• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.1-22
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• 2016

This study aims to design an exemplification task to facilitate the students' creative thinking, and to investigate mathematical creativity which emerges from exemplification. In particular, we aim to identify the ways to design exemplification tasks which encourage creative thinking, and characterize mathematical creativity fostered by exemplification. The findings showed that the students' creative thinking related to fluency, flexibility, elaboration, and originality emerged through exemplification.

• International Journal of Costume and Fashion
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• v.15 no.2
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• pp.79-91
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• 2015

Creativity is an ever-increasing research area related to fashion design, namely the documentation and dissemination of creative scholarship. The purpose of this project is to apply creative bridge or creative leap theory to the development of an existing designer's garment collection using the creative design process of an architect. A single case study design was used to investigate the phenomenon of design process creative leap using a direct observation. Results indicate the difficult challenge of producing new and individualized silhouettes for the marketability of clothing, it is apparent that new methods of fostering creativity in designers through non-traditional approaches would benefit the education of apparel designers. Through targeted design practice, educators and practitioners can apply the principles of scientific inquiry into design processes to solve a problem, address a challenge, or create based on personal inspirations.

• East Asian mathematical journal
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• v.34 no.4
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• pp.429-449
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• 2018

The purpose of this study is to investigate how the mathematical creativity of middle school mathematical gifted students is represented through the process of problem posing activities. For this goal, they were asked to pose real-world problems similar to the tasks which had been solved together in advance. This study demonstrated that just 2 of 15 pupils showed mathematical giftedness as well as mathematical creativity. And selecting mathematically creative and gifted pupils through creative problem-solving test consisting of problem solving tasks should be conducted very carefully to prevent missing excellent candidates. A couple of pupils who have been exerting their efforts in getting private tutoring seemed not overcoming algorithmic fixation and showed negative attitude in finding new problems and divergent approaches or solutions, though they showed excellence in solving typical mathematics problems. Thus, we conclude that it is necessary to incorporate problem posing tasks as well as multiple solution tasks into both screening process of gifted pupils and mathematics gifted classes for effective assessing and fostering mathematical creativity.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.221-234
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• 2013

The purpose of this study was to examine the impact of the application of a creative thinking technique for development on the creativity and attitude toward science of the students in elementary school. In order to better assist students' levels of creative thinking process, creative thinking techniques were reorganized based on the features of creative learning content in science textbooks. Furthermore, related units from an elementary science textbook were analyzed to map out the lesson plans. The findings of the study were as follows. First, the creative thinking technique developed in this study could be applicable to teaching-learning activities. When a creative thinking technique is applied, that should carefully be selected in consideration of all the creativity elements to be covered in class, and that should be used in a manner to be covered in class, and that should be used in a manner to be appropriate at learner level. Second, the utilization of the creative technique turned out to have a good impact on boosting the creativity of the elementary schoolers. Third, the utilization of the creative technique turned out to exert a good influence on fostering the school children's attitude toward science.

• Journal of Korean Home Economics Education Association
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• v.17 no.1 s.35
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• pp.29-53
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• 2005

The purpose of this study is to investigate the education practice of creativity perceived by adolescents and secondary teachers. The subjects in this study are 305 secondary students and 133 secondary school teachers, who have completed questionnaires of 'Education Practice of Creativity' and 'Creativity Fostering Teacher Behavior', The results of this study are as follows: (1) It is found that most adolescents and teachers recognized the need and importance of creativity-fostered education in school. However. the degree of adolescents' and teacher's understanding and satisfaction of creativity-fostered education in school is low. Half of the adolescents have received creativity-fostered education for over three years but half of the teachers have not performed or started to perform creativity-fostered education. Main obstacles of creativity-fostered education in school are lack of understanding creativity-fostered education, lack of teaching methods. teaching materials and teaching time. Antecedents for developing creativity-fostered education are building school climate for creativity-fostered education and selecting and applying various teaching contents. (2) Adolescents' satisfaction of creativity-fostered education have meaningful differences with gender. Also, adolescents' necessity, satisfaction, importance of creativity-fostering education. and creativity-fostered teacher behavior have meaningful differences with grade. (3) There are significant differences in the necessity, importance, interest, and understanding of creativity-fostered education according to a teacher's gender. Also. there are significant differences in the necessity and the understanding of creativity-fostered education according to a teacher's age. (4) There are significant differences between adolescents and teachers in the necessity, satisfaction, importance, interest and understanding of creativity-fostered education and creativity-fostered teacher behavior. (5) There are significant correlations among the necessity, satisfaction, importance, interest of creativity-fostered education and the creativity-fostered teacher behavior.

