• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1333-1344
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• 2012

This study aimed to enhance creative problem solving skill by using the Creative Problem Solving (CPS) learning model which was developed based on creative problem solving approach and five essential features of inquiry. The key strategy of the CPS learning model is using real life problem situations to provide students opportunities to practice creative problem solving skill through 5 learning steps: engaging, problem exploring, solutions creating, plan executing, and concepts examining. The science content used for examining the CPS learning model was "matter and properties of matter" that consists of 3 learning units: Matter, Solution, and Acid-Base Solution. The process to assess the effectiveness of the learning model used the experimental design of the Pretest-Posttest Control-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At the same time, students at the same grade level in the control group learned by conventional learning model. The learning models and students' prior knowledge levels were served as the independent variables. The creative problem solving skill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in all aspects, the students' mean scores of creative problem solving between students in experimental group and control group were significantly different at the .05 level. Also, the progression of students' creative problem solving skills was found highly progressed at the later instructional periods. When comparing the creative problem solving scores between groups of students with different levels of prior knowledge, the differences of their creative problem solving scores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective in enhancing the students' creative problem solving skill.

• Asian Journal of Innovation and Policy
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• v.5 no.1
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• pp.1-18
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• 2016

Catch-up is a well-known and familiar terminology for innovation scholars in developing countries such as Taiwan, Korea and China. The strategy, however, is too difficult to perform in each industry. This study looks into a catch-up strategy that Apple and Xiaomi used and examines the results on the creative imitation of business model in the smartphone industry. It is quite surprising that even Apple is based on catch-up strategy. They wanted to catch-up Nokia. Our case study shows that these two companies quickly caught up with the leaders, and the common feature of their strategy is characterized as creative imitation of business model. Creative imitation of business model is different from creative imitation of innovation. Furthermore, this research confirms that the creative imitation of business model leads to aggressive creative innovation.

• Journal of Distribution Science
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• v.21 no.4
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• pp.11-20
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• 2023

Purpose: 1) develop a learning model involving design thinking to develop creative economy innovation and the characteristics of digital entrepreneurs. 2) evaluate the impact of design thinking on creative economy innovation 3) evaluate the impact of design thinking on digital entrepreneurial ability. Research design, data and methodology: 1) develop a learning model involving design thinking in order to develop creative economy innovation and the characteristics of digital entrepreneurs. 2) Evaluating creative economy innovation involving design thinking. 3) Assessing the characteristics of digital entrepreneurs based on design concepts. Results: 1) the development of a learning model involving design thinking to develop creative economy innovation and digital entrepreneurial competency 2) The students who studied using the learning model involving a design thinking process had the highest overall scores in terms of creative economy innovation 3) The scores for the assessment of digital entrepreneurial activity for the students who studied by using the design thinking learning model were at a high level. Conclusions: The development of the design thinking learning model can encourage students to be able to develop creative economy innovations and to empower digital entrepreneurs' ability for distribution strategy. Educational institutions that would like to succeed in developing creative economy innovative and digital entrepreneurship characteristics with the support of design thinking.

• Journal of the Korea Safety Management & Science
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• v.10 no.3
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• pp.267-274
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• 2008

This paper reports generating creative ideas based on customer needs using Kano Model and Importance-Differentiation Matrix (I-D Matrix). Nowadays, every customer demands creative ideas on product innovations in order to be satisfied her needs. However, most existing methods are limited to get creative ideas that reflect customer needs. Any creative ideas that do not fully reflect customer needs are obviously more difficult to succeed in the market than those that reflect customer needs. This paper distinguishes each quality elements the customer needs in terms of Kano Model. And it presents the effective ways of generating creative ideas by I-D Matrix in order to overcome current uppermost limits.

• Knowledge Management Research
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• v.6 no.2
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• pp.1-22
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• 2005

Knowledge is recognized as the most important asset among enterprises. Therefore, the necessity of knowledge management is ever on the increase nowadays. While many people have endeavored to develop knowledge storage, sharing and usage, knowledge creation is not sufficiently investigated for practical application, because knowledge creation is largely related to creativity and difficult to establish a systematic methodology. In order to overcome such problems, the creative knowledge creation model is proposed by using the whole brain theory and creative thinking tools. First of all, the creative knowledge creation model is based on the Nonaka's knowledge creation model integrated with the whole brain theory. The whole brain theory is then used as a standard to organize a whole brain team that is composed of members who have diverse thinking patterns. For creative thinking tools, the mandal-art and the contradiction matrix of TRIZ are used for a knowledge conversion. Each process of the creative knowledge creation model is sequentially suggested and several terms are defined. In order to verify the effectiveness of the creative knowledge creation model, the proposed model is applied to the development of a dishwasher with a new concept. According to the order of the proposed method, the model is applied twice in the cycle of spiral evolution. Three kinds of dish-washing methods have been developed using the proposed model. The results of the application are then analyzed and presented.

