• 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.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.89-94
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• 2010

본 연구에서는 지식 정보화 사회에 필요한 창의성 신장을 위한 효과적인 교육방법을 모색하는데 목적을 두고 두리틀 교육과 로봇교육을 각각 10차시 분량의 교육과정을 개발하고, 창의성 신장을 위한 창의성 수업모형을 개발하였다. 개발된 교육과정을 창의성 수업 모형에 따라 적용하였다. 또한 창의성 구성요소를 창의적 사고능력, 창의성 성격면으로 나누어 검사하였으며, 창의적 사고능력은 유창성, 융통성, 독창성 면을 측정하였으며, 창의적 성격은 호기심, 민감성, 집착력 면을 측정하였다. 측정 결과 비교반(일반수업) 보다 실험반(두리틀 교육, 로봇교육)의 창의성이 신장되었으며, 두리틀 교육보다 로봇교육이 창의성 신장에 도움이 됨을 알 수 있다. 본 연구를 통해 아동들의 창의성 신장을 위한 효과적인 교육방법을 제안하는데 목적이 있다.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.681-701
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• 2010

This study examined the perception of gifted teachers toward 'conception of creativity personality education,' 'methodology of creativity personality education,' and 'support of creativity personality education' in the future gifted education. As a result, gifted teachers conceptualized creativity personality education as education to foster creative social capitals(social + moral leaders), which showed movement from gifted education focused on cognitive development into future-developmental orientation. Gifted teachers mentioned education to foster social sensitivity, creativity, and leadership as methodology of creativity personality education. More specifically, they recommended inductive curriculum in learning and teaching in order to encourage domain-specific giftedness. As pointing not to separate creativity personality education for gifted from a formal education but to deploy with conjunction with it, gifted teachers mentioned the social recognition for creativity personality education and the development of teacher's professionalism and educational programs.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.387-410
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• 2012

The purpose of this paper was to investigate science gifted educational methods based on creativity and character by Delphi study. As a result by a total 3 round Delphi method, the concept of creativity and character education for science gifted students was to promote character development through the effectively interactive communications in the process of creative problem finding and solving. Thus this elicited the consensual agreements of experts about science gifted educational aims, methods, contents, and evaluations etc. As a follow-up research will be developed science gifted educational model based on creativity and character.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.01a
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• pp.63-64
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• 2023

4차 산업의 활성화와 더불어 창의 융합형 인력 양성이 중요한 요소로 자리 매김하고 있다. 인문학적 상상력, 과학기술 창조력, 인성, 융합, 가치 등이 창의 융합형 교육에서 중요한 요소이다. 본 논문에서는 창의 융합형 교육을 위한 게임 개발 절차를 제안한다. 게임개발 절차로 사전준비, 아이디어발상, 팀구성, 기술공유, 구현 그리고 결과공유 절차를 창의 융합형 인재 개발의 주요 요소와 연결하여 제안한다.

• The Journal of the Korea Contents Association
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• v.12 no.10
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• pp.106-115
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• 2012

The 21st century is the era of the center of the Originality(of thought). It also emphasizes creativity and creative education policy based on the new changes are dreaming. Creative education through art grasp the essence of things, seek express oneself, and brings cognitive ability. An educatee promote the development of creativity and insight on things other than the existing. New thinking will gain the ability to make rational faculty of the mind and principle. Creative education implement in homes, schools, communities, public agencies, private organizations, and running through the creative environment, but the number of trainees are exposed to extremely rare. The creative practice book in charge of creative education of the dissemination insufficient of research and development in reality. The creative practice book requires a new approach. It can be seen easily accessible environment where everyone should be able to provide for nationwide. In this respect, the creative practice book through art to begin consideration, is studied a whole spectrum, and be published in variety of practice books.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.197-205
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• 2004