• Journal of Korean Elementary Science Education
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• v.34 no.1
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• pp.95-108
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• 2015

Studies showed that elementary school students had difficulties in the idea generation for creative problem solving, and they were also not to go through with the verification process for selecting idea. Thus, it may be more effective to provide an actualized idea generation and verification methods. In this study, we developed the creativity problem solving program with the attribute listing and PMI skills in the idea generation and verification stages respectively and applied it to six groups consisting of 5th elementary school students. We analyzed the creativity and the verbal interactions among the students at the level of interaction units. The analyses of the results revealed that the problem solving program with the creative thinking skills had significant effects on the fluency and originality that were sub-elements consisting creativity. In the analyses of interaction unit, the frequencies of the 'making suggestion' at the idea generation stage were high. And at the idea verification stage, the frequencies of the 'making suggestion' and 'receiving opinion' were high. Educational implications of these findings were discussed.

• Korea Journal of Hospital Management
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• v.14 no.3
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• pp.49-66
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• 2009

Purpose : This study was aimed at examining the relationships of university students' self-efficacy to creative disposition and creative thinking ability. Method : A descriptive study was conducted with a sample of 320 students enrolled 4-year-undergraduate academic programs major in nursing as well as elderly care management in one University located in Pusan, Korea. This study used: (a) 24 items of Self-Efficacy Scale originally developed by Kim & Cha(1996), and (b) 39 items of creative thinking ability and 16 items of creative attitudes in a Self-Report Form of Integrative Creativity Scale developed by Bak & Kang(2006). The data were analyzed by using Pearson correlation and hierarchical multiple regression methods. Result : University students' self-efficacy has significantly positive impact on creative thinking ability(p<.001) with 26.4% of the variance and creative disposition(p<.001) with 48.9%. Creative thinking ability as well as the disposition related to creativity that university students possessed were significantly influenced by efficacy on self-control and efficacy on taking difficult tasks. Conclusion : This result supports Social Cognitive Theory and Investment Theory of Creativity in terms that self-efficacy is the factor affecting fostering creative ability and demonstration of creativity potential to the real. This also implies that healthcare educational programs reinforcing students' self-efficacy would contribute to breed them to healthcare professionals with creative competency.

• Journal of Educational Research in Mathematics
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• v.27 no.1
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• pp.69-88
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• 2017

One of the most important activities in the process of mathematical modeling is to build models by conjecturing mathematical rules and principles in the real phenomena and to validate the models by considering its validity. Due to uncertainty and ambiguity inherent real-contexts, various strategies and solutions for mathematical modeling can be available. This characteristic of mathematical modeling can offer a proper environment in which creativity could intervene in the process and the product of modeling. In this study, first we analyze the process and the product of mathematical modeling, especially focusing on the students' models and validating way, to find evidences about whether modeling can facilitate students'creative thinking. The findings showed that the students' creative thinking related to fluency, flexibility, elaboration, and originality emerged through mathematical modeling.

• The Journal of Korean Academic Society of Nursing Education
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• v.28 no.4
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• pp.400-410
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• 2022

Purpose: This study aimed to understand the keywords and major topics of the educational goals and objectives of nursing educational institutions in South Korea. Methods: From May 10 to May 20, 2022, the educational goals and objectives of all 201 nursing educational institutions in South Korea were collected. Using the NetMiner program, degree and degree centrality, semantic structure, and topic modeling were analyzed. Results: The top keywords and semantic structures of educational goals included 'respect for human (life)-spirit-science-based on, global-competency-professional nurse-nursing personnel-training, professional-science-knowledge-skills, and patients-therapeutic care-relationship.' The educational goals' major topics were clients well-being based on science and respect for human life, a practicing nurse with capabilities and spirit, fostering a nursing personnel with creativity and professionalism, and training of global nurses. The top keywords and semantic structures of the educational objectives included 'holistic care-nursing-research-action-capability, critical thinking-health-problem solving-capability, and efficiency-communication-collaboration-capability.' The educational objectives' major topics were 'nursing professionalism, communication and problem-solving capability; a change of healthcare environments and a progress of nursing practices; fostering professional nurses with creativity and global capability; and clients' health and nursing practice.' Conclusion: Educational goals in nursing presented specific nursing values and concepts, such as respect for human life, therapeutic care relationships, and the promotion of well-being. Educational objectives in nursing presented the competencies of nurses as defined by the Korean Accreditation Board of Nursing Education (KABONE). Recently, the KABONE announced new program outcomes and competencies, which will require the revision of educational goals. To achieve those educational objectives, it is suggested that the expected level of competencies be clearly defined for nursing graduates.

