• 한국시스템다이내믹스연구
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• 제12권1호
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• pp.131-153
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• 2011

The purpose of this study is to explore the applicability of the causal maps for estimating creativity. This study assumes that fluency, flexibility, originality and elaboration are elements of creativity; and there are common characteristics between systems and creative thinking. For this study, 30 students from the 5th grade create causal maps which are consisted of the contents of 'the water cycle in the earth'. The causal maps are analyzed and evaluated by focusing on the characteristics of creativity. In way of the marking causal maps based on creativity, each word is scored as 1 point on the basis of 30 points for fluency. Each word which is linked more than one word is scored 3 points for flexibility, but the maximum points are limited as 35 points. In originality, if it is approved each word is worthy as well as originality, it is scored as 10 points on the basis of 40 points. Lastly, each number of cycle loops is scored as 15 points for elaboration, and the maximum scores are limited as 45 points. As is stated above, the limiting of the maximum scores are designed based on corresponded to 10% students of participators. In the result of this study, the students' scores of evaluating creativity applied causal maps show similar patterns from relative point of view to the other results which were evaluated the creativity by credible organ. Consequently, it is recognized that the causal maps have the possibility of being able to estimate quantitatively the creativity.

• 한국수학교육학회지시리즈A:수학교육
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• 제44권2호
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• pp.307-323
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• 2005

The purpose of this study was to develop a program to cultivate mathematical creativity based on open-ended problem and to investigate its effect. The major features of this innovative program are (a) breaking up fixations, (b) multiple answers, (c) various strategies, (d) problem posing, (e) exploring strategies, (f) selecting and estimating, (g) active exploration through open-ended problems. 20 units for 7th grade mathematics were developed. This study hypothesizes that experimental students may develop more divergent thinking abilities than their traditional counterparts. The participants were 7th grade students attending middle schools in Seoul. Instruments were pre and post tests to measure mainly divergent thinking skills through open-ended problems. The results indicated that the experimental students achieved better than the comparison students on overall and each component of fluency, flexibility, and originality of divergent thinking skills, when deleting the effect of covariance of the pretest. The developed program can be a useful resource for teachers to use in enhancing their students' creative thinking skills. Further this open-ended approach can be served as a model to implement in classes. This study suggests that further investigations are needed in order to examine effects on affective domains such as motivation and task perseverance which are also considered as important factors of creativity.

• 한국수학교육학회지시리즈A:수학교육
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• 제29권1호
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• pp.21-34
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• 1990

This is a study on an instruction of estimation for error correction in the calculation with a computer or a calculator. The aim of this study is to survey a new aspect of calaulation teaching and the teaching strategy of estimation and finally to frame a new curriculum model of estimation instruction. This research required a year and the outcomes of the research can be listed as follows: 1. Social utilities of estimation were made clear, and a new trend of calculation teaching related to estimation instruction was shown. 2. The definition of estimation was given and actual examples of conducting an estimation among pupils in lower grades were given for them to have abundant experiences. 3. The ways of finding estimating values in fraction and decimal fraction were presented for the pupils to be able to conduct an estimation. 4. The following contents were given as a basic strategy for estimation. 1) Front-end strategy 2) Clustering strategy 3) Rounding strategy 4) Compatible numbers strategy 5) Special numbers strategy 5. In an instuction of estimation the meaning, method. and process of calculation and calculating algorithm were reviewed for the cultivation of children's creativity through promoting their basic skill, mathematical thinking and problem-solving ability. 6. The following contents were also covered as an estimation strategy for measurement 1) Calculating the sense of quantity on the size of unit. 2) Estimating the total quantity by frequent repetition of unit quantity. 3) Estimating the length and the volume by weighing. 4) Estimating unknown quantity based on the quatity already known. 5) Estimating the area by means of equivalent area transformation. 7. The ways of instructing mental computation were presented. 8. Reviews were made on the curricular and the textbook contents concerning estimation instructions both in Korea and Japan. and a new model of curriculum was devised with reference to estimation instruction data of the United States.

• 한국초등과학교육학회지:초등과학교육
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• 제23권4호
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• pp.344-356
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• 2004

본 연구에서는 과학창의력의 신장을 목적으로 하여, 비교적 다양한 활동과 시간 운영이 가능한 재량활동에 사용할 수 있고, 제7차 교육과정에서 취하고 있는 학년제의 특성을 살려 그 대상을 6～7학년을 대상으로 하며, 일상생활에서 소재를 사용하는 다중활동으로 구성한 프로그램(MAEM-SC 프로그램)을 개발하였다. 과학창의력의 주요 요소로서는 과학적 문제 상황을 발견하는 능력, 과학적 문제 상황과 관련된 기존 과학지식을 연결하는 능력, 과학적 문제해결 방법을 고안하는 능력, 과학적 문제해결에 집중하는 능력을 설정하였다. 프로그램의 소재는 우리 몸, 일상생활 도구, 일상 음식, 놀이 및 놀이 기구, 일상생활 일화 등의 일상 소재를 선정하였다. 다중활동이란 여러 가지 종류의 활동을 특정한 의도를 가지고 통합적으로 구성한 활동을 의미하는데, 어림하기, 몸을 이용한 실험하기, 장치 고안하기, 확률적 사고하기, 개념 연결하기, 창의적 과학 글쓰기 등의 개별활동을 직렬형, 병렬형, 조합형으로 구성하였다. MAEM-SC 프로그램이 과학창의력 신장에 미치는 효과를 탐색하기 위하여 프로그램의 일부를 적용한 결과, 조합형 방법을 사용한 6학년 학생들에게서 과학적 문제 상황을 발견하는 능력과 과학적 문제 상황에 관련된 기존 과학지식을 연결하는 능력의 신장에 긍정적인 영향을 미침이 드러났다.

