• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.39-61
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• 2012

Mathematical creativity is essential in school mathematics and mathematics curriculum and ensures the growth of mathematical ability. Therefore mathematics educators try to develop students' creativity via mathematics education for a long time. In special, 2011 revised mathematics curriculum emphasizes mathematical creativity. Yet, it may seem like a vague characterization of mathematical creativity. Furthermore, it is needed to develop the methods for developing the mathematical creativity. So, the goal of this paper is to search for teaching and learning models for developing the mathematical creativity. For this, I discuss about issues of mathematical creativity and extract the factors of mathematical creativity. The factors of mathematical creativity are divided into cognitive factors, affective factors and attitude factors that become the factors of development of mathematical creativity in the mathematical instruction. And I develop 8-teaching and learning models for development of mathematical creativity based on the characters of mathematics and the most recent theories of mathematics education. These models make it crucial for students to develop the mathematical creativity and create the new mathematics in the future.

• Journal for History of Mathematics
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• v.18 no.2
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• pp.75-94
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• 2005

This study is intended to develop the criterion for evaluating the creative products that mathematically gifted students produce in their education program to enhance the development of creative productive ability. 1 distinguish the mathematical creativity with the creativity in the general domain, and make the production model of the creative mathematical product grounded on the mathematicians' work through the mathematical history. The model has the following components; the mathematical knowledge, the mathematical thinking and the mathematical inquiry skill, surrounding the resultive creative product. The students products are focused on one component of the model. Thus the criterion for the creative products is grounded on the each component of the model. According to it, teachers could evaluate the students'work, which got the validity and the reliability.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.557-580
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• 2017

The purpose of this study is developing the manifestation process model of group creativity among mathematically gifted students. Therefore, I designed the manifestation process model of group creativity by researching the existing literatures on group creativity and mathematical creativity. The manifestation process model of group creativity was applied to mathematically gifted students' class. By analyzing students' response, the manifestation process model of group creativity was improved and concretized. In conclusion, the process of a combination of contributions was concretized and the major variables on group creativity such as a diversity, conflict, emotionally supportive environment and social comparison were verified. In addition, some reflective processes was discovered from a case study.

• Proceedings of the Korea Technology Innovation Society Conference
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• 1999.11c
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• pp.379-398
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• 1999

본 연구는 창의적 문제해결과정에 대한 개념을 신제품 개발 프로젝트에 적용하여 문제해결 관점에서의 신제품개발 성과 모델을 제시하고 있다. 연구개발 프로젝트 팀과 관련한 연구논문들이 그 동안 많이 있었으며, 각각의 이론들은 상호 이질적이고 다른 관점을 취해 연구자와 실무자들에게 다소의 혼란을 야기하여 왔다. 대표적으로 살펴보면 합리적 계획, 의사소통 망, 훈련된 문제해결의 세 개의 차원으로 나누어진다. 이러한 이유로 국내외 학자들은 통합모델을 제시하려고 노력하여 왔다. 그러나 그러한 접근은 신제품 개발의 본질적 성격을 반영하는 새로운 깊이 있는 차원으로서의 모델 통합이 아니라 단순히 영향 요인들의 나열 또는 종합하는 특징을 지니고 있다. 본 연구는 신제품 개발 R&D 팀이 본질적으로 문제해결 집단이라는 전제하에 창의적 문제해결을 위한 구성원들의 문제해결 몰입과 해결안의 질적 수준의 향상을 높이기 위하여 R&D 팀의 인지적 다양성과 R&D팀의 위상과 관련하여 R&D 환경 성숙도라는 새로운 변수를 추가하였다. 여기서 제시하는 창의적 문제해결과정으로서의 R&D팀 성과와 관련된 연구모델은 본질적인 것을 다루면서 단순화 된 모델로서 그 동안 여러 관점에서 다루어져 온 개념들을 통합할 뿐만 아니라, 새로운 차원에서 R&D 성과를 높이는데 개념으로 많은 도움을 줄 것이다.

• 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.

• Journal of Technology Innovation
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• v.22 no.2
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• pp.247-285
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• 2014

Despite the important role of the transformational leadership and Creative Climate to achieve firms' sustainable competitive advantage, there has been limited empirical studies linking the transformational leadership and creative climate in employee's innovative performance. This study investigated the impact of transformational leadership on innovative performance based on employees of R&D department in IT services. This paper also investigated the mediating role of creative climate and moderating role of employee's innovative tendency in this relationship. Main findings of our empirical analysis are as follows. While the relationships between transformational leadership and innovative performance was positively associated, creative climate had positive effect on innovative performance. As expected, we also found that the creative climate had positively mediated the relationship between transformational leadership and innovative performance. Also, the innovative tendency has statistically significant moderating effect on this relationship. Based on the findings, we have suggested theoretical and practical implications while future research directions with limitations of the research are discussed.