• Asia pacific journal of information systems
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• v.20 no.1
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• pp.141-170
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• 2010

User created content (UCC) is created and shared by common users on line. From the user's perspective, the increase of UCCs has led to an expansion of alternative means of communications, while from the business perspective UCCs have formed an environment in which an abundant amount of new contents can be produced. Despite outward quantitative growth, however, many aspects of UCCs do not meet the expectations of general users in terms of quality, and this can be observed through pirated contents and user-copied contents. The purpose of this research is to investigate effective methods for fostering production of creative user-generated content. This study proposes two core elements, namely, reward and motivation, which are believed to enhance content creativity as well as the mediating factor and users' committement, which will be effective for bridging the increasing motivation and content creativity. Based on this perspective, this research takes an in-depth look at issues related to constructing the dimensions of reward and motivation in UCC services for creative content product, which are identified in three phases. First, three dimensions of rewards have been proposed: task dimension, social dimension, and organizational dimention. The task dimension rewards are related to the inherent characteristics of a task such as writing blog articles and pasting photos. Four concrete ways of providing task-related rewards in UCC environments are suggested in this study, which include skill variety, task significance, task identity, and autonomy. The social dimensioni rewards are related to the connected relationships among users. The organizational dimension consists of monetary payoff and recognition from others. Second, the two types of motivations are suggested to be affected by the diverse rewards schemes: intrinsic motivation and extrinsic motivation. Intrinsic motivation occurs when people create new UCC contents for its' own sake, whereas extrinsic motivation occurs when people create new contents for other purposes such as fame and money. Third, commitments are suggested to work as important mediating variables between motivation and content creativity. We believe commitments are especially important in online environments because they have been found to exert stronger impacts on the Internet users than other relevant factors do. Two types of commitments are suggested in this study: emotional commitment and continuity commitment. Finally, content creativity is proposed as the final dependent variable in this study. We provide a systematic method to measure the creativity of UCC content based on the prior studies in creativity measurement. The method includes expert evaluation of blog pages posted by the Internet users. In order to test the theoretical model of our study, 133 active blog users were recruited to participate in a group discussion as well as a survey. They were asked to fill out a questionnaire on their commitment, motivation and rewards of creating UCC contents. At the same time, their creativity was measured by independent experts using Torrance Tests of Creative Thinking. Finally, two independent users visited the study participants' blog pages and evaluated their content creativity using the Creative Products Semantic Scale. All the data were compiled and analyzed through structural equation modeling. We first conducted a confirmatory factor analysis to validate the measurement model of our research. It was found that measures used in our study satisfied the requirement of reliability, convergent validity as well as discriminant validity. Given the fact that our measurement model is valid and reliable, we proceeded to conduct a structural model analysis. The results indicated that all the variables in our model had higher than necessary explanatory powers in terms of R-square values. The study results identified several important reward shemes. First of all, skill variety, task importance, task identity, and automony were all found to have significant influences on the intrinsic motivation of creating UCC contents. Also, the relationship with other users was found to have strong influences upon both intrinsic and extrinsic motivation. Finally, the opportunity to get recognition for their UCC work was found to have a significant impact on the extrinsic motivation of UCC users. However, different from our expectation, monetary compensation was found not to have a significant impact on the extrinsic motivation. It was also found that commitment was an important mediating factor in UCC environment between motivation and content creativity. A more fully mediating model was found to have the highest explanation power compared to no-mediation or partially mediated models. This paper ends with implications of the study results. First, from the theoretical perspective this study proposes and empirically validates the commitment as an important mediating factor between motivation and content creativity. This result reflects the characteristics of online environment in which the UCC creation activities occur voluntarily. Second, from the practical perspective this study proposes several concrete reward factors that are germane to the UCC environment, and their effectiveness to the content creativity is estimated. In addition to the quantitive results of relative importance of the reward factrs, this study also proposes concrete ways to provide the rewards in the UCC environment based on the FGI data that are collected after our participants finish asnwering survey questions. Finally, from the methodological perspective, this study suggests and implements a way to measure the UCC content creativity independently from the content generators' creativity, which can be used later by future research on UCC creativity. In sum, this study proposes and validates important reward features and their relations to the motivation, commitment, and the content creativity in UCC environment, which is believed to be one of the most important factors for the success of UCC and Web 2.0. As such, this study can provide significant theoretical as well as practical bases for fostering creativity in UCC contents.