• Journal of Korean Elementary Science Education
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• v.34 no.2
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• pp.194-209
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• 2015

본 연구의 목적은 스크래치 프로그래밍을 활용한 초등과학 '작은 생물' STEAM 수업을 개발하고 적용하여, 초등 영재학생의 창의적 인성, 창의적 문제해결력, 과학적 태도의 향상에 어떠한 영향을 미치는지 알아보고자 하였다. 개발한 STEAM 수업은 과학 지식과 스크래치 프로그래밍을 통합한 내용적 융합의 방법을 통해 학습자가 창의적 설계와 감성적 체험을 효과적으로 경험할 수 있도록 설계되었다. 연구 대상은 26명의 초등과학 영재학생들이었으며, 양적 및 질적 접근을 통해 자료를 수집하였다. 7차시의 수업을 적용한 결과, 개발한 STEAM 수업이 창의적 인성 및 과학적 태도에 효과가 있었다. 창의적 인성 하위 요소 중, 독립성에서 효과가 있었으며, 과학적 태도 측면에서는 자발성 및 인내심에서 유의한 상승을 보였다. 본 연구는 생명 과학 및 컴퓨터 프로그래밍처럼 STEAM 수업을 위한 효과적인 수단을 통합하는 일이 과학 기술에 대한 학생들의 창의성과 흥미를 신장시킬 수 있음을 제안한다.

• Journal of Science Education
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• v.37 no.1
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• pp.131-141
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• 2013

The purpose of this study was to find out the effect of the science lesson emphasized creativity and character on the creativity and science related attitudes of elementary school students. To conduct this study, 'Unit 1. Weighing', which is a part of content of 4th grade science text book, was analyzed and 11 science lessons emphasized the elements of creativity and character were developed. One experimental group and one control group of 4th grade students were selected to perform a prior investigation. Then the experimental group attended developed science lessons and the control group attended the traditional science lessons based on the text book and teacher's guide. After conducting lessons, a post investigation was performed for each group and the results were analyzed to produce the following conclusions. First, the science lesson emphasized the creativity and character was more effective than traditional one to improve students' creativity. Especially, fluency, originality and abstractness in sub-elements of creativity, were improved meaningfully. Second, the science lesson emphasized the creativity and character was more effective than traditional one to enhance students' science related attitudes. Especially, in sub-domain, the attitude about scientific research and the application of scientific attitude were enhanced meaningfully. Consequently, science lesson emphasized the creativity and character was thought to have a positive effect on improving the creativity and science related attitudes of elementary students.

• Journal of The Korean Association of Information Education
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• v.19 no.2
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• pp.159-166
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• 2015

STEAM is a multidisciplinary education program which intended to promote creative thinking by combining studies in the arts and STEM(Science, Technology, Engineer, Mathematics) fields. STEAM education can bring out creativities in students through educational activities of integrating and combining diverse studies. In this research, we integrated the educational elements of science, technology, engineering, mathematics, and arts using robots and then developed an educational program that raises the creative and character (focused on collaboration and communication) of students in a more fun and effective way. Using our developed educational program, we taught 6th grade students of an elementary school located in Seoul. As the result, most of students were found to be enhanced in their creativity and character after participating in the STEAM-based programming education course.

• Communications of Mathematical Education
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• v.36 no.3
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• pp.373-395
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• 2022

This study aimed to examine how prospective mathematics teachers (PMTs) perceive collaborative problem-posing (CPP) as a method to cultivate students' creativity and character in mathematics education. This is to propose the introduction of CPP at the stage of preparatory math teacher education as one of the ways to reinforce the creativity and character education capacity of PMT), and to attempt to be an opportunity to actively utilize CPP in math teaching-learning in the school field for the education of students' creativity and character. To achieve this objective, I designed PMTs taking the 'Educational Theories for Teaching Mathematics' course, required in the second year of university, to experience CPP tasks. Data were collected through questionnaires or interviews over three years on how PMTs recognized the CPP tasks as a tool to cultivate students' creativity and character in secondary schools. The results of the study are as follows. First, PMTs recognized regardless of their CPP experience that CPP might have a positive impact on improving students' ability to devise various ideas and that it positively influences students' attitudes toward building interpersonal relationships, including teamwork, respect, and consideration. Second, the experience of PMTs participating in the CPP made them more positively aware that CPP is effective in improving students' ability to elaborate on ideas. Third, the PMTs' experience of participating in CPP led to a more positive perception of the impact of CPP on the students' abilities and attitudes, namely, the students' ability to elaborate on ideas and their inner attitudes toward individuals, including honesty, fairness, and responsibility, and the attitude of students regarding logically presenting their opinions and making rational decisions. Finally, if there are downsides to the offline environment, an online environment may be more beneficial.