• Journal of Korean Home Economics Education Association
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• v.24 no.3
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• pp.35-56
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• 2012

The objective of this study investigated characteristics and developed the teaching models elements of creativity and personality education in home economics education based on its identity and nature. Above all, I investigated premises and assumptions of creativity and personality education in home economics education through literary consideration, and then found out eighteen creativity and personality elements. Thus, I proposed Practical Problem Solving Learning Model, Creative Problem Solving Learning Model, Inquiry Learning Model, and Role Playing Model(experience study) in 'Clothing and self-expression' unit. The study identified that creativity and personality education meets nature of home economics education and strengthens the basics of the creativity and personality education in home economics education. In the future, I recommend the activation of philosophical debating of the creativity and personality education, various class models of creative and personality education, and follow-up study of the creative and personality education.

• School Mathematics
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• v.10 no.4
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• pp.583-601
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• 2008

The creative productivity is regarded as an essential factor to perform the gifted education. While it is very important to cultivate and to expand a creative productivity through mathematically problem solving in gifted education, we have difficulties in actual education of the (mathematically) gifted, even are there few researches/studies which deal with teaching and guiding the creative problem solving in mathematically gifted education, it is hard to find a guideline that provides proper ways (or directions) of learning-instruction and evaluation of the mathematically gifted. Therefore in this study, the researcher would provide a learning-instruction model to expand a creative productivity. The learning-instruction model which makes the creative productivity expanded in mathematically gifted education is developed and named MG-CPS(Mathematically Gifted-Creative Problem Solving). Since it reflected characteristics of academic- mathematical creativity and higher thinking level of the mathematically gifted, this model is distinguished from general CPS. So this model is proper to provide a learning experience and instruction to the mathematically gifted.

• Annual Conference on Human and Language Technology
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• 2022.10a
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• pp.624-629
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• 2022

에세이의 창의성을 자동으로 분류하는 기존의 주요 연구는 말뭉치에서 빈번하게 등장하지 않는 단어에 초점을 맞추어 기계학습을 수행한다. 그러나 이러한 연구는 에세이의 주제와 상관없이 단순히 참신한 단어가 많아 창의적으로 분류되는 문제점이 발생한다. 본 논문에서는 어텐션(Attention)과 역문서 빈도(Inverse Document Frequency; IDF)를 이용하여 에세이 내용 전달에 있어 중요하면서 참신한 단어에 높은 가중치를 두는 문맥 벡터를 구하고, 자기부호화기(AutoEncoder) 모델을 사용하여 문맥 벡터들로부터 창의적인 에세이와 창의적이지 않은 에세이의 특징 벡터를 추출한다. 그리고 시험 단계에서 새로운 에세이의 특징 벡터와 비교하여 그 에세이가 창의적인지 아닌지 분류하는 딥러닝 모델을 제안한다. 실험 결과에 따르면 제안 방안은 기존 방안에 비해 높은 정확도를 보인다. 구체적으로 제안 방안의 평균 정확도는 92%였고 기존의 주요 방안보다 9%의 정확도 향상을 보였다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.431-432
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• 2021

유네스코 창의 도시 네트워크는 문화예술 분야에서 국제 수준의 경험이나 지식, 전문기술을 가진 창의도시 간 네트워크를 의미한다. 우리나라 7개 분야에서 총 8개의 창의도시가 존재하며, 대구의 경우에는 음악 창의도시로 선정되었다. 본 연구는 음악 창의도시 대구 관련 전문가들을 대상으로 PCSI 모델을 기반으로 한만족도 설문조사를 실시하였다. PCSI 2.0 모델을 기반으로 서비스 내용 품질, 서비스 전달 품질, 서비스 환경 품질, 사회적 책임, 불일치, 성과 그리고 만족도라는 변수를 설정하였다. 따라서 본 연구는 세 가지 품질과 사회적 책임 및 불일치가 만족도에 영향을 미치고 만족도는 성과에 영향을 미친다는 것을 검증하고자 하였다. 대구가 창의도시로서 역할 정립을 새롭게 하고 발전방안을 수립할 수 있는 기틀을 마련하고자 한다.