• Korean Journal of Childcare and Education
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• v.12 no.3
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• pp.99-119
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• 2016

The purpose of this study is to develop art activities using famous painting parodies in hopes of enhancing the creativity of 5-year old children. A total of 11 program activities were developed consisting of a preliminary activity (understanding the notion and ideas behind parody), introduction (view and analysis of famous paintings), development (theme selection, idea construction, and parody production), and conclusion (view and review of parody). Participants were 50 (24 in the experimental group and 26 in the comparative group) 5-year old children from a kindergarten located in G city. TTCT of Creative Thinking (TTCT: Figure A and B) was used as a research tool, and the listening abilities paintings test tool was applied to teachers of the groups. First, excluding accuracy, which is considered to be an unimportant factor in determining one's creativity, results showed positive effects on fluency, originality, abstractness, and persistence. Second, the program also showed positive effects on children's overall ability in appreciation of paintings as well as the sub factors including observation and expression, understanding painter's intention, atmosphere, materials and techniques, art elements, and attitude towards art piece.

• Journal of Families and Better Life
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• v.25 no.4
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• pp.57-66
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• 2007

This study purposed to examine the effects of integrated activities based on wordless picture books on increase in children's creativity. As for the subject of this study, 20 five-year old children(9 boys and 11 girls), who go to D Kindergarten in Ulsan-si, were selected as a experimental group and 20 five-year old children(8 boys and 12 girls) as comparative group, who attend B Kindergarten in Ulsan-si. For this study, all children of the groups were taken pre-test. After this experiment, difference in creativity of two groups was examined through post-test. The total of 42 sessions were conducted for 14 weeks from the first week of April to the second week of July, 2005. The test tool for this study was Creativity Scale developed by Kim Sang-yun (2003). To verify study questions, the mean of the two groups and the standard deviation were calculated and independent-sample t-test was carried out using SPSS WIN 11.5. The results of this study were as the following: First, integrated activities based on wordless picture books showed statistically significant difference in children's creativity between the experimental group and the comparative one(p<.001), which suggested that the activities affected increase in children's creativity in general. Second, integrated activities centering around wordless picture books indicated statistically significant difference in fluency(p<.05), flexibility(p<.01) and originality(p<.001), sub-factors of children's creativity, between the experimental group and the comparative one. This result revealed that these activities were effective. Third, integrated activities based on wordless picture books did not show significant difference in elaboration, a sub-factor of children's creativity, between the two groups. As the result of this study, integrated activities based on wordless picture books had positive effects on increase in children's creativity.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.289-307
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• 2013

This study was designed to examine the effects of integrated physical expressive activities on creativity in young children. Subjects of this study were 38 preschoolers at the age of 4 who consisted of both the experimental group of 18 children and the control group of 20 children. To measure the creativity of young children, this study adopted Figural Test A of Torrance Test of Creative Thinking (TTCT) as pre-and post-tests with both experimental and control group. The results showed that effects of integrated physical expressive activities varied by sub-dimensions of creativity; children's participation in integrated physical expressive activities was effective to improve openness, abstractness of titles, and elaboration even if overall creativity and fluency increased after their program participation. Also, originality was the only sub-dimension that was not improved. It implied that integrated physical expressive activities have partial positive effects on some sub-dimensions of creativity.

• The Journal of the Korea Contents Association
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• v.13 no.5
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• pp.322-331
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• 2013

The aim of this study was to investigate the effects of occupational therapy with physical exercise on executive function with dementia. For eight elderly persons with mild or moderate dementia, we executed physical exercise with group activity for 10 weeks from April to June, 2012, one times per week, and 50 minutes each time. Before and after the physical activities, the old adults were tested with Verbal Fluency Test(VFT), Trail Making Test A/B(TMT A/B), Clock Drawing Test(CDT). After the physical exercise, the subjects showed significant changes in the score of CDT(p<0.1). In contrast, there was no significant effect in VFT, TMT A. The results of this study show that occupational therapy with physical exercise program for demented elderly people is a useful therapeutic approach by enhancing the their quality of life through improving and maintaining their executive function.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.67-106
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• 2010

This paper tries to analyze how effective the problem posing method through Brainwriting can be on mathematical problem solving and creativity as a way to seek a new pedagogy to enhance student problem solving levels and creativity in mathematics. The findings of the study can be summarized as follows: First, the Brainwriting problem posing method improved students' abilities to alter problems, suggest new problems from multi-perspectives, and solve them. All procedures for such were obtained through discussions among group members. Second, the Brainwriting problem posing method resulted in positive effects on fluency and originality among components of creativity, but not on flexibility. That is, studying mathematics with this method helped students develop creativity levels not in terms of flexibility but of fluency and originality. Third, the interest rate in mathematics learning rose for those who studied mathematics by adopting the Brainwriting problem posing method. Finally, this study caused the Brainwriting problem posing method to be more deeply understood and appreciated from a new perspective.