• 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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• 2004.08a
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• pp.362-369
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• 2004

인성 교육은 창의성 교육과 더불어 교육 개혁 과제의 핵심이자 새 학교 문화 창조의 밑바탕으로 일선 교육 현장에서 최우선으로 해결해야 할 당면 과제이다. 교육의 궁극적인 목적이 '인간에 의한, 인간을 위한, 인간의 교육' 임을 알고 있으면서도 다양한 체험 활동을 통한 인성 교육을 등한시하고 지식을 중시하는 지식 편중의 교육 활동을 전개하는 실정이다. 오늘날 교육은 웹의 풍부한 자원의 활용으로 새로운 교육형태, 학습모형 등이 점차 확산되어 가고 있는 추세이다. 그러나 학생들에게 풍부한 학습환경 제공과 비례하여 극단적인 이기풍조는 여전히 우리의 삶을 위협하고 교육을 저해하는 요인이 되고 있다. 이러한 교육적 현실로 전통적인 학습방법에서 탈피하여 사이버 공간의 학급홈페이지를 이용한 인성교육의 프로그램을 개발하여 좀더 능동적이고 시간과 장소에 제약을 받지 않는 자유로운 마음열기 대화활동을 통해서 아동들의 적성과 능력을 극대화하고 자아실현의 기쁨을 느끼게 하는 올바른 심성의 장 학급홈페이지 설계 및 구현을 통해 온라인 상에서 이루어지는 학생과 학생, 학생과 교사 등 상호작용의 장으로서 그 역할을 담당하고 쉽고 친숙한 학급홈페이지의 활용면에서 있어서도 성과가 있을 것이다.

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.151-168
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• 2019

This study aims to verify the effects of the sewing practice class, developed for the cultivation of creativity and personality, the two qualities that the Korean Department of Education tried to emphasize in 2009 national curriculum. We conducted a single-group pretest-posttest experiment with the developed sewing practice class as a treatment. Results are as follows. First, the comparison results of before and after the developed sewing practice class showed that there were meaningful differences in creativity and its subfactors such as divergent thinking skill, problem solving ability, open-mindedness and patience. This is because in-class activities such as coming up with ideas by group discussion, creative activities and problem-solving experiences make the students be aware that they are the hosts of the class. It also affected their abilities of producing creative ideas and solving problems proactively. Second, the developed sewing practice class had an impact on students' personality and its subfactors like responsibility, diligence, consideration, communication skill, and collaborative ability. This practice class is based on personal activities which lead to the completion of the group assignment. This has not only emphasized individual responsibilities, but also highlighted the completion of group work and encouraged the flow of communication and cooperation among students. As a result, we concluded that this practice class helped nourish the participating students' personality.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.117-134
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• 2012

The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following: First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: 'expansion of hands-on activities for students related to education on creativity and personality'(4.34), 'development of HE classroom culture putting emphasis on creativity and personality'(4.29), 'a proper curriculum on creativity and personality education that goes along with students' developmental stages'(4.27), 'securing enough human resource and number of professors who will conduct creativity and personality education'(4.21), 'establishment of the concept and value of the education on creativity and personality'(4.09), and 'educational promotion on creativity and personality education supported by local communities and companies'(3.94).

• 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 Gifted/Talented Education
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• v.24 no.4
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• pp.679-701
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• 2014

As the validity issue of teacher nominations for the identification of gifted students has been raised recently, this study purports to test the validity of teacher nominations for selecting scientifically gifted students. As the criterion variables, domain specific traits such as science creative problem solving skills and science attitudes and domain general characteristics such as divergent thinking skills, creative attitudes, intrinsic motivation, and leadership were analyzed. Scientifically gifted students, potentially gifted students who had never been enrolled in gifted programs but were nominated as the scientifically gifted by teachers, and general class students participated in the study. The results of ANOVA showed that there were significant differences in all variables but originality factors of the TTCT and science creative problem solving skill test between gifted/nominated students and general class students; gifted/nominated students were significantly superior in these variables to general class students. The discriminant functions analysis yielded a discriminant function that significantly discriminated between gifted/nominated and general class students. Variables loaded on the discriminant function were science creative problem solving skills except for the originality subfactor, and science efficacy. These results imply that while teachers are likely to consider adaptation-oriented academic excellency related to logical thinking skills, problem solving skills, and science performance when nominating students, they may ignore the innovation-oriented property which is indicated as the fluency and originality factors of TTCT. Also, the criteria of teacher nominations are presumed to be congruent with the selection criteria of the gifted education program which pursued academic excellency as the educational goal. This suggests that with such criteria, high performing students in the science area can be sufficiently identified by teachers with no further identification procedures or/and tests.