• Education of Primary School Mathematics
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• v.5 no.2
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• pp.71-94
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• 2001

The purposes of this study were to design small group collaborative learning models for developing the creativity and to analyze the effects on applying the models in mathematics teaching and loaming. The meaning of open education in mathematics learning, the relation of creativity and inquiry learning, the relation of small group collaborative learning and creativity, and the relation of assessment and creativity were reviewed. And to investigate the relation small group collaborative learning and creativity, we developed three types of small group collaborative learning model- inquiry model, situation model, tradition model, and then conducted in elementary school and middle school. As a conclusion, this study suggested; (1) Small group collaborative learning can be conducted when the teacher understands the small group collaborative learning practice in the mathematics classroom and have desirable belief about mathematics instruction. (2) Students' mathematical anxiety can be reduced and students' involvement in mathematics learning can be facilitated, when mathematical tasks are provided through inquiry model and situation model. (3) Students' mathematical creativity can be enhanced when the teacher make classroom culture that students' thinking is valued and teacher's authority is reduced. (4) To develop students' mathematical creativity, the interaction between students in small group should be encouraged, and assessment of creativity development should be conduced systematically and continuously.

• The Journal of Art Theory & Practice
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• no.1
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• pp.71-92
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• 2003

This study examined the condition of an educational discourse, relating the concept of creativity, culture, culture-centered, and critical thinking, to explore Culture-based Art Education(CBAE). In particular, art education practice was examined using interpretations of creativity and critical theory positions from the field of education. Discourse analysis was used as the research method to contextually situate and analyze the ways in which art education theory and practice of creativity and of critical studies encoded meanings. The study helped build an understanding that creativity was formed as a modernist discourse in the humanistic stance. In education, creativity became the fundamental concern for progressive educators who pursued innate ability of individuals. The way to enhance creative potential of students was to induce their motive, as was the same case in art education, while in artist training, free expression was its main method. In this way, as creativity was intimately connected with the concept of expression, in art education art making is the only course for enhancing creativity. However, because creative process cannot intelligently be regarded as logically distinct from the creative product, and creativity can only be said by product, it seems valid to think that creativity is the quality not to be achieved by teaching. Furthermore, its emphasis on art making resulted in unbalance of art making and art appreciation in art education. It was the late sixties when several alternatives for creative education were made their appearance. Critical studies in art adopted critical theory as its theoretical background has developed as an alternative of creative art education, when research and theory for creativity could not be adequate to deal with the problem of practice. Critical theory is a broad and diverse field of theory and practice drawing on aspects of the modernist perspective of the later Frankfurt School, feminism, Freirean pedagogy, postcolonial discourse as well as postmodernism to construct a practical approach to education. It is very this eclectic nature to provide the mosaic that need to experience cultures from different perspectives in a pluralistic society. Because one's personality is formed by multiple aspects of culture which is very complex and is made up of what we do and value, creativity cannot make part of educational discourse with the philosophy of culture centered. On the other hand, critical studies, as a school art program of critical theory, can perform the role of CBAE, because it would have to deal with the investigation of social and cultural issues form multiple personal, local, national, and global perspectives.

• Korean Journal of Childcare and Education
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• v.1 no.1
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• pp.125-146
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• 2005

This study examined the interactive effects of physical environment of childcare centers and teachers' creative teaching approaches on the level of young children's creativity. To do so, the study conducted an assessment called TCAM(Thinking Creativity in Action and Movement) that was developed by Torrance to 182 young children. Also, it utilized questionnaires to ask 28 teachers concerning physical environment of childcare centers and their creative teaching approaches level. The findings of this study were: First, the gender of young children didn't affect the level of young children's creativity but the age of young children positively affected the level of their imagination that is the subordinate area of creativity. Second, the high level of physical environment of childcare centers positively affected the level of young children's creativity. Third, teachers' actively creative teaching approaches positively affected the level of young children's creativity. Forth, both physical environment of childcare centers and teachers' creative teaching approaches interactively and positively influenced the level of young children's creativity. Fifth, both physical environment of childcare centers and teachers' creative teaching approaches positively affected the level of young children's creativity. The result of this study implies that the level of young children's creativity increases when childcare centers demonstrate high quality of physical environment and teachers deliver creative teaching approaches actively.

• Journal of Engineering Education Research
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• v.21 no.5
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• pp.10-19
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• 2018

The need for integrating the arts and literature into the engineering education has been emphasized to cultivate the creative talent in recent years. However, there have been few studies to investigate how the arts and literature can be linked with nurturing creative talent in the engineering fields. In this paper, it is examined that inventive thinking principles for creative ideation in the engineering fields can be applied to the arts and literature. For the purpose, creative works in the arts and literature, which can be explained by the five thinking tools of SIT(Systematic Inventive Thinking), are collected. The result shows that engineering and the arts share common thinking patterns.

