• Korean Journal of Child Studies
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• v.29 no.4
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• pp.231-248
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• 2008

This research used Q-Methodology to investigate kindergarten teachers' perception style regarding children's creativity. The 30 participants had various teaching experiences and educational backgrounds and were teaching in a variety of types of kindergartens in the cities of Busan and Ulsan. Individual teacher's subjective perspective was the main target for the analysis. Results showed four types of teachers' perceptions of creativity : 1) perceiving creativity as children's creative thinking ability, 2) focusing on creative curriculum development 3) perceiving creativity as children's creative personality, and 4) focusing on either teacher's thorough understanding of children's creativity or teachers' creativity. These results indicate that teachers tend to perceive creativity in narrow and specific domains. These findings are discussed with respect to their educational implications.

• Journal of Engineering Education Research
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• v.13 no.2
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• pp.70-73
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• 2010

The practice named "Creative Design and Production" has been given to train the students'ability to find and solve problems. Students are expected to design and fabricate creative artifacts in the practice. The practices focusing on perfection and creativity of the products have been executed for the past few years. We have reviewed the relationships between these abilities and the qualities of products of the students in the practices. It seems that the products lacks of originality and creativity when focused on the perfection. And on the contrary, the perfection of the products is low when focused on the creativity. We have employed the new three trials in order to solve these problems in the practice. Among trials, the cooperation with veterans has been the most useful for students through "Creative Design and Production".

• Research in Mathematical Education
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• v.13 no.4
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• pp.309-330
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• 2009

The article aims to present findings of a study which has examined the ability of elementary school mathematics teachers and of teacher-trainees in other disciplines to solve irregular challenging problems of sequences in general rather than numerical sequences only. The findings show that mathematics teachers succeed to cope with unusual assignments when the requirements of the problems presented to them are analogous to irregular problems. However, when the problems require a change in the thinking procedure in the direction of creative thinking, there is a considerable decrease in performance. Another finding shows that, although teacher-trainees succeed less in solving the presented problems, they give incorrect solutions which do indicate creative thinking. An inevitable conclusion based on the research findings is that teacher training institutions should enhance and reinforce multi-directional. branching out and creative thinking competences.

• Educational Technology International
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• v.7 no.2
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• pp.23-44
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• 2006

As the educational paradigm has shifted from the traditional knowledge oriented instruction learning to the knowledge product oriented instructional learning, the development of student's creativity becomes one of the most important educational goals, because the ability that can produce the knowledge creatively is required in the digital information knowledge based society. The purpose of this study is to make a basic direction and strategy for the instructional design to develop an on and off line blended instructional design which will help a learning community to be a more collaborative and creative learning community. This research has investigated the concept and the characteristics of collaborative creativity and creative problem solving as the theoretical basis of the design. After that, on the basis of the theories connected with the collaborative creativity theory, the direction and the strategies for the development of collaborative creativity was designed. The design was applied into the real learning community and finally proved the effectiveness of the learning model for the development of the collaborative creativity by the quantitative evaluation.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.395-417
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• 2022

This study aims to analyze the correlation of creative personality, environment, process, and product as related to scientific creativity for different levels of elementary school students. We evaluated 105 fifth graders' responses to two tests: i) the scientific creativity test for creative process and product and ii) the self-report test for creative personality and environment. In the self-report test, creative personality comprises cognitive and affective personality, and creative environment constitutes home and school environments. To attain a deeper understanding of phenomena that cannot be explained by a quantitative analysis, interviews were conducted with four students who had the highest scores in creative product and four students who had the lowest scores in creative product while having higher-than-average scores in creative process. First, correlation of creative personality and environment were not significant. Second, in the interviews, students who had the highest scores in scientific creativity had common characteristics, namely, the ability to endure current difficulties to achieve future success and the propensity to listen to other people's ideas critically. Third, students who had the highest scores in creativity hailed from families that respected their opinions, whereas students with the lowest scores belonged to families that disregarded or neglected their opinions. Finally, this study specifies the criteria that should be considered for affective and environmental aspects of scientific creativity education.

