• The Mathematical Education
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• v.49 no.1
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• pp.111-118
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• 2010

This paper attempts to establish a scoring system for the originality in evaluation of mathematical creativity. The scoring system is composed of three categories; fluency, flexibility and originality. In this paper, we proposed an evaluation method for originality as following based on relative frequency and standard normal distribution. (1) Fluency: It is judged on the basis of the number of correct answers a student made. If several correct answers are given for a single category, then its maximum score is set to 5 points. (2) Flexibility: We examined how many categories the students' responses can be classified into. If at most 15 answers are allowed for each question, the maximum score of flexibility is 15 points. (3) Originality: Originality score is given if a student made some original response that other students did not show. That is, it reflects relative rarity. The originality is measured according to the following steps: Step 1: Analyze the frequency of how many students made an answer to the response type categorized at low level, and calculate the relative frequency p of each category. Step 2: Find the originality point os for each response, that is, os = max{0,z} where z satisfies P(Z > z) = p with standard normal distributed random variable Z. For example, - p is greater than 0.5: 0 point - p is 0.1587: 1 point - p is 0.0228: 2 points - p is 0.0013: 3 points Step 3: Assign the one's originality score to the sum of originality point for each response. Remark. There is no upper limit of originality score.

• Journal of Digital Convergence
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• v.19 no.2
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• pp.21-32
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• 2021

The current study investigates how Malaysian ESL learners' L2 (English) speaking fluency is reflected in advanced L2 reading and what difficulties they encounter in reading comprehension. Nine Malaysian students attending a Korean university participated in qualitative research using in-depth and semi-structured interviews. The data revealed that L2 was a very familiar language, and their speaking fluency in L2 reduced the anxiety of L2 reading in general. However, it did not play a significant role in reading at an advanced level. Their difficulties in reading were mainly due to a lack of vocabulary knowledge. However, insufficient background knowledge and interest also frustrated their reading tasks. These factors lowered their reading comprehension, causing inaccurate interpretations or discouraging their endeavors to find messages from the given text. Thus, these findings should be carefully addressed in reading classes for Korean L2 learners as well as international students.

• Journal of Korean Academy of Nursing
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• v.51 no.3
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• pp.294-304
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• 2021

Purpose: This study aimed to investigate objectively measured physical activity (PA) in institutionalized older adults with mild cognitive impairment (MCI) and to elucidate the influence of autonomic nervous function, salivary cortisol, and PA on cognitive functions based on neurovisceral integration model. Methods: Overall cognitive function was evaluated using the mini-mental state examination (MMSE) and executive function was evaluated using semantic verbal fluency test and clock drawing test. Actigraph for PA, HRV and sAA for autonomous function, and the geriatric depression scale for depression were used. Saliva specimens were collected in the morning for sAA and cortisol. Results: Ninety-eight older adults from four regional geriatric hospitals participated in the study. They took 4,499 steps per day on average. They spent 753.93 minutes and 23.12 minutes on average in sedentary and moderate-to-vigorous activity, respectively. In the multiple regression analysis, lower salivary cortisol level (β = - .33, p = .041) and greater step counts (β = .37, p = .029) significantly improved MMSE score. Greater step count (β = .27, p = .016) also exerted a significant influence on verbal fluency, and greater sAA (β= .35, p = .026) was significantly associated with a better clock drawing test result. Conclusion: Salivary cortisol, sAA and physical activity were significantly associated with cognitive functions. To prevent older adults from developing dementia, strategies are needed to increase their overall PA amount by decreasing sedentary time and to decrease salivary cortisol for cognitive function, and to maintain their sympathetic nervous activity for executive function.

• The Korean Journal of Community Living Science
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• v.21 no.2
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• pp.191-200
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• 2010

The purpose of this study was to research the differences between gender roles and creativity. This study was done based on 178 pre-service teachers who were from the Department of Early Childhood Education in Universities around the Busan area. The researchers have collected statistical data by questioning pre-service teachers about creative thinking tests, creative personality tests, and gender role identification awareness tests. The data was interpreted by the Paerson's Simple Product-moment Correlation Coefficient method, the one-way ANOVA method, and the $Sch\acute{e}ffe$ Post-hoc comparison method. According to this study, the group perceived of high androgyny type group showed the highest level in important factors of creative thinking, such as fluency, elaborateness, ness, and openness. This result meant that the more a pre-service teacher was aware of the identity of gender roles, the more she or he thought creatively. Additionally, the acceptance of authority, an element of the creative personality factor, showed the highest level in a high feminity type group. On the other hand, self confidence, inquisitiveness, and disciplined imagination showed the highest level in a group which perceived the identity of androgyny type roles.

