• Journal of the Korean Society for Library and Information Science
• /
• v.41 no.1
• /
• pp.33-54
• /
• 2007

The Purpose of this study is to investigate how the different types of reading method of contrary concept : between "oral reading" and "silent reading", between "intensive reading" and "extensive reading", between "thorough reading", "selective reading", influence on the tendency of the creative ability and the self-directed learning ability. This study was collected using 2 classes of 6th-grade 62 children of an elementary school. The influences according to reading methods on creative ability and the self-directed teaming ability analysis were as follows : "Oral reading" more than "silent reading", "intensive reading" more than "extensive reading" had a significant influence on the creative ability and the self-directed learning ability. Out of reading methods, "selective reading" and "thorough reading" had no significant influence, or had negative factors on the creative ability and the self-directed learning ability.

• Journal of The Korean Association of Information Education
• /
• v.20 no.3
• /
• pp.313-322
• /
• 2016

The effect on creative problem solving ability and learning flow is analyzed by applying game-based learning using sandbox game, Minecraft Edu for elementary school students. It appeared to be effective when applied to sand box utilizing game-based learning than traditional lecture teaching method on creative problem solving ability and learning flow. It is found to be a significant difference observed in all sub-elements on Creative problem solving ability and it is found to be a significant difference in all sub-elements on learning flow except sense of control and transformation of time.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.17 no.3
• /
• pp.433-443
• /
• 2011

Purpose: This study aimed at (a) developing an instructional model of creative thinking education on the problem-based learning method (C-PBL) in undergraduate nursing curriculum at one University, and (b) examining its effect on nursing students' level of creativity and outcomes from problem-based learning. Methods: The C-PBL model was implemented on 43 juniors of the experimental group with a 30 hour-nursing class during one semester. The control group, with 54 seniors, received 4 hours of problem based learning training in an adult nursing class. Pre-and post-tests were done with the Torrance Tests of Creative Thinking for creative thinking ability, the Integrated Creativity Instrument for creative motivation and attitudes, the Problem Solving Competency questionnaire, and the Self-Directed Learning Instrument. Results: The C-PBL model was developed using a caring situation scenario to solve nursing problems with 3 training steps of 'encountering a patient in a caring situation', 'exploring nursing knowledge', and 'designing creative caring beyond given knowledge'. Between the experimental group and the control group, there were significant differences in creativity (p<.010), problem-solving ability (p<.010), and self-directed ability (p<.010). Conclusion: This C-PBL method could contribute in increasing creative competency as well as problem-solving ability for nursing students.

• Journal of Fisheries and Marine Sciences Education
• /
• v.25 no.4
• /
• pp.878-890
• /
• 2013

The purpose of this study is to apply the PEOE class model that can enhance students' scientific creative problem-solving ability and self-directed learning ability in the middle school science subject and analyze the effects of it on students' long- and short-term retention, scientific creative problem-solving ability, and self-directed learning characteristics. And the paper has gained the following results: First, according to the result of analysis through the pre-test, post-test, and delay test to examine the effects of PEOE-based class on learners' long- and short-term retention, it is found to be statistically significant in the significant level of .05. In other words, the class using PEOE influences learners' short-term retention significantly, but it is even more effective in transmitting the concept that students acquire into their long-term memory. Second, according to the result of analysis through the pre-test and post-test to examine the effects of PEOE-based class on learners' scientific creative problem-solving ability, it is found to be statistically significant in the significant level of .05 in general. However, 'elaboration' and 'originality', the subfactors of scientific creative problem-solving ability, do not indicate significant effects. Third, according to the result of analysis through the pre-test and post-test to examine the effects of PEOE-based class on learners' self-directed learning characteristics, it is found to be statistically significant in the significant level of .05 as a whole. However, 'openness' and 'future-oriented self-understanding', the subfactors of self-directed learning characteristics, do not exert significant effects. Based on the above study results, it can be concluded that PEOE-based class is more effective for learners' academic achievement in science, scientific creative problem-solving ability, and self-directed learning characteristics than lecture-method instruction regarding the middle school science unit of 'The Properties of Air and Weather Change'.

• Journal of Korean Elementary Science Education
• /
• v.37 no.4
• /
• pp.455-465
• /
• 2018

The purpose of this study is to investigate the effect of 'strata-fossils' STEAM program with questions on the academic achievement, creative problem-solving ability and scientific interests of elementary students. For this purpose, the STEAM program with questions was developed and applied to the third and fourth graders in elementary school. As a result, the academic achievement, creative problem-solving ability and scientific interests of the group applying the program showed a significant improvement in the post-test than the pre-test. The result of learner satisfaction survey of the STEAM program was also high. This means that the STEAM program class with questions for 'strata-fossils' could be meaningful works to encourage students' academic achievement as well as their creative problem-solving ability and scientific interests. Therefore, it seems necessary to apply for other themes in elementary science continuously.