• Journal of the Korea Society of Computer and Information
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• v.17 no.8
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• pp.181-188
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• 2012

In this paper, we propose an a strategy using writing based on STEAM Instruction for information gifted students' creative problem-solving. It is needed a complex and dynamic interaction of variety elements for creative problem solving. And it should be provided experience encompassing various disciplines thorough convergence education for leading to the these interactions and developing the ability to solve complex problems. Writing has already been verified educational effects in a variety subjects. And writing gives a positive impact on creative problem solving by helping awareness of the problem and encouraging critical thinking. In addition, writing can be used as an effective tool for improving problem solving based on similarities between problem-solving process. Learners will find algorithm thorough the process analyzing and writing experience with high-tech products like vending machines, mobile phones and can learn naturally the principles of various disciplines used in real life. Furthermore, learners will experience interaction, convergence of various thinking and cultivate creative problem- solving skills.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.30-45
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• 2013

In this study, we developed a model for analyzing scientists' creative thinking processes, and analyzed Archimedes' thinking process in solving the golden crown problem. As results show, scientists' complex problem solving processes could be represented as a repeating circular model, and the fusion of processes of diverse thinking required for scientists' creativity could be analyzed from the case. Also in this study, we represented the role of experiments in scientists' creative discovery, and investigated the reasons for the difference between the viewpoints of textbooks and historic facts. We found the importance of abductive reasoning and advance knowledge in creative thinking. Archimedes solved the golden crown problem creatively by crossing the scientific thought of dynamics and the daily thought of baths. In this process, abductive reasoning and advance knowledge played an important role. Besides Archimedes' case, if we would reconstruct the creative discovery processes of diverse scientists' in textbooks, students could raise their creative thinking ability by experiencing these processes as educational steps.

• KIPS Transactions on Computer and Communication Systems
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• v.10 no.4
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• pp.107-116
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• 2021

In the 4th Industrial Revolution situation it is essential to need the high quality of software in diverse industrial areas. In particular current software centered schools attempt to educate the creative thinking based coding to non-major students and beginners of computer. But the problem is insufficient on the definition and idea of the creative thinking based software. In addition in a aspect of coding education for non-major and new students we recognize to have no relationship between creative thinking methods and coding. In other words we should give them how to practically code and design through learning the creative thinking. To solve this problem we propose the codification of design thinking mechanism without the knowledge of software engineering through mapping creative thinking with software development process. With this mechanism we may expect for students to have some coding ability with the creative design.

• Journal of Korea Game Society
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• v.11 no.4
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• pp.49-59
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• 2011

The creativity is the important ability required to game designers. But there is few research for the definition of creativity and creative thinking method. This study suggests that what creativity is and how to use creative thinking methods in the game design. In the first, this study analyzes three types of creativity meaning: revolutionary creativity, evolutionary creativity and impromptu creativity. In the second, this study suggests that how to use thinking methods that are mind map, brainstorming, check list and etc. The game designer's creativity can be improved by the suggestion of this study.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.567-581
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• 2007

This study examined patterns of reasoning of both the scientifically-gifted and children of average ability as witnessed in their science problem solving skills. Science problem solving skills are one of the significant characteristics of scientifically gifted children, and by using methods such as individual interviews, inductive reasoning, abductive reasoning, and deductive reasoning, the characteristics of these children can be to be further explored and categorized. The study also compared the findings with those of average children. This study sought to determine efficient guidelines fur teaching the scientifically-gifted, to come up with basic materials for developing relevant programs, and to find suggestions for identifying such students. The results of the study are as follows: Firstly, the creative science problem solving skills of the scientifically-gifted were better than that of the average students. Secondly, all of the three reasoning patterns used revealed in creative science solving processes were different between the gifted and the average, especially in terms of abductive reasoning, which was proved to reveal the greatest distinction between the two groups.