• Journal of the Korean Society of Clothing and Textiles
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• v.41 no.1
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• pp.71-83
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• 2017

This research suggests a new idea conception method for creative thinking to develop a creative fashion design. The common characteristics of the design area, the unique characteristics of the fashion design, and idea conception method for creative thinking were analyzed and reviewed to develop a creative fashion design research model. Based on this, the fashion design research model was planned through an attempt to graft a new idea conception method on an existing method to utilize the advantage of it suitable for fashion design characteristics and designated as an idea conception method for a creative fashion design research model. We developed 10 designs with a full awareness of the research model steps; subsequently, the effectiveness was confirmed through the evaluation phase of the research model that utilized the idea conception method. This research has significance in that the research model utilizing idea conception method that rarely addressed in precedent research was developed with the idea conception method as a research subject by drawing the characteristics for an idea conception of fashion design and new approach was tried that emphasized the advantages of the existing method.

• STI Policy Review
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• v.1 no.2
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• pp.33-50
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• 2010

This study examines three factors - personal, academic features and governmental research environment - that influences the research of creative scientists based on a Systems Model of Creativity and tries to deprive policy implications. First, this study investigates the characteristics of creative scientists' research through a literature review. Next, it analyzes the features of academic characteristics, and creative research environments by the interviews of nine creative scientists in Korea. Lastly, it draws its implications and analyzes the limitations of this research.

• Journal of Gifted/Talented Education
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• v.10 no.1
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• pp.1-32
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• 2000

Although it is widely acknowledged that enhancing creativity is an important educational theme on which schools should depend and embody their educational goal and activities, how to do it can be characterized as 'piecemeal' without a whole picture of it. Thus, school practices of creativity education has been disoriented, discontinuous, short-term, and peripheral in nature. In this practical context, a theoretical model of creativity education was developed in ways in which several theoretical concepts based on research findings on a variety of aspects of creativity education were compiled and organized. The core of the model was creative problem solving process to which the goals and the mediating variables of creativity education were connected in relational fashion. By giving repetitive opportunities for creative problem solving geared to producing the results that are novel and useful for the individual as well as the socity, it was conceptualized that two educational goals could be achieved: a short-term goal of developing creative potential of the individual and the long-term goals of self-actualization of the individual and contribution to the society. It is also conceptualized that creative problem solving can be influenced in positive manner by several mediating variables: content knowledge and skills, creative cognition, creative motivation and attitudes, and creative environment. The creative environment is composed of psychological and physical conditions and provides a basis for creativity education. The former three variables are conceptualized as necessary conditions for the effectiveness and efficiency of creative problem solving, when provided appropriately. The four mediating variables ware conceptualized as mutually affecting so that the development of one variable influences positively that of the other, and vice versa. In terms of practical perspective of teaching creativity, developing creative potential, self-actualization, and contribution to society are the goals; creative problem solving process is the methodology; content knowledge and skills, creative cognition, and creative motivation and attitudes are the content; and creative environment is the condition of creativity education. The model is not yet perfect but needs further explorations to make it more detailed in clarifying various relationships. For instance, how the creative problem solving process can be differentiated in teaching various subject matters is yet to be explored. Thus, the model proposed in this study should be regarded as a general model of creativity education, and is relatively sound to be adopted in school practices since it is based on the theoretical as well as empirical study findings on creativity. However, the proposed model needs to be validated through empirical researches in real teaching settings.

• School Mathematics
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• v.10 no.4
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• pp.583-601
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• 2008

The creative productivity is regarded as an essential factor to perform the gifted education. While it is very important to cultivate and to expand a creative productivity through mathematically problem solving in gifted education, we have difficulties in actual education of the (mathematically) gifted, even are there few researches/studies which deal with teaching and guiding the creative problem solving in mathematically gifted education, it is hard to find a guideline that provides proper ways (or directions) of learning-instruction and evaluation of the mathematically gifted. Therefore in this study, the researcher would provide a learning-instruction model to expand a creative productivity. The learning-instruction model which makes the creative productivity expanded in mathematically gifted education is developed and named MG-CPS(Mathematically Gifted-Creative Problem Solving). Since it reflected characteristics of academic- mathematical creativity and higher thinking level of the mathematically gifted, this model is distinguished from general CPS. So this model is proper to provide a learning experience and instruction to the mathematically gifted.

• International Journal of Computer Science & Network Security
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• v.21 no.3
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• pp.21-30
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• 2021

Economic transformations have led to an increase in the role of creative assets and their central role in public life. Changes in creative activity have led to a change in the organization of the work of institutes engaged in the training of specialists, in particular teachers of labor education. Methods and approaches to training determine the development of creative industries, being the basis for models of professional training of future teachers of labor training. The purpose of an article was to develop a modern model of professional training of future teachers of labor training based on the concept of creative economy. The methodology is based on the concepts of holistic craft and creative economy. Based on the integration of pedagogical learning models "Craft as design and problem-solving", "Craft as skill and knowledge building", "Craft as product-making" and "Craft as self-expression" developed and experimentally confirmed the conceptual model of professional training of future teachers of labor training. The proposed model forms a practitioner with professional, technical, digital and creative skills who is able to transfer the experience to students. The training course "Creativity and creative thinking" has been developed. The model provided for the development of a course based on the strategy of developing professional creativity, flexibility, improvisation, openness, student activity, joint practice, student-oriented approach. The practical value implies the adaptation of the developed model of professional training of future teachers of labor education during the training of teachers in higher education, which is confirmed in the experiment.