• Korean Journal of Child Studies
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• v.9 no.1
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• pp.63-80
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• 1988

The main purpose of this study was to investigate the relationships of children's creativity to field independence-dependence cognitive style and demographic variables at age 5. The subjects for the present study were 86 five-year-old boys and girls selected from two kindergartens in Seoul and their parents, who replied to the questionnaire about demographic variables. Children were tested in groups, with the Torrance tests of Creative Thinking-Figural, and individually with the Preschool Embedded Figures Test. The data were analyzed by one way ANOVA, t-test, and Pearson's product-moment correlations. Children's fluency and originality in creativity showed significant positive correlations with field dependent-independent cognitive style. There were no significant differences in creativity according to sex. There were significant differences in field dependent-independent cognitive style according to sex. The score of field independent cognitive style of boys were significantly higher than those of girls. Children's creativity showed low correlations with demographic variables.

• Journal of Computing Science and Engineering
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• v.7 no.3
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• pp.159-167
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• 2013

Creativity is a long cherished and widely studied aspect of human behavior that allows us to re-invent the familiar, and to imagine the new. Computational creativity (CC) is a newly burgeoning area of creativity research that brings together academics and practitioners from diverse disciplines, genres and modalities, to explore the potential of computers to be autonomously creative, or to collaborate as co-creators with people. We describe here an architecture for creative Web services that will act as a force magnifier for CC, both for academic research, and for the effective deployment of real CC applications in industry. For researchers, this service-oriented architecture supports the pooling of technologies in a robust interoperable framework, in which CC models are conceived, developed and migrated from lab settings to an industrial strength platform. Industry developers, for their part, will be able to exploit novel results of CC research in a robust, low-risk form, without having to re-implement algorithms from a quickly moving field. We illustrate the architecture with the first of a growing set of creative Web services that provide robust figurative language processing on demand.

• Korean Journal of Child Studies
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• v.23 no.3
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• pp.91-108
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• 2002

The present study examined differences between students gifted in science and general students in creativity, environment, and academic self-efficacy. Subjects were eighth graders, 66 students gifted in science and 105 general students. Data were analyzed by ANOVA and Stepwise multiple regression. Results indicated that the students gifted in science were higher in creative thinking, creative personality, academic self-efficacy, and home environment than the general students. Self-regulatory efficacy was the most critical predictor of creativity.

• The Journal of the Korea Contents Association
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• v.14 no.8
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• pp.505-516
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• 2014

This study was aimed at identifying the influence of Creative Thinking Filtering Mode program in international gifted program: how much it influences to improve the cognitive domains of creativity (fluency, flexibility, originality) and affective domains of creativity (independence, curiosity, diversity, sensitivity, sense of humor, individuality. To analyze data, ANCOVA(Analysis of Covariance)test was conducted, and the results are as belows. Firstly, the group applied in CTFM program was higher than controlled group on the domains of cognitive and affective. Specifically, in the factors of fluency, flexibility and originality among three cognitive domains and factors of individuality.In affective domains of creativity, independence, curiosity, diversity, a sense of humor among the five factors except of sensitivity were higher. Secondly, the result of analyzing the difference between before and after applying CTFM program was that three elements in cognitive domains : fluency, flexibility and originality improved, especially, the fluency was the most improved. Thirdly, the result of analyzing the difference of affective factor between before and after applying CTFM program was that the originality, diversity, a sense of humor and individuality among the 6 elements of affective domain improved, especially the individuality was the most improved.

• Journal of Gifted/Talented Education
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• v.18 no.1
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• pp.1-21
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• 2008

The purpose of this study was to develop problem-solving inquiries for the science gifted and to analyze the effects of problem-solving inquiries. The problem-solving inquiries were composed of scientific knowledge, scientific inquiry skills and creative thinking. The problem-solving inquiries were applied to the science gifted attending the institute of the gifted education. The test of science-creative problem solving (TSCPS) was used to know effects of improvement of science-creativity and the result of TSCPS showed the improvement of science creativity. The analysis of student-student dialogues during experiments showed that the type of dialogue was different on the type of problem-solving inquiry. The dialogue of convergent thinking was frequently showed up on the problem-solving inquiry needed logical thinking whereas that of divergent thinking on the problem-solving inquiry needed idea generation. The problem-solving inquiries had a positive effects on the improvement of the science-creativity.

• Journal of Gifted/Talented Education
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• v.10 no.2
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• pp.47-69
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• 2000

One of the most controversial issues in contemporary research of creativity, whether a person"s creativity is domain-specific or domain-general, was investigated with 109 second grade children in the present study. The purposes of this study sere to empirically examine (1) the relationships among children's creative performances measured by three product-based assessments (story-telling, collage-making, and math word problems) in three domains, and (2) the relationships between children's general creative thinking sills, measured by two divergent thinking tests, and children's creative performances. The findings of this study support the position that creative ability in young children is rather (but not absolutely0 domain-specific. Children exhibited a range of creative ability across different domains rather than a uniform creative ability in diverse domains, indicating there is considerable intra-individual variation in creative ability by domain. Divergent thinking measures did not have great power in predicting creative performance in at least two of three, if not all, domains assessed in the study. It is implied from the study that it is not possible to reliably predict a child"s creative ability in one domain based on his/her creative ability in other domains or his/her overall divergent thinking ability. Implication of the study in connection with educational practices for gifted children is discussed.