• Journal of the Korean Chemical Society
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• v.59 no.1
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• pp.54-68
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• 2015

The purpose of this study was to develop teaching materials using pyramid model of divergent thinking, inverse pyramid model of convergent thinking and evaluate the effects of its applications. The teaching materials was implemented to 110 students (The experimental group is 57, The control group is 53) in middle school for about 8 months (from May to October). Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially in fluency, flexibility and originality. There was no interaction effect about creative thinking skills between the teaching strategy and cognitive level, achievement, gender of those students. Also the teaching materials contributed to improve critical thinking skills, especially in making hypothesis, control of variables transformation and interpretation of data. There was no interaction effect about critical thinking skills between the teaching strategy and cognitive level, achievement, gender of those students.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.375-386
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• 2004

Creative thinking alone can not lead to scientific creativity. Scientific knowledge and scientific inquiry skills are needed for scientific creativity. Focused only on cognitive aspect, I suggested a cognitive model of scientific creativity (CMSC) consisting of 3 components: thinking for scientific creativity, scientific knowledge contents, and scientific inquiry skills. Recently, many researchers have emphasized the various thinking for creativity as well as divergent thinking. Therefore, I suggested three types of creative thinking - divergent thinking, convergent thinking, and associational thinking - and discussed its rationale. Based on this model, an example of activity material for the scientific creativity was suggested. In the further research, based on CMSC, various activity types related to scientific creativity and concrete learning materials for scientific creativity will be developed.

• Korean Journal of Cognitive Science
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• v.13 no.4
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• pp.80-80
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• 2002

The main thesis of this article is that the decisive point of creativity education is the cultivation of critical thinking capability. Although the narrow conception of creativity as divergent thinking is not subsumed under that of critical thinking, the role of divergent thinking is not so crucial in the science context of creative problem-solving. On the contrary, the broad conception of creativity as focusing on the reference to utility and the third conception of creativity as a process based on the variation and combination of existing pieces of information are crucial in creative problem-solving context, which are yet subsumed under that of critical thinking. The emphasis on critical thinking education is connected with the characteristics of contemporary knowledge-based society. This rapidly changing society requires situation-adaptive or situation-sensitive cognitive ability, whose core is critical thinking capability. Hence, the education of critical thinking is to be centered on the learning of blowing-how and procedural knowledge but not of knowing-that and declarative knowledge. Accordingly, the learning of critical thinking is to be headed towards the cultivation of competence but not just of performance. In conclusion, when a rational problem-solving through critical and logical thinking turns out consequently to be novel, we call it creative thinking. So, creativity is an emergent property based on critical and logical thinking.

• Korean Journal of Cognitive Science
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• v.13 no.4
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• pp.81-90
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• 2002

The main thesis of this article is that the decisive point of creativity education is the cultivation of critical thinking capability. Although the narrow conception of creativity as divergent thinking is not subsumed under that of critical thinking, the role of divergent thinking is not so crucial in the science context of creative problem-solving. On the contrary, the broad conception of creativity as focusing on the reference to utility and the third conception of creativity as a process based on the variation and combination of existing pieces of information are crucial in creative problem-solving context, which are yet subsumed under that of critical thinking. The emphasis on critical thinking education is connected with the characteristics of contemporary knowledge-based society. This rapidly changing society requires situation-adaptive or situation-sensitive cognitive ability, whose core is critical thinking capability. Hence, the education of critical thinking is to be centered on the learning of blowing-how and procedural knowledge but not of knowing-that and declarative knowledge. Accordingly, the learning of critical thinking is to be headed towards the cultivation of competence but not just of performance. In conclusion, when a rational problem-solving through critical and logical thinking turns out consequently to be novel, we call it creative thinking. So, creativity is an emergent property based on critical and logical thinking.

• Journal of the Korean earth science society
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• v.29 no.3
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• pp.290-304
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• 2008

The purpose of this study was to develop instructional programs for 10th graders to facilitate their creative thinking abilities and understanding concerning the scale of the Solar System. The programs were based on four major themes and composed of eight lessons which dealt with the relative scale of the Solar System. The programs were applied to 155 students at G high school in Gumi City. The results showed that the programs were helpful to students in that they facilitated easier understanding of the relative sizes of planets within the solar system as well as creative thinking abilities including divergent thinking and convergent thinking.