• Korean Journal of Child Studies
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• v.22 no.2
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• pp.277-290
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• 2001

In this investigation of the effect of art appreciation on children's creativity, art appreciation activities were provided for 20 five-year-old kindergarten children over an 8-week period. Data collected with the use of the General Creativity Test for Children(Chon, 1995) were analyzed by t-test, ANCOVA and regression. Analyses revealed that the experimental group with the art appreciation activities developed a higher level of creativity on all scales of creativity, including originality, fluency, flexibility, and imagination and in all areas of physical, linguistic, and diagrammatic creativity. Boys were more creative than girls in imagination, originality and physical creativity.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.1
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• pp.16-27
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• 2015

Purpose: This study evaluates the level of cultural competence (CC) and educational needs for cultural competence in nursing (CCN) in undergraduate nursing students. Methods: A self-report instrument was used to measure CC and educational needs for CCN. Questionnaires were completed by 330 nursing students in three nursing colleges. Descriptive statistics, a t-test, an ANOVA, Pearson correlation analyses, and multiple regression were used to analyze the data. Results: The mean CC score was 2.99 and the mean CCN educational needs score was 7.1. CC positively correlated with educational needs for CCN. The regression model explained 36% of the variance in CC. Factors affecting CC were school grades, multicultural education experience, frequency of meeting foreigners, length of encounters with foreigners, foreign-language fluency, and degree of interest in multicultural nursing. Conclusion: To strengthen the CC of students, nursing educators should develop an educational program for CCN and incorporate CCN into nursing school curricula.

• The Korean Journal of Community Living Science
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• v.22 no.3
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• pp.395-406
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• 2011

The purpose of this study was to identity the differences of creativity according to levels of attentional abilities in young children. The participants of this study were 204 5-year-old children from the kindergarten or daycare center in Busan. The tests was conducted by using ANT and TTCT for young children. The study used two independent t-tests to find out the differences of creativity between high and low young children of degrees of alertness, orientation and executive control. The results of the study are as follows; first, there was a significant difference in creativity, abstractness of titles, and elaboration between high and low young children of varying degrees of alertness. Second, there was not a significant difference in creativity between high and low young children of orientation. Third, there was a significant difference in creativity; fluency, originality, elaboration and resistance to premature closure between high and low young children of the executive control. Therefore, there was a close relation between attentional control abilities, especially the executive control and creativity of young children.

• Phonetics and Speech Sciences
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• v.15 no.1
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• pp.55-64
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• 2023

This study investigated the factors influencing the perceptions that military officers can harbor regarding persons who stutter in terms of how well they can adapt to the army. In total, 89 participants were randomly assigned to each of the three different conditions ("fluent speech"=23, "mildly stuttered speech"=34, and "severely stuttered speech"=32). Subsequently, the participants were asked to listen and rate each sample in terms of "the speaker's communicative functioning (i.e., speech fluency, intelligibility, naturalness, speech rate), personal traits (i.e., likeability, anxiety level, intellectual level, and sociability), and the perceived degree of the adaptability to the army." The results showed that significant differences were found between "fluent speech" and "severely stuttered speech" in the perceived communicative functionings and the perceived adaptability to the army. Moreover, there were significant differences in the same variables between "mildly stuttered speech" and "severely stuttered speech." However, there were no significant differences between "mildly stuttered speech" and "fluent speech." Following the conducting of the Pearson correlation test, strong correlations were also found between the perceived communicative functionings, in particular "speech fluency," and the perceived adaptability to the army. Those results can be employed to argue that the communicative functionings can serve as factors which influence the perceptions of persons who stutter in terms of how well they can adapt to the army. Further discussion has taken place regarding the relationship between the perceived communicative functionings and the perceived adaptability to the army.

• Journal of dental hygiene science
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• v.17 no.3
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• pp.242-249
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• 2017

The purpose of this study was to investigate the level of cultural competence and its influencing factors among 530 dental hygiene students. The analysis was performed using PASW Statistics ver. 18.0, and the following conclusions were drawn. Cultural knowledge levels showed a significant difference according to general characteristics in four components of cultural competence levels. Cultural competence and its four components were higher in subjects who have a religion (p<0.05). The differences in cultural competence levels according to culture-related characteristics are as follows. In individuals with experience of taking foreign culture-related classes, intention to work overseas, or fluency in a foreign language, cultural competence levels and its four components such as cultural comfort, knowledge, awareness, and behavior intent were higher (p<0.05). Intention of overseas employment was the factor most strongly influencing the level of cultural competence of the subjects. The more intention the subjects have to work overseas, the more they have experienced foreign culture-related lessons, the more fluently they speak a foreign language, and the higher level of cultural competency they reached (p<0.05). As the research results show, it is necessary to establish a continuing plan to understand and communicate with individuals of other cultures through foreign language and foreign culture classes in schools in order to improve the level of cultural competence. This education would reduce the fear and stress that subjects might make a mistake in meeting with people from other cultures, and it could be a preparatory process to actively carry out dental hygiene practice with foreigners.

• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1333-1344
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• 2012

This study aimed to enhance creative problem solving skill by using the Creative Problem Solving (CPS) learning model which was developed based on creative problem solving approach and five essential features of inquiry. The key strategy of the CPS learning model is using real life problem situations to provide students opportunities to practice creative problem solving skill through 5 learning steps: engaging, problem exploring, solutions creating, plan executing, and concepts examining. The science content used for examining the CPS learning model was "matter and properties of matter" that consists of 3 learning units: Matter, Solution, and Acid-Base Solution. The process to assess the effectiveness of the learning model used the experimental design of the Pretest-Posttest Control-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At the same time, students at the same grade level in the control group learned by conventional learning model. The learning models and students' prior knowledge levels were served as the independent variables. The creative problem solving skill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in all aspects, the students' mean scores of creative problem solving between students in experimental group and control group were significantly different at the .05 level. Also, the progression of students' creative problem solving skills was found highly progressed at the later instructional periods. When comparing the creative problem solving scores between groups of students with different levels of prior knowledge, the differences of their creative problem solving scores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective in enhancing the students' creative problem solving skill.