• Journal of Gifted/Talented Education
• /
• v.10 no.2
• /
• pp.47-69
• /
• 2000

One of the most controversial issues in contemporary research of creativity, whether a person"s creativity is domain-specific or domain-general, was investigated with 109 second grade children in the present study. The purposes of this study sere to empirically examine (1) the relationships among children's creative performances measured by three product-based assessments (story-telling, collage-making, and math word problems) in three domains, and (2) the relationships between children's general creative thinking sills, measured by two divergent thinking tests, and children's creative performances. The findings of this study support the position that creative ability in young children is rather (but not absolutely0 domain-specific. Children exhibited a range of creative ability across different domains rather than a uniform creative ability in diverse domains, indicating there is considerable intra-individual variation in creative ability by domain. Divergent thinking measures did not have great power in predicting creative performance in at least two of three, if not all, domains assessed in the study. It is implied from the study that it is not possible to reliably predict a child"s creative ability in one domain based on his/her creative ability in other domains or his/her overall divergent thinking ability. Implication of the study in connection with educational practices for gifted children is discussed.

• Journal of the Korean School Mathematics Society
• /
• v.6 no.1
• /
• pp.1-17
• /
• 2003

In this paper, we study the methods of improving an ability of a creative solving mathematical problem belonging to an educational system which every province office of education has adopted for the mathematically talented students. Especially, we give an attention on a preferential reaction in teaching styles according to student's LQ., the relationship between student's LQ. and an ability of creative solving mathematical problems, and seeking for an appropriative teaching methods of the improvement ability of a creative solving problem. As results, we have the followings; 1. The group having excellent students who have a higher intelligential ability prefers inquiry learning which is composed of several sub-groups to a teacher-centered instruction. 2. The correlation coefficient between student's LQ. and an ability creative solving of mathematical is not high. 3. Although the contents and the model of thematic inquiry learning don't have a great influence on the divergent thinking (ex. fluency, flexibility, originality), they affect greatly the convergent thinking - a creative mathematical - problem solving ability. Accordingly, our results show that we should use a variety of mathematical teaching materials apart from our regular textbooks used in schools to improve a creative mathematical problem solving ability in the process of thematic inquiry learning. Also we can see that an inquiry learning which stimulates student's participation and discussion can be a desirable model in the thematic mathematical classroom activities.

• Journal of Korean Elementary Science Education
• /
• v.26 no.3
• /
• pp.286-294
• /
• 2007

This study investigated the relationship between elementary school students' creative problem solving skills in terms of science and cognitive strategies. Creative problem solving in science was measured by 4 variables; appropriateness, scientific ability, concreteness, and originality. Cognitive strategies were measured by 6 variables; surface(rehearsal), deep(elaboration and organization), and metacognitive strategies(planning, monitoring, and regulating). The KEDI Creative Problems Solving Test in Science(Cho et al., 1997) and the Motivated Strategies for Learning Questionnaire(Pintrich & DeGroot, 1990) were administered to 72 subjects. Data were analyzed by means of Pearson's correlation and multiple regression analysis. Our findings indicated a positive correlation between creative problem solving in science and cognitive strategies. The surface cognitive strategy (rehearsal) positively predicted the total score, the scientific ability's score, the concrete score, and the original score of creative problem solving in science. The deep cognitive strategy(organization) positively predicted the appropriate score and the metacognitive strategy(planning) positively predicted the original score of scientific creative problem solving skills.

• Journal of The Korean Association of Information Education
• /
• v.21 no.1
• /
• pp.67-76
• /
• 2017

Recently, the Ministry of Education is pursuing various educational reforms for the cultivation of creative talent in preparation for the fourth industrial revolution. In this study, we developed STEAM program using the info-graphic and 3D modeling. As a result of applying the developed STEAM program to 2 classes of 6 grade in ${\circ}{\circ}$ elementary school in Seoul, it showed that creative problem solving ability of all students participating in the program has improved. Particularly, Motivational component has shown the greatest improvement among the creative problem solving ability elements. Through the results of this study, it is expected that various STEAM programs using the infographic and 3D modeling will be developed and applied in the field of elementary school for the cultivation of creative talent with creative thinking ability in preparation for future society.

• Journal of the Korean Home Economics Association
• /
• v.43 no.12 s.214
• /
• pp.135-151
• /
• 2005

The purpose of this study was to examine the influence of father's characteristics on the creativity of gifted preschoolers and nongifted preschoolers. Father's personality, creative personality and parenting self-efficacy were included in father's characteristics. The study subjects were 96 gifted and 180 non-gifted preschoolers and their fathers. Instruments were the Torrance Test of Creative Thinking(Torrance, 1984: Kim et al., 2002), Revised NEO-Personality Inventory(Costa & MaCrae, 1992), What Kind of Person Are You Scale of the Khatena-Torrance Creative Perception Inventory(Khatena & Torrance, 1976: Kim et al., 2004), and Parenting Efficacy Scale(Choe et al., 2001). The results showed that extroversion, healthy ability and disciplined ability of the gifted preschoolers' fathers influenced the children's fluency of creativity, while the disciplined imagination of gifted preschoolers' fathers influenced children's elaborateness of creativity. Regarding non-gifted children, the intimacy of the non-gifted preschoolers' fathers influenced the children's fluency of creativity, the general parenting ability of non-gifted preschoolers' fathers influenced children's abstractness of titles of creativity, the general parenting ability of non-gifted preschoolers' fathers the influenced children's elaborateness of creativity, and general parenting ability and learning guidance ability of non-gifted preschoolers' fathers influenced the children's resistance to premature closure of creativity.