• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.395-404
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• 2011

The purpose of this study was to analyze science gifted students' creativity subscales. The Torrance Tests of Creativity Thinking(TTCT) were administered to 385 science gifted students from 2006 to 2010 for this study. The results were as follows: First, fluency correlated highly with originality, and elaboration also highly correlated with abstractness of titles. All of the correlation coefficients of the variables with resistance to premature closure were high. Second, the elaboration scores were higher than other variables, and abstractness of titles scores and resistance to premature closure scores were lower than other variables regardless of regions and gender. There was no significant difference according to regions, but the elaboration scores of female science gifted students were significantly higher than male science gifted students'. The fluency scores were the most influential factor to the creativity index among the creativity subscale scores. Third, after completing the science gifted program, students showed significant difference in fluency scores, abstractness of titles scores, and resistance to premature closure scores; however, they showed no difference in originality scores and elaboration scores.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.208-215
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• 2012

A creative science writing program was developed, and applied to 2nd grade elementary students. Two 2nd grade elementary school classes in Seoul district were selected for the current study. A Pretest-Posttest Control Group Design was applied. The experimental group adopted the creative science writing program and the control group maintained traditional lectures for 12 classes. TTCT(Torrance Test of Creative Thinking) figural test and a scientific attitude test were conducted on both groups. According to the analysis, TTCT score of the experimental group was significantly higher than that of the control group (p<.01). Among several subscales of TTCT, elaboration and resistance to premature closure was especially improved. Also, scientific attitude scale of the experimental group was significantly higher than that of the control group (p<.01). Among subscales of scientific attitude, the creative science writing program was effective on improving students' open-mindedness, critical mindedness, cooperation, voluntariness, and endurance. Gender was not a factor in the improvement of both students' creativity and scientific attitude.

• Journal of Gifted/Talented Education
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• v.5 no.2
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• pp.139-156
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• 1995

The purpose of the study is to examine the effects of Gifted Education Isnstitute of Korea (GEIK) programs for gifted children especially in the areas of reasoning skills and creativity, thereby proving the effectiveness of the program. The subjects are 136 (103 boys and 33 girls) fourth, fifth, and sixth grade gifted children, who have participated in GEIK programs for more than six moths. They were stratified by the length of participation in GEIK programs. Ninety four children have participated for more than one year. Forty-two children have participated for less than one year. Both groups are rather homogeneous in IQ scores and school achievement levels at the time of enterance into GEIK programs. Both a Group Assessment of Logical Thinking (GAIT) and a Creativity test were used for the study on reasoning skills and creativity. GALT, developed by V. Roadranka, R. H. Yeany and M. J. Padilla in 1983, consists of 12 questions. It is classified into six subscales: conservation, proportional reasoning, controlling variables, provability reasoning, correlational reasoning, and combinatorial reasoning. The reliability of this test is .85. This test recommends to classify the stages of child development as follows according to the total test score. 0-4 point: Concrete Stage, 5-7 points: Transitional Stage, and 8 and above points: Formal stage. The Creativity Test was developed by Y. Lee and W. Chung (1971). It consists of four components: fluency, flexibility, originality, and openness. Only both fluency and openness were used in this study. In order to analyze data, T-Test, Intercorrelational Analyses, ANOVA, and Nultiple Regression were used. Followings are the results deduced from the above analoyses of the data. First, 43.48% of the subjects were on Concrete Stage, 36.78% were on the Transitional Stage, and 19.86% were on the Formal Stage in the developmental level classified by Piaget. Second, the students who have participated in GEIK programs more than one year acquired significantly higher score in GALT than the students who have participated in GEIK programs less than one year. Third, boys showed higher score in GALT than girls did. Fourth, there were statistically significant intercorrelations between six subscales of GALT. Fifth, the students who have participated in GEIK programs more than one year acquired significantly higher score in openness of creativity test than the students who have participated in GEIK programs less than one year. There were no significant differences in openness of creativity test between boys and girls. Sixth, the students who have participated in GEIK programs more than one year acquired significantly higher score in fluency of creativity test than the students who have participated in GEIK programs less than one year. Girls showed higher score in fluency of creativity test than boys did. Seventh, the students who acquired higher score in GALT showed higher score in both openness and fluency of creativity test. Followings are the conclusions deduced form the above results. First, the developmental level of reasoning skills of the fourth grade students participationg in GEIK programs is the same as that of 7th grade of normal Korean students and the same as those of 10th grade of U.S.A. and Philipoine students. Second, the GEIK programs are effective in improving reasoning skills. Third, the GEIK programs are effective in improving creativity. Fouth, reasoning skills and creativity can be improved by well planned programs. In conclusion, this study suggests that beyond reasoning skills and creativity, other areas such as areas in science skills, mathmatical skills, or verbal skills, etc., should be studied in the future.

• Journal of The Korean Association of Information Education
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• v.18 no.3
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• pp.391-400
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• 2014

In this study, we reviewed educational trend of Puzzle-Based Learning Contents and case studies at domestic and international, and have developed Puzzle-Based Learning Contents with the contents using fundamental concepts of computer science. Thirty one prospective elementary school teachers were applied to this contents, total thirty two sessions for four months, and Torrance Tests of Creative Thinking(TTCT) verbal and figural tests were performed to evaluate the changes in creativity. The result showed that there were significant improvements in two subscales of verbal creativity, verbal creativity index, and three subscales of figural creativity, figural creativity index. In this paper, on the basis of proven effectiveness, we introduce the Puzzle-Based Learning Contents as the alternative computer science education.