요즘 과학, 수학 교과 등은 기초 교육 강조는 물론 창의성 교육에까지 관심을 가지고 있다. 7차 교육과정의 등장과 사회의 변화 흐름을 통해 '창의성'이 강조되고 있고, 교육에서도 창의성 교육이 대두되고 있다. 그러나 우리나라의 컴퓨터 교육 현황을 살펴보면 창의성과는 거리가 멀 뿐만 아니라, 다른 교과를 배우는데 도움을 주는 교과로서의 역할만을 하고 있다. 또한 컴퓨터 활용 교육이 이루어짐에 따라 저학년에서 고학년까지 유사한 내용의 교육을 반복해서 받는 경우가 생기고, 특히 5, 6학년은 실과 시간과 재량 시간의 교육 내용이 서로 중복되어 교육 효율이 떨어지고 있다. 이에 본 연구에서는 교육의 기초를 다지는 시기인 초등학교에서부터 창의적인 컴퓨터 교육이 이루어질 수 있도록 하고자 하며 이를 위해 초등학교 수준에 맞는 프로그래밍 관련 교육을 살펴보고, 초등 컴퓨터 창의성 향상 교육을 뒷받침할 수 있는 프로그래밍 관련 교재 개발 방안을 제안한다.

• The Journal of the Korea Contents Association
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• v.17 no.2
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• pp.26-37
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• 2017

This study aims to theoretically and empirically establish the characteristics and component factors of creativity character of college students. Putting together preceding researches related to the concept and structure of creativity character through the theoretical approach, the in-depth interview and open survey were conducted targeting 70 specialists in education, education engineering, consultation meeting, and researchers' meeting about creativity character of college students. In the results, as creativity character for college students, creativity was classified into cognitive creativity and affective creativity while character was classified into moral character, social character, and emotional character. Especially, the creativity character of college students emphasized the importance of character more than creativity. Through such results, it aims to suggest a new perspective on creativity character of college students, and moreover to provide basic data to set up the research direction to develop a tool to measure creativity character of college students for follow-up researches. Also, it is considered to establish the theoretical, empirical foundation contributing to the establishment of teaching-learning method and education engineering qualitatively enhanced in the site of college.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.01a
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• pp.281-283
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• 2020

본 연구는 2015년 교육과정에 명시된 정보교과의 운영방침과 중등학교 소프트웨어 교육 현황을 분석하고, 이에 대한 문제점을 해결 할 수 있는 방안으로 창의적 문제 해결력을 통한 소프트웨어 교육 모형을 제안한다. 창의적 문제 해결력은 확산적 사고와 수렴적 사고를 통해 학생들이 문제 해결에 필요한 사고를 키울 수 있는 모형이다. 이에 본 논문에서는 컴퓨팅 사고력을 가진 창의·융합 인재 육성이라는 소프트웨어의 교육 목표를 달성하기 위해 기존의 CPS모형과 CT의 요소간의 유사점을 확인하고 이를 바탕으로 새로운 CPS-SW 모형을 제안한다. CPS-SW 모형으로 컴퓨팅 사고력과 창의적 문제해결력을 키울 수 있으며, 이를 통해 미래 사회에 필요한 인재육성을 위한 소프트웨어 교육의 발전에 기여하고자 한다. 또한 CPS-SW 모형을 적용할 수 있는 프로그램과 학생들이 창의적 문제해결력을 키울 수 있는 학습에 대한 연구가 필요할 것으로 예상한다.

• The Journal of Sustainable Design and Educational Environment Research
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• v.17 no.1
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• pp.12-22
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• 2018

The purpose of this study is to suggest a space planning direction that can more effectively support creativity and character education in elementary school. In order to do this, we investigated the current state of space creation and the space utilization of schools that operate creativity and Character Education programs. In addition, we surveyed and analyzed the user satisfaction and demand for school space in terms of creativity and character education. The results of this study are as follows: First, 23 design criteria were drawn for each main space in which creative and character education programs are conducted. Second, we investigated the priority and satisfaction of the space that is frequently used in the school for creativity and personality education. Third, we surveyed the types and priorities of new spaces needed to cultivate students' creativity and character. Fourth, 14 concrete space planning directions for creating creativity and character education were suggested.