• 한국조경학회지
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• 제26권2호
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• pp.194-206
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• 1998

In 1977, Local governments' planting regulations for the development projects were established in accordance with the revised building law in Korea. A landscaped area, planting densities of trees and shrubs, a percentage of evergreen plants, minimum tree size and species were prescribed in the planting regulations. But the clauses for an excessive planting density and a high ratio of evergreen trees that the regulations includes, have been gradually in the way to a creative planting design, and raise a problem of poor growth of trees an a disordered planting landscape. Therefore, in this study the present planting regulations of 124 local governments throughout the country were analyzed and compared with 13 foreign local governments' of 4 countries ; Japan, the United States of America, Canada and Singapore. And the linitations and characteristics of the regulations are drawn as follows ; 1. The regulations focus on controlling the green spaces and plantings by quantitative methods such as controlling the number of trees and the landscaped area, which are inadequate for estimating the crown coverage of mature trees, and which areinadequate for estimating the crown coverage of mature trees, and implementing the function of polantings and the use of green spaces. 2. Minimums of tree densities are higher than those of foreign countries, especially higher about 10 times to 100 times than those of the United States of America. 3.Excessive number of evergreen trees and fruit trees should be planted under the present planting regulations, that results in constricting the creativity in planting design. 4. An article for using specific tree size, 2.0ms over in height makes it difficult to use a wide variety of different sizes of trees. And there is no incentive measures when larger trees are planted. To enhance the quality of green spaces and plantings, it is needed that the function and locating of green spaces and plantings have to be emphasized, and the planting density should be concerned about the mature tree size. The incentive measure to use various sizes of trees is also needed, and the regulations to use excessive number of evergreen trees or fruit trees should be loosened.

• 한국초등과학교육학회지:초등과학교육
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• 제34권1호
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• pp.109-122
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• 2015

In National Curriculum of Science revised in 2007, free inquiry was newly introduced to increase student's interest in science and to foster creativity by having students make their own curiosity questions and find answers by themselves. The purpose of this study is to analyze elementary school students' perceptions on free science inquiry activities applying a brain-based evolutionary approach. For this study, 106 the fifth grade students participated, and then completed a questionnaire on free inquiry activities according to a brain-based evolutionary science teaching and learning principles. The students performed a series of steps of the Diversifying, Estimating-Evaluating-Executing, and Furthering activities in each of Affective, Behavioral, and Cognitive domains (ABC-DEF approach) and constructed their own free inquiry diary, then the observations by the researcher and interviews with the students were analyzed both quantitatively and qualitatively. The major results of the study were as follows: First, the majority of the students perceived the each domain and step positively although a few of them perceived negatively. The reasons perceived as negatively were categorized into two; preference dimension of like or dislike and ability dimension of metacognitive or self-reflective capacity. Also, they perceived the free inquiry experience in the form of ABC-DEF as helpful to understand the nature of scientists' scientific activities. Based on these findings, implications for supporting authentic inquiry in school science are discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제33권4호
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• pp.773-783
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• 2014

In National Curriculum of Science revised in 2007, the Free Inquiry was newly introduced to increase students' interest in science and to foster creativity by having students make their own question and find answer by themselves. The purpose of the study was to analyze characteristics, in cognitive domain, appeared in the processes of performing the Free Inquiry activities applying a brain-based evolutionary science teaching and learning principles. For this study, 106 fifth grade students participated, and they performed individually Free Inquiry activities. In order to characterize of the diversifying, estimating-evaluating-executing, and extending-applying activities in cognitive domain (C-DEF), the Free Inquiry diary constructed by the students, observations by a researcher, and interviews with the students were analyzed both quantitatively and qualitatively. The major results of this study were as follows: First, at C-D step, many students (71.5%) had difficulty in searching the meanings of their results and the contents of interpretations were at the level of simple description of their results. A few students (15.2%) derived interpretations based on causal relationships between specific variable and result. Also, the tendency that the numbers of interpretation about meaning of their results were increased as the scores of science attitude and achievement was appeared. Second, at C-E step, the students showed tendency of considering facts exactly explaining inquiry topic and being appliable to daily life rather than objectivity or accuracy of scientific knowledge. Third, at C-F step, there were three types of extension and application: simple repetition (8.2%), extension (64.0%), and upward application (17.6%) types. Based on these findings, implications for supporting appropriate interpretation, evaluation, and application of inquiry results are discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제33권3호
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• pp.579-587
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• 2014

In National Curriculum of Science revised in 2007, 'Free Inquiry' was newly introduced to increase student's interest in science and to foster creativity by having students make their own questions and find answers by themselves. The purpose of the study was to analyze characteristics deployed in the processes of elementary school students' free inquiry activities applying a brain-based evolutionary science teaching and learning principles. For this study, 106 the fifth grade students participated, and they performed individually free inquiry activities according to a brain-based evolutionary approach. In order to characterize the diversifying, estimating-evaluating-executing, and extending-applying activities in behavioral domain, the free inquiry diary constructed by the students, observations by the researcher, and interviews with the students were analyzed both quantitatively and qualitatively. The major results of this study were as follows: First, the students preferred basic inquiry process skills and the majority of the students selected observation as a major approach of their inquiry. The reason was found to be that they were accustomed to only typical basic inquiry skills which is frequently presented at textbooks and regular instruction and didn't have appropriate experience for using relevant integrative inquiry skills. Second, most of the methods diversified and selected by the students were confined to descriptive explanation rather than causal one. Third, both of the science attitude and academic achievement were associated with the number of diversified methods and the selection of appropriate method. Based on these findings, implications for supporting domain novices in inquiry learning environments are advanced.