• Proceedings of the Korean Society of Computer Information Conference
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• 2011.01a
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• pp.331-334
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• 2011

본 연구의 목적은 국가경쟁력 향상을 위한 세계적인 융합의 흐름을 대비하여 융합 기반인 교육용 로봇을 활용한 창의적 체험활동 프로그램을 설계하는데 있다. 이를 통해 해외의 정보교육 활성화 경향과는 달리 초등학교에서 소외되는 정보교육의 중요성을 부각시키고, 창의성과 인성을 강조하는 창의적 체험활동에서 자연스럽게 활용되기 위함이다. 이에 교육용 로봇을 활용한 융합교육 단계와 프로그램 교수 학습 모형의 설계를 통해 초등학교의 창의적 체험활동에서 활용될 수 있는 프로그램의 토대가 되고자 한다.

• Journal of Korean Home Economics Education Association
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• v.24 no.3
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• pp.143-173
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• 2012

We investigated environmental problems related to clothing, and attempted their practical solutions using Future Problem Solving Program in order to cultivate the creative character in teenagers. We applied "teaching and learning plans" to seventy-seven the first graders of high school students in 2 classes in Gyeonggi-do, one hour per day for 3 weeks, from August 23 to September 8 2011. Statistical analyses were performed using the SPSS for Windows software(version 17.0). Mean differences in results between pretest and posttest were evaluated using Student's t-test. We selected 'production of fabrics, production of clothing, disposal and recycling of clothing and washing of clothing' as the learning theme in educational content factors of 'clothing culture in consideration of environment'. And we developed thirteenth teaching and learning plans and educational materials including 4 problems, 2 worksheets, 10 team worksheets, 7 video materials and 7 Power Point materials using Future Problem Solving Program(FPSP). The measurements of fluency, flexibility, originality and problem-solving ability are significantly improved. The level of creativity in the items of fluency, flexibility and originality, in particular, exhibited marked improvement, 'below-average' to 'above-average', regardless of academic records and gender. Problem-solving ability in female students was more effective than that of male, but it showed no significant correlation with academic records. The analysis of character-change showed the highest improvement in the awareness on the protection of environment, the character factor in the educational contents. Personalities, confidence, consideration and cooperation in learning method of FPSP also exhibited a significant improvement. But character-change did not correlate with academic records or gender. In the present study, we found that home economics has a positive effect on cultivating creative character. When we selectively and properly apply a course of creative problem-solving of FPSP and a course of creative output to students, we can increase their ability to solve problems, cultivate their creative character and further enhance their interest on home economics.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.2
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• pp.141-150
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• 2019

The purpose of this study is to investigate the effect of the pre-service teacher's maker project learning on self -directed learning ability and creative personality. This study established an eight-week period of experimental treatment from March to April 2019, and the students who participated in the study formed a research group of 75 students in three of their advanced classes who are attending the second semester of B University of Education and taking courses in 'Teaching Research 1'. The experimental treatment of research groups was conducted by the process of producing creative outputs through training of manufacturers. The experimental group of the study group was a process of producing creative output through maker education. The theme was set up to create creative output by group, worked with the main tool, 3D pen, and utilized the recycling material. When the creative output is completed, it is announced by presenting the actual product in each group. The results of the study are as follows. First, project learning by pre-service teachers had an effect on self-directed learning ability. Second, project learning by pre-service teachers had an effect on creative personality. Third, pre-service teachers was interested in learning about the project and responded positively to the students' perception.

• Proceedings of the Korea Contents Association Conference
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• 2014.11a
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• pp.425-426
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• 2014

본 연구에서는 2009 개정 교육과정에서 새롭게 도입된 창의적 체험활동과 학교스포츠클럽 운영 실태에 관하여 고찰하였다. 연구결과 학교스포츠클럽의 시간을 136시간으로 정해놓음으로써 학교에 부담을 주고 있고, 동아리활동이 다양하게 이루어지지 못하고, 스포츠 활동에 치우치고 있으며, 창의적 체험활동을 자유롭게 활용하기 보다는 교육과정에 묶여 있어 자유로운 창의성이 발현되거나 인성중심의 학습이 일어나지 않는 것으로 나타났다.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.132-141
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• 2022

