• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.47-62
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• 2016

Cultivating mathematical creativity is one of the aims in the recently revised mathematics curricular. However, there have been lack of researches on how to nurture mathematical creativity for ordinary students. Perspective of Realistic Mathematics Education(RME), which pursues education of creative person as the ultimate goal of mathematics education, could be useful for developing principles and methods for cultivating mathematical creativity. This study reanalyzes RME from the points of view in mathematical creativity education. Major findings are followed. First, students should have opportunities for mathematical creation through mathematization, while seeking and creating certainty. Second, it is vital to begin with realistic contexts to guarantee mathematical creation by students, in which students can imagine or think. Third, students can create mathematics in realistic contexts by modelling. Fourth, students create the meaning of 'model of(MO)', which models the given context, the meaning of 'model for(MF)', which models formal mathematics. Then, students create MOs and MFs that are equivalent to the intial MO and MF given by textbook or teacher. Flexibility, fluency, and novelty could be employed to evaluate the MOs and the MFs created by students. Fifth, cultivation of mathematical creativity can be supported from development of local instructional theories by thought experiment, its application, and reflection. In conclusion, to employ the education model of cultivating mathematical creativity by RME drawn in this study could be reasonable when design mathematics lessons as well as mathematics curriculum to include mathematical creativity as one of goals.

• Journal of Korea Technology Innovation Society
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• v.14 no.1
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• pp.109-138
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• 2011

Recently, the rapid change in the technical environment and under global competition, there has been an increasing attention to the creativity among core competency of organization. Particularly, creativity is an initiative for technological innovations and a primary key factor to the success. Systematic understanding towards creativity is required to derive sophisticated creativity. However, previous researches involved in only one or two elements of creativity made it difficult to understand the holistic relations. Furthermore, the objective measurement tool of creativity is insufficient. Therefore, this study analyzes creativity from each level and clarifies the elements that can coordinately measure that. First, the study suggests three levels that compose creativity. Second, the study not only clarifies the factors influencing creativity from each level but also develops the evaluation index. The creativity level assessment model proposed in the study is capable of providing a guide-line that evaluates, and therefore enhance, the organization's competencies and potentials of creativity.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.83-103
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• 2014

The purpose of this paper is to find a method of measuring mathematical creativity reasonably. In the pursuit of this purpose, we designed four multiple solution tasks that consist of two kinds of open tasks; 'tasks with open solutions' and 'tasks with open answers'. We collected data by conducting an interview with a gifted fifth grade student using the four multiple solution tasks we designed and analyzed mathematical creativity of the student using Leikin's model(2009). Research results show that the mathematical creativity scores of two students who suggest the same solutions in a different order may vary. The more solutions a student suggests, the better score he/she gets. And fluency has a stronger influence on mathematical creativity than flexibility or originality of an idea. Leikin's model does not consider the usefulness nor the elaboration of an idea. Leikin's model is very dependent on the tasks and the mathematical creativity score also varies with each marker.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.471-478
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• 2023

Teaching and learning research is essential to prepare for the era of the 4th industrial revolution. We must strengthen the creative educational capabilities of prospective teachers by improving the curriculum and teaching-learning model of teacher training colleges. Future education should foster creative thinking based on communication and collaboration. In this study, we improved the future teaching and learning model and applied it to actual classes. In addition, we verified the effectiveness by conducting pre- and post-surveys on the capabilities of future creative teachers. The survey consists of common satisfaction questions and questions about future creative teacher capabilities. As a result of the analysis, we confirmed that the capacity of future creative teachers increased.

• 한국과학교육학회:학술대회논문집
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• 2008.01a
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• pp.18-40
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• 2008

• Journal of Technology Innovation
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• v.17 no.2
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• pp.187-206
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• 2009

Korea needs to create, diffuse, and exploit scientific and technological knowledge effectively through transforming its national innovation system from imitative system to creative one. For this purpose, it is necessary for Korea to nurture creative human capital (CHC), which are the main actor of generating S&T and innovation. This paper aims at discussing the strategies of nurturing creative human capital of government-sponsored research institutes (GRIs). In this paper, we argue that the management of creative human capital is particularly important for Korean GRIs because they deals directly with scientific and technological activities. For effective management of GRIs' creative human capital, we suggest a Model for Life Cycle Management of Creative Human Capital. This model is composed of four stages: inviting well-qualified researchers, strengthening mobility of researchers, providing special certificates to excellent researchers, and effectively exploiting retired researchers. We emphasize that each stage should form and reinforce a virtuous cycle. This paper argues that GRIs' creative human capital should be nurtured as 'Inverse T-Type Manpower', who have not only deep knowledge on their own special S&T areas but also broad knowledge on related areas, based on this Life Cycle Management Model.

