fashion design and is the learning performance competency in the process of producing creative results. This study is meaningful as it is a basic study that proposes a fashion design education program to foster the creative competency of fashion design majors, and is expected to be used in various ways in the educational field.

• 유통과학연구
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• 제18권8호
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• pp.65-74
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• 2020

Purpose: The purpose of study is to examine the effects of design thinking-based programs on creative potential, creativity and innovation behavior, as well as the mediating effect of creative potential and creativity. Research design, data and methodology: The study was conducted through a four-step process. First, the previous studies were investigated. Second, a total of three experts were reviewed to improve and supplement the program. Third, a workshop-based design thinking program was conducted four times. Fourth, the effectiveness of the program was reviewed through data analysis. Results: The design thinking-based program was found to have a statistically positive effect on creative potential, creativity, and innovation behavior. As another hypothesis of this study, by applying the design thinking-based program, it was statistically confirmed that creative potential has a direct, indirect effect, and a mediating effect on innovation behavior. Conclusions: These results provide usability for design thinking in terms of direction for creativity-based creative problem solving and innovation. Finally, design thinking can be used to develop and utilize new services and discover new ideas, especially improve the competitiveness of the company. In addition, it means that the level of innovation action can vary depending on the level of the individual's creative potential.

• East Asian mathematical journal
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• 제38권4호
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• pp.463-496
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• 2022

The purpose of this study is to analyze the mathematical creativity and computational thinking of mathematically gifted elementary students through a convergence class using programming and to identify what it means to provide the convergence class using Python for the mathematical creativity and computational thinking of mathematically gifted elementary students. To this end, the content of the nine sessions of the Python-applied convergence programs were developed, exploratory and heuristic case study was conducted to observe and analyze the mathematical creativity and computational thinking of mathematically gifted elementary students. The subject of this study was a single group of sixteen students from the mathematics and science gifted class, and the content of the nine sessions of the Python convergence class was recorded on their tablets. Additional data was collected through audio recording, observation. In fact, in order to solve a given problem creatively, students not only naturally organized and formalized existing mathematical concepts, mathematical symbols, and programming instructions, but also showed divergent thinking to solve problems flexibly from various perspectives. In addition, students experienced abstraction, iterative thinking, and critical thinking through activities to remove unnecessary elements, extract key elements, analyze mathematical concepts, and decompose problems into small components, and math gifted students showed a sense of achievement and challenge.

• 한국게임학회 논문지
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• 제11권4호
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• pp.49-59
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• 2011

게임 디자이너에게 요구되는 첫 번째 능력은 창의력이다. 따라서 게임 기획과 관련된 연구의 시작은 창의력에 대한 정의와 게임 디자인을 위한 창의적인 아이디어 발상에 대한 연구에서부터 출발되어야 한다. 본 연구에서는 창의력이 무엇이고, 창의적인 아이디어 발상법에 게임 기획 과정에서 어떻게 활용할 것인가를 제안하고자 했다. 먼저 문헌 연구를 통해 창의성을 전에 없던 새로운 것을 만드는 혁신적 창의와 기존의 것을 새롭게 만드는 발전적 창의, 즉흥적 창의로 구분하고, 각 의미가 어떻게 다른지에 대해 살펴보았다. 두 번째로, 창의적인 아이디어 발상법이라고 하는 타 분야의 창의성 기법에 대해 살펴보고, 이를 게임아이디어 발상 과정에서 어떻게 활용할 것인가에 대해 제안하였다. 본 연구 결과는 게임 디자이너의 창의성 향상 및 창의적인 게임 아이디어 발상 방법을 제공해 줄 수 있을 것이다.