• 한국지구과학회:학술대회논문집
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• 2006.02a
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• pp.176-181
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• 2006

이 연구의 목적은 지구과학 교과에 창의력 사고기법을 적용한 수업이 학생들의 창의력의 변화와 과학 성취도의 변화에 미칠 영향을 알아보고자 하는 데에 있다. 지구과학의 지질 관련 단원에 학생들이 희망하는 발산적 사고기법을 수업의 도입부분에, 수렴적 사고기법을 수업의 정리 부분에서 선택하여 적용하였다. 지구과학의 수업에서 창의력에 미치는 효과를 알아보기 위해 Torrance 창의력 언어 검사와 도형 검사를 실시했고, 과학 성취도에 미치는 효과를 알아보기 위해 모의고사의 응시인원과 평균성적을 비교하였다. 그 결과, 창의력 사고기법을 적용한 지구과학 수업이 학생들의 흥미유발을 일으켜 사고의 기능을 향상시켜 주어 학생들이 많은 것을 만들어 내는 유창성과 다양한 사고기능을 형성해 주는 융통성을 길러 주었다. 그리고, 독특한 것을 만들어 낼 줄 아는 독창성과 자세하게 표현할 줄 아는 정교성을 기르는데 많은 도움이 되었다.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.129-145
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• 2012

This study investigated factors of creativity and interaction between factors that are revealed when gifted students designed scientific experiments. For this, we firstly developed items which required the written process of designing experiments to explore creativity factors. Then, we used these items as a part for letters of self-introduction to students who applied for 2011 correspondence education of general physics for the Korea Physics Olympiad. 513th letters of self-introduction which were analyzed to investigate factors of creativity in view of creativity definition after researchers' consultation, which specifically means a combination of divergent and convergent thinking. The results were as follows; (1) in the step of hypothesis building, we could not only find Originality and the Flexibility & Fluency, which were factors of divergent thinking, but also Coherency and Elaborateness, which were factors of convergent thinking. (2) in the step of the hypothesis testing, we could explore Originality, Flexibility & Fluency in divergent thinking and Coherency, Reliability, Clarity, Elaborateness in convergent thinking. (3) we also figured out three creativity types of gifted students from the viewpoint that creativity is a consequence of interaction between divergent thinking and convergent thinking; a) Type A showed divergent and convergent factors of creativity in the step of hypothesis building. However, type A did not include divergent factors of creativity on the process of the hypothesis testing. b) Type B had divergent and convergent factors of creativity on the process of the hypothesis testing, but it had not convergent factors of creativity on the step of hypothesis building. c) Finally, in Type C, only divergent factors of creativity appeared on the process of the hypothesis testing, but convergent factors of creativity could be found on the step of hypothesis building and hypothesis testing.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.482-494
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• 2008

The purpose of this study was to introduce a practical model to enhance creative and critical thinking skills through hypotheses generating activities for students. The 2007 Science National Curricula stresses the need for the enhancement of creative thinking skills for our students. The definition for the creativity in the narrow sense is the divergent thinking skills. The definition of the critical thinking skills is the strong sense of those skills. This model shows the use of the divergent thinking skills and convergent thinking skills together. The divergent thinking skills has been developed by making three alternative explanations about the causal question within a group of students by active discussion. The following procedure includes the selection of the most provable of the three explanations within a group of students also by active discussions. This process needs convergent thinking skills as well as critical thinking skills. This model can be used easily by exchanging from the one explanation about the causal question in any inquiry teaching strategy to three explanations about one. Although the partial modified strategy shows a small difference from any inquiry teaching strategy, but the effect of the enhancement of the creative thinking skills for our students shows significantly better (p<.05). More detailed study will be carried out in the near future.

• Proceedings of the Safety Management and Science Conference
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• 2011.11a
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• pp.219-224
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• 2011

The research reviews the logical approach based on the creative thoughts. The two logical approaches, including deductive convergent and inductive divergent are discussed with why-why techniques and how-how techniques. While the deductive thinking is vertical logic for interconnected hierarchical and deep domains, the inducive thinking is horizontal logic for mutually exclusive and collectively exhausted frameworks. The creative thinking comes from the reversing the logic and lessening the premise of convergent and divergent approaches.

• Journal of the Korean Chemical Society
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• v.55 no.6
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• pp.1056-1073
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• 2011

The purpose of this study was to develop teaching materials using Pyramid model of divergent thinking, Inverse pyramid model of convergent thinking and Diamond model of divergent-convergent thinking. And the teaching materials was implemented to 120 students in middle school over 10 weeks. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially in fluency and flexibility(p<.05). Also the teaching materials contributed to improve critical thinking skills, especially in inquiry process of recognizing problems, making conclusion and generalization(p<.05). Moreover, academic achievement was improved(p<.05). But, there was no significant improvement in creative personality(p<.05).