• The Journal of Korean Association of Computer Education
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• v.16 no.6
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• pp.11-19
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• 2013

Recently, the discussion of domain-generality vs. domain-specificity of creativity has been continued. At this point in time, we need to research computer programming activities related to creativity again. While most of existing relative researches have performed TTCT figural tests for evaluating learners' creativity of learning education programming language, our perspective is that verbal creativity is needed on learning education programming language more. In this research, we have developed scratch programming learning based on CPS with the contents using fundamental concepts of computer science from the viewpoint of that programming is a kind of learning required verbal thinking style. This learning program was applied to 17 students of 4th and 5th grade for each 4 classes in 5 days, total 20 classes, this group passed normality test has the result of t-test has found that three subscales (fluency, flexibility and originality) and creativity index (mean of three standard scores) of verbal creativity were improved significantly using the mean of standard scores (100) of TTCT verbal tests as the test value.

• Journal of the Korean Home Economics Association
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• v.44 no.1 s.215
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• pp.1-10
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• 2006

The purpose of this study was to develop a scale to access a creative home environment for preschool children and to examine its validity and reliability. The subjects were 296 children aged 5 to 6 years(148 males and 148 females) and their parents. The methods for data analysis included item analysis, factor analysis for construct validity, Pearson correlations between the rating scale for creative characteristics of preschoolers(RSCCP) and this scale for concurrent validity, and Cronbach's ${\alpha}$ for reliability. The 44 items of the scale were found be satisfactory in terms of item response distribution and item discrimination. Four factors were extracted from the factor analysis: the subscales labelled 'respect for the child', 'enriched learning environment', 'stimulation of independence' and 'family pressure'. The concurrent validity of this scale was accessed by computing the correlation measures of RSCCP with this scale. Most coefficients were significant. Cronbach's ${\alpha}$ ranged from.75 to.86 for the 4 subscales and.85 for the total scale.

• Journal of Korean Academy of Nursing Administration
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• v.9 no.3
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• pp.495-505
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• 2003

Purpose: The purpose of this study was to develop 360 feedback for nursing unit manager based on the current personnel evaluation system and to evaluate the new tool according to evaluation subjects. Total of 277 subjects of nurse unit managers and staff nurses were participated in this study. Method: The study was conducted in three phases each for development, application, and analysis of 360 feedback. SAS program was utilized for data analysis with descriptive statistics, t-test, and analysis of variance. Result: The evaluation criteria of the developed 360 feedback tool consisted of 13 subscales such as professional knowledge, apprehension & judgement, job performance, applicability, creativity, leadership, responsibility, promptness & accuracy, administrative ability & sense of mission, activeness, cooperation, communicability, and general attitude. The internal consistency of the tool was Cronbach's alpha .939. The evaluation score by! peers(M=4.30) was the highest one, followed by self-evaluation(M=4.23), evaluation by supervisor(M=4.17), and evaluation by subordinate(M=4.10). The differences in the total evaluation scores among the subjects supervisor, self, peer, and subordinate were not statistically significant, but significant differences were found in some subscales scores. Conclusion: Further research is required to test the reliability and validity of the $360^{\circ}$ feedback tool, and to test the outcome and the process of $360^{\circ}$ feedback system.

• Journal of Environmental Science International
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• v.25 no.9
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• pp.1323-1328
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• 2016

This study aims to identify the beneficial effects of forest experience on emotional changes in young children who are exposed to smartphones in daily life. This research was conducted on 41 children aged five and six years at a kindergarten in Chungcheongnamdo province. The children participated in a five-month forest experience program, conducted twice a week. Before beginning the study, its purpose and procedure were explained to the children's parents and kindergarten teachers, after which written content was collected. Before and after the five-month experience, questionnaires about smartphone use and emotional conditions were administered through the parents. The participants were divided into two groups, namely average-use and high-use groups, depending on the smartphone addiction proneness score. It was found that negative psychological subscales such as anxiety, impulse, and depression decreased following the five-month forest experience in both groups. Positive psychological attitudes such as sociability and creativity increased significantly after the forest experience. The high-use group showed a wider range of positive changes compared to the average-use group. Accordingly, forest experiences can be used as an effective solution for smartphone addiction problems among young children.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.371-400
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• 2008

The purposes of this study were to develop and validate Korean MHBT for identification of giftedness. MHBT in this study consists of KFT-HB and MHBT-5. MHBT-S was composed of 1) space presentation and thinking ability, space perception,. physics/technic tasks 2) affective domain; creativity, achievement motivation, desire of knowledge, social competence questionnaire 3) performance attitude questionnaire 4) interest questionnaire. The subject were 489 middle school students (1 or 2grade) in the education centers for gifted youth and general classes. Except a few subscales, internal consistent reliability was considered good. Korean MHBT discriminated well gifted students from general students in KFT-HB and some subtests of MHBT-5. As results, Korean MHBT in this study was expected to be a reliable and valid instrument for identification of korean gifted students.