The purpose of this study is to investigate the effect of science classes using elementary school distance science classes on science academic achievement and creative personality. The research group and non-research group were selected for 6th grade elementary school students. After 10 weeks of experimental treatment, science classes were conducted with the contents of the elementary school science section, 'Changes of the seasons'. In the three domains of 'knowledge', 'inquiry', and 'attitude', which are sub-domains of science academic achievement, as a result of the pre-post test, there was a positive effect in 'inquiry' and 'attitude', which are sub-domains of science academic achievement. However, it was found that there was no positive effect in 'knowledge', a sub-domain of academic achievement. However, it was found that there was a positive effect in the overall test result of academic achievement. Therefore, it is interpreted that science classes using elementary school distance science classes had an effect on academic achievement. There was a significant effect in the sub-domains of the creative personality test, 'persistence/obsession', 'self-confidence', 'humor', 'imagination', 'openness', 'adventure', and 'independence'. However, it was found that there was no effect in the sub-domain 'curiosity'. The overall test results of the creative personality test showed a significant effect. Therefore, it is interpreted that science classes using elementary school distance science classes are effective in cultivating creative personality. Students' perceptions of science classes using elementary school distance science classes also showed positive responses.

• Education of Primary School Mathematics
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• v.18 no.2
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• pp.91-106
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• 2015

The purpose of this study were to develop a M-STEAM program for first grades in elementary school and investigate the effects of the program on their learning motivation for the math subject and creative personality. For those purpose, this study set the following research questions. Research Question 1 : How will a M-STEAM program be devised applicable to first grades in elementary school? Research Question 2 : What kind of effect does a M-STEAM program have on the learning motivation and creative personality of students? The findings were as follows: First, lesson contents were reorganized by keeping the Unit 3 in the second semester of first grade in the current math curriculum under the convergence theme of "Build an environment friendly future city" to which the STEAM elements were added. Developed program promoted mathematical thinking ability for problem solving in the process of operating the number of blocks. Through the M-STEAM program, convergence thinking was created from a new perspective by exerting creativity in such process. Second, the STEAM program had effects on the learning motivation and creative personality of first graders in math subject. The t-test results show that the STEAM program developed in this study increased the fun and interest of students, helped with their concentration, and promoted their understanding of mathematical concepts. Therefore the M-STEAM program had positive impacts on the learning motivation and creative personality of first graders in math learning.

• Communications of Mathematical Education
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• v.17
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• pp.127-138
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• 2003

아주대과학영재교육원에서 실시되고 있는 수학영재교육에서의 사사에 대한 기본적 아이디어와 과기부 과제 창의적 사사에 대한 생각을 정리하여 본다. 대학교에서 수학영재교육을 실시하는 큰 이유는 수학적 창조자인 수학자에게서 수학논문을 쓰는 법과 수학자로서 필요한 인성을 익히는 일이라고 생각한다.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.481-496
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• 2023

This study aimed to evaluate the effects of utilizing educational game content for science learning on science-related attitudes. The content was applied to 24 students in an after-school science club at an elementary school in Gyeongsangbuk-do Province followed by a pre and posttest analysis using the Attitude About the Relevance of Science Test and the Creative Personality Test. This study used Tino's Journey, which was developed by the Korea Creative Content Agency and is currently distributed for free through the Ministry of Education to develop nine lessons that include scientific scenarios and concepts presented in the game. The results demonstrated that science lessons utilizing educational game content significantly influenced the science-related attitudes of the students. Among the subdomains, enjoyment of science lessons increased the most followed by the attitude toward scientific inquiry, social meaning of science, and hobby of science. However, the commonness of scientists, acceptance of scientific attitudes, and career in science did not reveal significant differences. This study classified the students into two groups (i.e., high and low, n=12 each) using the Creative Personality Test in advance. This study performed covariate analysis with the score for pre-science-related attitude as the covariate. Result revealed that the scores for science-related attitude significantly differed between the high and low groups. Specifically, the increase in the scores of the low group was larger than that of the high group. Lastly, the study presented implications for the utilization of educational game content in science learning.

• 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 of Fisheries and Marine Sciences Education
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• v.27 no.2
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• pp.476-487
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• 2015

The purpose of this study was to analyze students' creative personality within creativity personality model schools and public schools in order to investigate effects on of the management of Creativity Personality Model School. The objects of this study were different 4~6th grade classes in two Elementary schools located in Gyeongsangnam-do G city. The experimental group was composed of 301 students Y Elementary school and the comparative group was composed of 231 students G Elementary school. Before carrying out the study, both groups took the preliminary examination about their creative personality. After three months, the experiment group and the comparison group took the post examination to compare and analyze the results. The results of this study were as follows: It was observed that the management of Creativity Personality Model School would have meaningful effects to improve the creative personality of students. A important factor was that operated a variety program of creative personality, such as 'Rainbow School' and 'Rainbow Experiential learning'. Through this study, it seemed to conclude that the management of Creativity Personality Model School was more effective on improving students' creative personality.