• (The) Korean Journal of Advertising
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• v.25 no.1
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• pp.179-201
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• 2014

This study explored mutual perceptions among clients, agencies, and consumers on the evaluation of ad creativity applying the co-orientation model. In order to investigate agreement, congruence, accuracy among three groups, they exposed to real commercials as stimuli and evaluated ad creativity of them in terms of four dimensions, such as originality, appropriateness, clarity, and relevance. Results indicated that agreement between agencies and consumers is relatively high, whereas one between clients and agencies is relatively low. Also, clients show relatively higher level of congruence, but agencies have relatively lower level of one. Accuracy between agencies' evaluation of ad creativity and clients' perception of agencies' view on ad creativity, and between consumers' evaluation of ad creativity and clients' perception of consumers' view on ad creativity would be relatively high. On the other hand, accuracy between clients' evaluation of ad creativity and agencies' perception of clients' view on ad creativity would be relatively low. Results showed that there is a need clients and agencies to consider on consumers' viewpoints on ad creativity.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.611-620
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• 2020

The purpose of the study is to find creativity factors of students in the process of small group modeling and relate them to the types of interactions among students. In order to capture students' detailed interactions, this study was conducted as an 'essential case study' through qualitative analysis. We have developed the modules of nine lessons about terraforming, and they were used in an actual classroom. In order to understand the creativity of the students in the process of modeling, students' discourses and interview data were analyzed using 19 creative factors or abilities. The findings are as follows. Frequently found creativity factors are Elaboration, Evaluation, Visualization, Resist premature closer, Originality, Analysis and Concentration. And students' interactions that affect students' creativity in the process of modeling can be classified into four categories: Suggestion, Agreement, Questioning, Refutation, and Conversion. Through each interaction, students demonstrated the process of expressing and modifying their own thoughts and ideas in the modeling process. The findings of the study suggest that it is important to the teachers to understand types of interactions among students and the relationship between the types of interaction and creativity factors for students' creative modeling in modeling-based learning.

• Journal of Science Education
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• v.38 no.3
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• pp.471-489
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• 2014

This study was to investigate the changes of attitudes related to science of students in high school science club through modified the creative-experience activity model program. To begin with, using the creative-experience activity model program the programs adapted to the school practices have been developed through consultation of the teachers. The developed program was performed on students in the high school science club. Then we studied the changes of attitudes related to science of students through their outcomes of the activities and face-to-face talk. The change of attitudes related to science of students is positive, especially problem-solving, curiosity, a sense of responsibility, interests toward science, interests toward science related careers, and leisure interest in science. Interest for science as hobby were influenced by used tools like telescopes and experimental tools. Interest for science class were not effective to change to positive by creative experience activity. It seems to be due to creative experience activity were not connected with science class. The program to participate in the activities was more effective than to observe with visit for the change of the attitude related to science. Also, the programs with activities contained scientific knowledge were more effective.

• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.2
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• pp.53-59
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• 2012

This article reviews the current issues of engineering education: engineering creativity, R&D 3.0 and Education 3.0 and comfirms need of refining quality of engineering education through learner-centered hybrid project learning. this article suggests the Global engineering project(GEP) program as an ideal hybrid project learning model that develop student's creativity and convergence capability. GEP program is learnner-centered interdisciplinary program that whole processes are managed by interdisciplinary students team aiming to global engineers who are globally competent and locally relevant so that they can function effectively in any country by local activity in developing country. The program consist of four main parts: 1)pre activity, 2)local activity from abroad, 3)design and producing prototype and 4)participating in the design contest or academic conference with the products. As a result, students' global competence, teamwork skill and capability of creative problem solving are remarkably improved.