• Journal of Agricultural Extension & Community Development
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• v.16 no.4
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• pp.713-742
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• 2009

In the near future, the multicultural families are expected to be the majority of population living in the rural area, which is an aged and small-scaled society. Moreover, they are expected to have an important role in sustaining the culture of agriculture and a rural community. Therefore, it is very important for them to adjust and settle urgently as well as to develop a policy and social services for the adjustment and settlement. The purpose of this study is to identify different aspects of the participation in agricultural, social, and job activities of married immigrant women in a Korean rural area as well as to investigate the change of life satisfaction resulting from the l activities. The following findings were established from this study. First, married immigrant women participate in local social and agricultural activities in a Korean rural area more frequently than in their own country. However, the frequency of their participation in job activity in a Korean rural area is lower than in their own country. Second, the main factor that prevents married immigrant women from participating in agricultural activity in a Korean rural area is to carry out childcare, household chores, and farming at the same time. Their low participation in social activity and job activity mostly results from their lack of fluency in Korean. Third, married immigrant women score higher in the change of life satisfaction after participating in social activity and job activity than in agricultural activity.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.60-67
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• 2012

The purpose of this study is to find out the effect of hypothesis formulations using abduction on science processing skills and the creative thinking activities. As the subject, 2 classes in the $6^{th}$ grade of B elementary school located in Busan were selected. Through the pre/post inspection design between experiment and comparison class, the units of science courses in the second semester of $6^{th}$ grade '1. A change in the weather' and '2. Various gases' were applied. The results were as follows: Firstly, the test on science processing skills showed that there was not statistic meaningful differences between the two groups. And, in the sub-parts, there was not statistic meaningful differences between the two groups. Secondly, it was observed that it would have a meaningful effect to improve the creative thinking activities of students who performed hypothesis formulation using abduction. Especially, through this, the experimental class gave a positive effect on the 'Fluency' and 'Elaboration', one of lower categories of the creative activities. The results of 'Flexibility' and 'Originality' in the experimental class were higher than those of students in the comparative class. However, according to statistical analysis, this result is meaningless. Thirdly, on the survey about the hypothesis formulation using abduction, many students thought that this learning method was very interesting and helpful to study science. In addition, it was observed that the ability to use abduct thinking was improved more than ever before.

• English Language & Literature Teaching
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• v.12 no.1
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• pp.103-129
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• 2006

This paper presents a case study of the effectiveness of debate class in promoting speaking skills of advanced learners. The researcher adopted English debate techniques in an English speaking class during four-week teacher training program and investigated how teachers responded to the new technique. Forty-five middle and high school teachers participated in the study and classroom observation, pre-survey, post-survey, and focus group interviews were used as the major research methods. The teacher pre-survey results presented that teachers prefer a conversation class where they can directly acquire proper sentence patterns and speaking strategies rather than spend time in performing communicative events. The results of the focus group interview and post-survey confirmed that a debate class can meet this specific teachers' needs. Most teachers responded positively to the debate classes since: 1) debate techniques are relatively new ideas to Korean teachers; 2) debate techniques require speed and accuracy in speech; thus teachers could learn to present their ideas logically and efficiently in a limited time through repeated argument exercises. The study result implies that debate technique can be an effective vehicle in an EFL context to promote advanced learners' logical thinking skills and logical English sentence structures.

• Korean Journal of Child Studies
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• v.26 no.4
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• pp.71-84
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• 2005

Eighty-eight 5-year-old subjects were tested by the Torrance Tests of Creative Thinking, and randomly assigned to experimental(n=44) or control(n=44) groups. Developed in collaboration with kindergarten teachers, physical activity projects were based on themes from "life and health" and "life as expression" of the kindergarten curriculum. The resulting program consisting of 24 activities was applied to the experimental group for 24 sessions. Data were analyzed by mean, standard deviation, and repeated measures ANOVA. Effectiveness of the physical activity program for enhancing creativity was shown by a significant increase in mean creativity scores of the experimental group and in the sub-scores of fluency, originality, abstraction of title, elaboration, and resistance to an impetuous ending.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.3
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• pp.309-330
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• 2018

The purpose of this study is to identify possibility of a mathematical problem posing ability by presenting problem posing tasks with different degrees of structure according to the study of Stoyanova and Ellerton(1996). Also, the results of this study suggest the direction of gifted elementary mathematics education to increase mathematical creativity. The research results showed that mathematical problem posing ability is likely to be a factor in identification of gifted students, and suggested directions for problem posing activities in education for mathematically gifted by investigating the characteristics of original problems. Although there are many criteria that distinguish between gifted and ordinary students, it is most desirable to utilize the measurement of fluency through the well-structured problem posing tasks in terms of efficiency, which is consistent with the findings of Jo Seokhee et al. (2007). It is possible to obtain fairly good reliability and validity in the measurement of fluency. On the other hand, the fact that the problem with depth of solving steps of 3 or more is likely to be a unique problem suggests that students should be encouraged to create multi-steps problems when teaching creative problem posing activities for the gifted. This implies that using multi-steps problems is an alternative method to identify gifted elementary students.